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  • 151.
    Berglin, Maria
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogers arbete och upplevelse av iPads i läs- och skrivinlärningen.: Pedagogperspektiv på iPads i grundsärskolan.2016Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how some Elementary School teachers of special classes describe how they use iPad as an educational tool when teaching reading and writing. To find out I have carried out an interview investigation. I have analyzed results using theoretical concepts from the sociocultural perspective, scaffolding and artefacts. The cummulative result shows that teachers describe that they practice linguistic consciousness and that pupils are trained in writing in different ways. Theachers also describes how the pupils learn reading through writing. Another result shows how all teachers describe that they work face to face with pupils using iPads in reading and writing. Further results also shows how teachers presents possibillites of using iPads as an educational tool when teaching reading and writing. The teachers describes that working with iPads motivates the pupils to learn and develope new knowledges. Finally a result shows how teachers present cooperation among classmates when using iPad during reading and writing lessons. In relation to studies by others in my literacy review , a similar result is shown. Ipads facilitates reading and writing and pupils need the support of teachers initially when working with iPads. Ipad is userfriendly, for exampel for pupils experiencing motor activity difficulties and it may open up for cooperation with or without applications.

  • 152.
    Berglund Bystedt, Carina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Eriksson, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Från screening till verkstad: En fallstudie om speciallärares och lärares samarbete2018Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa fallstudie syftar till att tillföra kunskap om hur samarbetande samtal och samundervisning kan bidra till att utveckla ett samarbete som kan stödja och stimulera alla elever på gruppnivå. Resultatet visar att det sker ett kunskapsutbyte, och därmed en förändring av lärmiljön, då speciallärare och lärare i diskussioner och reflektioner bidrar med kunskaper utifrån sina olika kompetenser. Gemensam planeringstid och samarbetsvilja är förutsättningar för samundervisning. Framgångsfaktorer i samundervisningssituationen är att lärarna kompletterar varandra och det går att dela klassen eller arbeta enskilt med någon elev. Utmaningar i samarbetet är att inte vara kvar i gamla tankemönster och i stället se alla elever som ett gemensamt ansvar. 

  • 153.
    Berglund Einarsson, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    Erfarenheter och upplevelser av personalförändringar för särskoleelever i grundskolan: En kvalitativ intervjustudie med särskoleelever, elevassistenter och pedagoger avseende förändringar i assistentsituationen2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att få ökad kunskap om hur personalförändringar påverkar särskoleelever som är integrerade i grundskolan. Den typ av personalförändring som avsågs i studien var när elevassistenter slutade arbeta på skolan. Som metod har kvalitativa intervjuer genomförts där både särskoleelever, elevassistenter och pedagoger har fått delge sina erfarenheter och upplevelser. Resultatet visade att det uppstod en orolig situation när beskedet kom, samt under den perioden som pågick fram till att särskoleeleverna, elevassistenterna och pedagogerna fick veta hur den nya situationen skulle bli. Det uppstod även en sorg mellan särskoleeleverna och elevassistenterna, eftersom en nära relation byggts upp emellan dem. Resultatet visade även att särskoleeleverna kunde hitta strategier för återhämtning under den oroliga perioden genom att försöka förstå orsakerna till personalförändringen, förbereda sig för en förändring och hitta stunder för avslappning. När personalförändringen var genomförd och läget åter stabiliserades upplevde samtliga informanter positiva följder av förändringaprocessen, såsom ökad social mognad och självsäkerhet hos särskoleeleverna, utökad erfarenhet inför nya arbetsuppgifter för elevassistenterna och större tro på särskoleelevernas förmågor att klara förändringar hos pedagogerna.

  • 154.
    Berglund, Emma
    Umeå University, Faculty of Social Sciences, Department of Education.
    "Vi pratar inte, vi bara gör": - En studie om intern kommunikation2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den mänskliga aktivitet vi människor känner till allra bäst och som vi har störst erfarenhet av, är kommunikation. Från den allra första stunden i livet har vi människor varit fokuserade på att kommunicera med omvärlden. Därmed borde vi inte behöva fundera särskilt mycket över kommuniukation eller? Kommunikationen kan många gånger både vara orsaken och lösningen på problem inom en organisation.Denna uppsats är en kvalitativ studie baserad på semistrukturerade intervjuer med anställda på ett transportföretag i Sverige. Syftet är att beskriva och förstå hur den interna kommunikationen sker inom företaget och vilka uppfattningar de anställda har om kommunikationen. Resultaten visar att den interna kommunikationen är ett komplext system som uppfattas och påverkar de anställda och deras arbetet i stor utsträckning, men på olika sätt.

  • 155.
    Berglund, Evelina
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Sjödin, Frida
    Umeå University, Faculty of Social Sciences, Education.
    Motivation inom ämnet Idrott och hälsa: En intervjustudie av lärares uppfattningar om motivationens betydelse för ämnet Idrott och hälsa2005Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We wanted to study if and how students become motivated and stimulated towards a permanent interest for regular physical activity, from a pedagogical perspective. Our goal was to examine how physical education teachers create motivation for the students and how you, as a physical education teacher, can motivate those students who are physically inactive due to obesity or other various kinds of problems. In the theoretical background, we have made a summary of sports and development of the physical education subject over the years. We also describe society´s perspective on public health. The motivation concept is definded and we explain different motivational theories. The study shows how teachers can help motivate their students and we discuss earlier research concerning motivation. The examination consisted of semi-structured interviews interpreted on the basis of research questions. When it comes to creating motivation for physical activity among students, the result shows that physical education teachers are of utmost importance. The students´ motivation can be influenced in a positive way if teachers encourage and praise all children and vary the education, adapting it to needs of the students.

  • 156.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Adapt or You're toast: remodelling the individual in contemporary lifelong learning2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 2, p. 119-129Article in journal (Refereed)
  • 157.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Anställningsbarhet: ett tecken i tiden2009In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv / [ed] Gun Berglund, Andreas Fejes, Lund: Studentlitteratur , 2009, p. 27-38Chapter in book (Other academic)
  • 158.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Book review of: Bridging Academic and Vocational Learning, pages 365-891. Vol 2 (of 6) of the International Handbook of Education for the Changing World of Work: Rupert Maclean & David N. Wilson (Eds).2010In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 32, no 2, p. 165-166Article, book review (Other academic)
  • 159.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    On lifelong learning as stories of the present2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines the discursive construction of lifelong learning in Swedish, Australian and American policy. Lifelong learning has an aura of apparent self-evidence which this study wishes to challenge by deconstructing the normalised truths in contemporary lifelong learning policies. The thesis rests on a collection of four articles, written by the author within the framework of the PhD programme. Using foucauldian concepts of power/knowledge and governmentality, this study identifies a number of discursive stories about the present in terms of how the ideal society and its ideal citizens are envisioned. It shows that there are national differences in the usage of lifelong learning in terms of the meanings given to life, long and learning. Yet three stories also extend across the nations examined. First, learning is construed as work-related rather than a life-related. Secondly, the positive rhetoric of lifelong learning – the creation of ideal citizens – is accompanied by a parallel story of deviance, incompetence and failure. This leads to a third pervasive story of ‘medicalization’ where the deviant is pathologised as an undesirable other in need of treatment and correction by professionals who operate as the doctors and nurses of lifelong learning. Overall, the analysis suggests that as discourse, lifelong learning links the government of others and the government of the self.

  • 160.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pathologizing and medicalizing lifelong learning: a deconstruction2008In: Foucault and Lifelong Learning: governing the subject, New York: Routledge , 2008, p. 138-150Chapter in book (Other academic)
  • 161.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    The discourses of lifelong learning: global, national or...?2004In: Lifelong learning: Whose responsibility and what is your contribution? / [ed] P. A. Danaher, C. Macpherson, F. Nouwens, & D. Orr, Rockhampton: Central Queensland University Press. , 2004Chapter in book (Refereed)
  • 162.
    Berglund, Jessica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Specialagenterna: En intervjustudie om specialpedagogernas och speciallärarnas yrkesroll2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Med min studie ville jag vinna ny kunskap om speciallärarnas och specialpedagogernas yrkesroller på två olika skolor, samt att beskriva hur deras praktik ser ut. Jag valde att intervjua tre speciallärare, tre specialpedagoger och tre från skolledningen från två olika skolor, en grundskola och ett gymnasium. Min bakgrund handlar om specialundervisningens historia och utbildning för att få en förståelse för hur skolan var för speciallärare och specialpedagoger men också vilken yrkesroll och funktion de har idag. Vikten av inkludering, lågaffektivt bemötande, förändringsarbete och ledarskap för en speciallärare eller en specialpedagog ingår också. Resultatet analyserades och tolkades med hjälp av en hermeneutisk forskningsansats och mot typiska aspekter som kännetecknar de specialpedagogiska perspektiven. De tolkningsverktyg som jag valt att använda mig av är kompensatoriskt perspektiv, relationellt perspektiv och sociokulturella perspektivet. I mitt resultat kommer jag fram till att speciallärare arbetar som speciallärare men utför en del specialpedagogiska uppgifter. Två av specialpedagogerna arbetar lika ofta som speciallärare. Ett problem är att skolledningen inte har nog kunskap om vad det är för skillnad mellan en speciallärare och en specialpedagog. Ett annat problem är att lärare inte låter speciallärare eller specialpedagoger handleda dem.

  • 163.
    Berglund, Monica
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tallbom, Ann-Sofie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Är det kompensatoriska uppdraget en utopi?: Olika skolprofessioners uppfattningar kring uppdraget2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study sought to show how the compensatory mission is perceived, what is being compensated as well as which strategies are used and finally the prerequisites for the mission. Social context in relation to the compensatory mission has throughout the history of school been of importance and it is therefore a focal point in this study. Previous research showed that social context as well as language skills corresponds well to a student's school performance. The data collection method was semi structured interviews with a total of 18 teachers, special educators, headmasters and a headmaster of education, from nursery and preschool to high school. Data were also collected from three national school authorities and two officials. The theoretical framework included different perspectives such as intersectional, special education, sociocultural, salutogenic and habitus. According to the school law, the school ought to compensate for the different needs and prerequisites of the students. Despite the fact that the informants compensated for many things, in particular neuropsychiatric disabilities, an uncertainty concerning the mission arose since it was relatively unknown and was apprehended as interpretable. The prerequisites for the mission varied. The mayor obstacles for the mission seemed to be lack of communication regarding the mission and resources. The two officials were explicit concerning that it is the language that should be compensated for. The informants did not find the connections between social background and compensatory input or language clear. Nevertheless, they saw a coupling between social background and parents´ ability to support their children with homework or economic preconditions. One of the conclusions of the study was that the compensatory mission needs to be clarified and be discussed to a greater extent.

  • 164.
    Berglund, Stefan
    et al.
    Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
    Mejtoft, Sara
    Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
    Stärkt yrkesidentitet genom förändrad program-och kursstruktur med avseende på generiska färdigheter2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 12-14Conference paper (Other academic)
  • 165.
    Berglund, Veronica
    Umeå University, Faculty of Arts, Department of language studies.
    Hinder, svårigheter och gynnsamma faktorer i skolan: En intervjustudie av fem elever med språkstörning2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was on one hand to identify the obstacles and difficulties that students with Developmental Language Disorder have in school and on the other hand to find out which special educational methods and aids that could be beneficial for them. Five young adults with developmental language disorder were interviewed about their view on the problems and needs they had in primary and secondary school and how these were met by their schools and teachers. The study showed that the students did not receive the help and special education they would have needed in time. They attended regular classes and the teachers did not have the competence that they would have needed in order to be able to help these students. The students also reported poor peer relations in school because of the lack of information about their language impairment to other students. When the students were given assistive devices like computers, screen reading programs and image support and special education in a smaller group they could take part in education in a more efficient way. The students also reported a higher level of satisfaction with their studies. The study confirmed the findings from previous studies and surveys in which this need of early support and special education were pointed out.

  • 166.
    Bergman, Bengt
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning to be a police supervisor: the Swedish case2016In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523, Vol. 4, no 2, p. 217-241Article in journal (Refereed)
    Abstract [en]

    This paper discusses the findings of a case study concerning a rarely investigated learning process in a police supervisor course (PSC) in Sweden. The paper argues that the educational design of reflective activities stimulates the course participants’ self-awareness and professional development in their new tasks as supervisors. By using written course evaluations and longitudinal focus group interviews, the study facilitates the identification and articulation of the supervisors’ learning processes during the PSC course. Results of the study emphasise the importance of well-educated supervisors to empowering the learning process of the police probationers creating sustainable professionals in a complex environment. The findings are thematised in three sections: Elucidating the Context, Changing Perspectives and Considering Consciously, which can be viewed as a general model for explaining similar learning processes in other occupations.

  • 167.
    Bergman, Bengt
    Swedish Police Department.
    Reflexivity in Police Education: Voices of Swedish Police Officers on Field Training of Probationers2017In: Nordisk politiforskning, E-ISSN 1894-8693, Vol. 4, no 1, p. 68-88Article in journal (Refereed)
    Abstract [en]

    This interview study of Swedish police field-training officers (FTOs) and their conceptions of the task of mentoring and assessing police probationers, exemplifies how a field-training task can be understood as a learning incentive for professional development amongst the FTOs. In ten individual, in-depth interviews, the FTOs illustrate how their educational practices generate new perspectives on their policing and mentoring roles due to the incentives to reflect on the context related to the training task. Furthermore, the findings disclose the importance of proper prerequisites in understanding the pedagogies of the field-training task and thus creating an ethical and qualified learning environment. In the tradition of qualitative and exploratory studies, the article initiates a discussion about how a pedagogic and educational perspective on professional development can be applied to other vocations and professions.

  • 168.
    Bergman, Bengt
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Educating Police Officers in Sweden: All about Making Meaning2018In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523Article in journal (Refereed)
    Abstract [en]

    This article discusses the rarely investigated learning processes of Swedish intra-professional police educators: police teachers, police supervisors and police field training officers. Through the interpretation of three interview studies conducted from a theoretical perspective of experiential learning, reflection and meaning-making, a new understanding of professional development as viewed through the eyes of an educator emerges. The findings exemplify how the empowerment of positive, reflexive and creative intentions amongst intra-professional police educators can be seen as an important component of preparing new police officers as well as developing the Swedish police force. Moreover, it will be implied that this particular process is driven by both intrinsic (the internal drive of the educators) and extrinsic (the educational context of the Swedish police) forces.

  • 169.
    Bergman, Per
    Umeå University, Faculty of Social Sciences, Department of Education.
    Elevinflytande i kommunal vuxenutbildning: En kvantitativ studie av en elevgrupps erfarenheter hos en kompletterande aktör.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det föreligger ett starkt uttalat samhällsintresse för elevinflytande i den svenska skolan samtidigt som forskning visar på brister framför allt i det reella inflytandet. För att skapa en effektiv lärmiljö krävs det ofta ett samspel mellan skolledning och den enskilda eleven där samhällets mål med undervisningen harmoniseras med individens ambitioner och förutsättningar. Ett aktivt elevinflytande skapar omständigheter som ger ökade möjligheter, både för den aktuella skolan att fullgöra sitt uppdrag och för eleven att uppnå en gynnsam studiemiljö. De statliga kraven på elevinflytande uttrycks både inom ungdomsgymnasiet och i den kommunala vuxenutbildningen. Syftet med föreliggande undersökning var att ta reda på i vilken utsträckning elever vid en skola inom den kommunala vuxenutbildningen upplevde att de hade inflytande över sin utbildning. Utgångspunkten var kommunala krav och den aktuella skolans ambitioner att möta dessa krav. Data samlades in genom enkäter och resultatet presenterades i form av medelvärdessammanställningar utifrån demografiska kategorier som kön, födelseplats och ålder. Resultatet visade att eleverna överlag upplever sig ha inflytande över sin utbildning men att de inte får ta del av utvärderingar gjorda av tidigare elever och att bemötandet från skolledningsrepresentanter kan förbättras.

  • 170.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    A verbal factor in the PISA 2003 mathematics items: Tentative analyses2009In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education: In Search for Theories in Mathematics Education, Thessaloniki, Greece: PME , 2009, p. 145-152Conference paper (Refereed)
    Abstract [en]

    This study uses a statistical method to identify verbal items among mathematical items from PISA 2003. The verbal items are preliminary analysed and compared to the non-verbal items concerning number of text lines, response types, cognitive level, and competences measured. The results show that the verbal items, to a higher percentage than the non-verbal items, measures the reproduction competency, are straigh­t­forward, and of open constructed-response type. These results and proposed further analyses are discussed.

  • 171.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Boesen, Jesper
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?2010Report (Other academic)
  • 172.
    Bergsgard, Nils Asle
    et al.
    Department of Sports, Physical Education and Outdoor Studies, University College of Southeast Norway, Bø, Norway.
    Borodulin, Katja
    National Institute for Health and Welfare, Health Monitoring Unit, Helsinki, Finland.
    Fahlén, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Høyer-Kruse, Jens
    Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.
    Bundgård Iversen, Evald
    Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.
    National structures for building and managing sport facilities: a comparative analysis of the Nordic countries2019In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 4, p. 525-539Article in journal (Refereed)
    Abstract [en]

    Sport facilities are instrumental in keeping the population fit and healthy. Governments worldwide are thus engaged in devising policies, programs and projects for building such facilities, with the aim of providing citizens with opportunities for a healthy lifestyle. This feature is prominent in the Nordic countries, which have incorporated sport, leisure and physical activity into their universal welfare models. Understanding policies and politics for building sports facilities has therefore become a cornerstone in the understanding of conditions for sport and physical activity for all. In this paper, we investigate and compare the national structures for building and managing sports facilities in the Nordic countries, in order to add to the understanding of how policies and politics for building sport facilities can add to or hamper the sport-for-all ambitions salient in most of today’s western societies.

  • 173. Bergsgard, Nils Asle
    et al.
    Borodulin, Katja
    Fahlén, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Høyer-Kruse, Jens
    Bundgård Iversen, Evald
    National structures for building and managing sport facilities: a comparative analysis of the Nordic countries2019In: Sport, Outdoor Life and the Nordic World / [ed] Nils Asle Bergsgard, Solfrid Bratland-Sanda, Richard Giulianotti and Jan Ove Tangen, Abingdon: Routledge, 2019, p. 11-25Chapter in book (Refereed)
  • 174.
    Bergstedt Engman, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Markusson, Åsa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Förskolechefers syn på specialpedagogens yrkesroll: En studie av specialpedagogikens funktion och specialpedagogens yrkesroll i förskolan2012Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of our study was that from a Preschool Manager’s perspective to describe, analyze and understand the function of special education and the Special Education Teacher’s profession within preschools. We conducted twelve interviews with Preschool Managers in two northern Swedish municipalities. From a theoretical base, we used both the relational and categorical perspectives. All answers from these interviews have been analyzed from these perspectives. The result showed that the majority of Preschool Managers considered that, above all, the contribution made by special education was in the form of additional competence – the Special Education Teacher. Furthermore, the results showed that the Special Education Teacher was considered to have the skills to further develop the preschool operations by mentoring other teachers. The mentoring could contribute to the development of working methods directed to the entire group of children thereby facilitating working with individual children in need of special support. In some preschools, the Special Education Teacher was principly used to address and fix an individual child’s problems. Even though the Preschool Managers described the Special Education Teacher as an everyday developer, the result however showed that the Special Education Teacher was most often used to directly intervene with individual children. The result also showed that a good cooperation between Preschool Managers and Special Education Teachers strengthened the special education function within the preschool.

    Keywords: Special education teachers, preschool, preschool managers, special education 

  • 175.
    Bergsten, Daniel
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Fredriksson, Björn
    Umeå University, Faculty of Social Sciences, Education.
    Lärande - styrt eller i samspel?: En studie om lärares syn på undervisning och lärande2004Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study’s purpose was to examine which main forms of teaching methods that occurs in the Swedish nine-year compulsory school and how often learning through social collaboration take place. The study contained literature and interviews with eight teachers. Our research-questions were: What is the teacher’s opinion about different teaching methods, their opinion about learning and teaching and if there were any difference between the teachers teaching younger or older students regarding teaching methods? Our conclusions of this study were that ”lecture-methods” is the most common among teachers. In the beginning of the nine-year compulsory school the teachers chooses and controls the student’s methods for learning. Later when the students gets older and more experienced the teachers expects them to take more responsibility and decisions of their own. Collaboration between the student’s occurred, but the teacher’s ambition seldom was that the students could learn from each other. The teachers purpose were that the students shall practice their social skills, cooperation and to form a strong group.

  • 176.
    Bergstrand, Johan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karlsson, Benjamin
    Umeå University, Faculty of Social Sciences, Department of Education.
    En kvalitativ studie om idrott som integration för nyanlända tjejer - hur fungerar det?2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focused on newly arrived girls and in which way they can participate in sports in Sweden, Vasterbotten county. Research shows that newly arrived boys in a much greater number can be a part of sports when they arrive in a foreign country compared to girls. Thirteen girls have through interviews and focus groups contributed to this study where they shared their own experiences with the sports movement in Sweden. The study wanted to bring knowledge about how they experience being a part of sport in Sweden. But also, which barriers that can appear to make participation a problem and how they thought they had been a part of the Swedish sports movement. The result showed that common barriers were problems with transport and that sports clubs weren’t very good at recruiting the girls. Although the girls thought practising sport was a very effective way of learning the Swedish language, making new friends and to become a part of the society.

  • 177.
    Bergström, Anna
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jonsson, Jessica
    Kooperativt lärande i åk 4-6.: En kvalitativ studie om hur lärare arbetar med och resonerar kring metoden kooperativt lärande2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att få en fördjupad kunskap om hur lärare i åk 4–6 upplever arbetet med KL. Studiens frågeställningar utgår från hur lärare resonerar och arbetar med metoden kooperativt lärande. Bakgrunden presenterar och förklarar olika förhållningssätt till undervisningen, metodens grundprinciper, gruppens betydelse och sammansättning samt vad lärarens roll i denna metod är. Arbetet har sin grund i Vygotskij sociokulturella teori som används som utgångspunkt för intervjufrågorna och i analysmetoden för att gruppera datamaterial. De kvalitativa intervjuerna genomfördes med lärare för åk 4–6. Datainsamlingen med hjälp av teorin har givit oss en förståelse för hur lärare arbetar med kooperativt lärande för att skapa lärandesituationer mellan elever och hur de resonerar om metoden. Det framkom att arbetet med metoden varierar lärarna emellan när det gäller gruppindelning, lektioner och strukturer. Två av de tydligaste resultaten av metoden var att lärarna menar att relationspåverkan är den viktigaste effekten för eleverna och att lärarna anser att det är svårt att se till att alla elever alltid är delaktiga och bidrar.

  • 178.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Granberg, Carina
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Process diaries: formative and summative assessment in e-learning courses2007In: Advanced Principles of Effective e-learning / [ed] Nicole A. Buzzetto-More, Santa Rosa: Informing Science Press , 2007, p. 21-Chapter in book (Refereed)
  • 179.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Teachers' Digital Didactical Design: Towards Maker Movement Pedagogies In Tablet Mediated Learning2015Conference paper (Refereed)
    Abstract [en]

    This presentation reports on the results of the first round of data collection in an ongoing research project about teachers' didactical design with media tablets. A qualitative approach was taken that aimed to understand the teachers' enacted didactical design-in-practice. Three research questions scrutinize the teachers’ form of didactical designs, the teachers' communication and the social relationships in relation to tablet mediated teaching and learning. In total, 15 K-12 education classrooms were observed and documented by text, sound and photos. The results demonstrate classrooms where ICT can be taken for granted based on the precondition of 1:1 computing, WiFi, cloud services and production of content. Further, the results indicate a diverse and complex practice based on a modified relationship between teachers and students.

  • 180.
    Berlin, Erika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ej diagnostiserad ADHD i svenska grundskolan: En retrospectiv studie av upplevd påverkan på skola, studier och arbete2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En brist på ADHD diagnos kan påverka individer så pass mycket att det ger dem problem i framtida akademiska- och yrkesval. De nio deltagarna i denna studie sammanfattade sina år i grundskolan som bland annat kaotiska, problematiska, känslor av utanförskap och överlag negativa. Efter att ha fått diagnos i vuxen ålder föll många bitar på plats och många frågetecken blev besvarade och förklaringar på varför de haft problem fick äntligen ett svar. Trots att det kan ses som positivt att erhålla diagnosen så ser de flesta ADHD som något negativt och det faktum att de inte fick diagnosen i grundskolan har påverkat deras framtid på ett negativt sett. Detta eftersom de känner att de inte uppnått sin fulla potential på grund av att de inte fick de hjälpmedel de hade behövt för att klara grundskolan och med bra betyg kunnat ta sig vidare till gymnasiet och även eventuellt universitet.

  • 181.
    Berlouis, Gabriella
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att belöna eller inte belöna?: En studie om belöningar på ett icke-vinstdrivande företag i Sverige2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har syftat till att undersöka hur finansiella och icke-finansiella belöningar fungerar motiverande för medarbetarna på ett icke-vinstdrivande företag samt vad som får medarbetarna att känna sig uppskattade i sitt arbete. Syftet har besvarats genom följande frågeställningar; Hur resonerar medarbetarna såväl finansiella som icke-finansiella belöningar? Vad upplever medarbetarna motiverar dem i deras arbete? Hur önskar medarbetare att uppskattning visas för deras arbetsprestationer? Forskning visar att finansiella och icke-finansiella belöningar har olika påverkan på medarbetares motivation. Studien har genomförts med kvalitativa telefonintervjuer. Resultatet visar att medarbetarna upplever inre motivation till sina arbetsuppgifter men att de saknar icke-finansiella och finansiella belöningar från ledningen.

  • 182.
    Berlén, Veronica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Specialpedagogens uppdrag i förskolan2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine three professions’ views and understanding of the special educational needs coordinator’s mission, with focus on the job description. The study was based on nine qualitative interviews with three special educational needs coordinators, three preschool teachers and three preschool leaders. The result shows the need and importance of a more concrete job description to strengthen the special educational needs coordinator’s mission.The aim of this study was to examine three professions’ views and understanding of the special educational needs coordinator’s mission, with focus on the job description. The study was based on nine qualitative interviews with three special educational needs coordinators, three preschool teachers and three preschool leaders. The result shows the need and importance of a more concrete job description to strengthen the special educational needs coordinator’s mission.

  • 183.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Kampa, Nele
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Lindfors, Maria
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Edelsbrunner, Peter
    ETH Zurich, Switzerland.
    Development of students’ epistemic beliefs profiles across secondary school2019In: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, p. 131-132Conference paper (Refereed)
    Abstract [en]

    Although the field of epistemic cognition is still growing, only few studies so far have dealt with the question of how epistemic beliefs of school children can be described in a valid way, taking different learning opportunities as possibilities for developmental trajectories into account. A valuable research approach to overcome some of the methodological problems might be classifying students into homogeneous groups according to their epistemic beliefs in science. In our study, we ask 1) what kind of science-related epistemic profiles, exist across grades 5 to 12, 2) how these profiles differ with regard to learning related outcomes, and 3) how students’ epistemic belief profiles change during secondary school? A longitudinal survey with two starting cohorts (grades 5 and 9) was administered to secondary school students over a period of 4 years. The results indicate that it is valuable to identify distinctive groups of students with homogenous science-related epistemic belief patterns in both cohorts. Furthermore, results show that the epistemic belief patterns differ with regard to motivational and cognitive outcomes indicating more helpful but also more diametrical patterns of beliefs with respect to science learning in school. Moreover, results of transition analyses strengthen the finding of high stability of students’ beliefs. The results will be discussed with regard to learning opportunities in every-day school live as well as adaptive interventions for specific subgroups of students for a helpful development of students’ beliefs about knowledge and knowing for science learning.

  • 184.
    Bernspång, Birgitta
    et al.
    Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Occupational Therapy.
    Fischl, Caroline
    Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Occupational Therapy.
    Sawert, Bertil
    Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Occupational Therapy.
    Från kulturell nyfikenhet till samarbete2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 65-Conference paper (Other academic)
  • 185.
    Berthelsen, David
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Görtz, Jakob
    Umeå University, Faculty of Social Sciences, Department of Education.
    Integration inom ishockeyn: En kvalitativ undersökning av ledarnas perspektiv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study intends to investigate assimilation in Swedish ice hockey. The overall aim is to achieve a deeper understanding of how ice hockey associations are working to recruit young individuals with a different ethnic background. The specific aim is to find out the opinion of the association leaders in the subject. Furthermore, the study aim to explain the obstacles and opportunities association leaders sees with assimilation in ice hockey. To answer the purpose of the study and the issue, the study was conducted by semi-structured interviews with eight leaders in eight different associations. All but one respondent are active in associations within the county Västerbotten. Half of the associations where medium to large, in terms of members, the other half is small associations with less then 300 members. The results of the study showed that the respondents want a greater effort when it comes to assimilation within ice hockey, not only for ice hockey, for sports in general. A few of the sport associations had worked or works with assimilation. Furthermore leaders felt that communication was an obstacle for the associations to bring the interest of newly arrived citizens. They also mention the fact that ice hockey is an expensive sport as an obstacle. The results also show that the respondents believe there were a need to be greater cooperation between associations and the Swedish ice hockey federation.

  • 186.
    Bexelius, Linn
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Larsson, Christoffer
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogernas upplevelser av surfplattan i förskolan2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study deals with educator’s experience of the tablet device in early childhood education and its relationship to the curriculum. As a framework for this survey a quantitative method were used with survey data as the basis for the results presented in this study. The study aims to examine how educator’s experiences of various claims are related to the tablet. Two different issues have been the basis for the design of the study and also as a guide to earlier research dealt with along the way. (1) What experiences do the teachers in preschool have regarding the use of tablet devices? The teachers felt that the tablet was partly an obstacle for other educational activities while simultaneously experiencing the tablet device as a teaching tool that helped children develop different skills such as motor skills and interests of sound and image. At the same time educators experienced how helpful tablets was for children with special needs and also that the tablet device will be used more frequently in the future preschool activity. (2) How do educators relate tablet to the objectives of the curriculum / methodology? The experiences from the teachers were that the technical interest was stimulated by the use of the tablet. Something that is consistent with the directives from the curriculum. At the same time a majority felt that the use of the tablet device is compatible with the curriculum.

  • 187.
    Bexell, Annika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Norberg, Susanne
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogers förväntningar på specialpedagogiskt stöd.: En jämförande studie mellan förskola, skola och fritidshem.2012Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 188.
    Bilander, Jonas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Avhopp bland ishockeyungdomar: En intervjustudie om hur ischokeyföreningar arbetar för att motverka avhopp i ungdomsishockey i Ångermanland2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Ångermanland has at the last five years lost 420 hockey players. This is a qualitative study that focus on investigating the main problems of dropouts among young hockey players and how ice hockey associations in Ångermanland act to find solutions to the problem. The main questions of the study are: How can the dropout problems in Ångermanland be understood or explained in terms of youth operators' perspective and what are the potential strategies that the ice hockey associations are using to deal with the dropout problem and what approaches to youth hockey is reflected in the youth operators' statements? The study was based on semi-structure interviews with 6 different ice hockey sports clubs in Ångermanland. The results showed that the leadership programs ought to be more educational, and more oriented toward understanding the children instead of mainly technical learning objectives about how to shoot, dribble, and skate. The main reason that hockey players quit playing

  • 189.
    Billengren, Carl
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sundström, Oskar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ledarskapsprocesser inom framgångsrika organisationer2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate leadership in sports organizations and business organizations. The study focused on common and important leadership components and the most important leadership processes in both business context and sports context. The study also investigated common and important leadership components, leadership challenges and which degree leaders used the transformative leadership. The study focuses on leadership components most importantly from the leaders view, including both sport managers and business leaders. The investigation was based on eight interviews, which are analyzed with content analysis. The theoretical frame of this study is based on a literature analysis of the most common findings in the field of leadership studies over the past decade. The findings show that the (1) most frequent leadership components are social skills, coaching skills and strategic skills, (2) that a great part of the leadership components included in the transformative leadership is a part of the interviewed leaders leadership and (3) that the most important leadership skills for sport managers is communication and being distinct, and for the business leaders feedback and communication. The findings also showed that business managers and sport managers had much in common regarding leadership, even though the study displayed some differences.

  • 190.
    Billström, Elin
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Gunnarsson, Jenny
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Bildens betydelse för barns/elevers skrivutveckling: hur bilden kan påverka som ett hjälpmedel för barn/elever med läs- och skrivsvårigheter2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar även till att konkretisera om bilden som pedagogiskt hjälpmedel stimulerar läs- och skrivinlärningen. Vår uppsats behandlar bildens betydelse för barn/elever med läs- och skrivsvårigheter. Med bildens betydelse menar vi hur den påverkar den tidiga läs- och skrivinlärningen. Vi undersöker vad forskningen säger i ämnet och vidare hur det ser ut i dagens verksamhet. Såsom skolans verksamhet ser ut är det i själva verket en viktig förutsättning för individuell framgång att man tidigt har språket i sin makt – muntligt och skriftligt språk, lärande och identitetsutveckling är nära förknippade. Skolan skall ge varje elev rika möjligheter att utveckla sina möjligheter att kommunicera så att varje individ får tilltro till sin språkiga förmåga (Lgr-11, s. 9).

     

    Eftersom praktiskt taget all verksamhet i skolan förutsätter läsande och skrivande, blir det snart svårt för den som inte redan tidigt läser och skriver. I vår undersökning använder vi oss av litteraturstudier och vänder oss till specialpedagoger som dagligen arbetar med barn/elever som har läs- och skrivsvårigheter för att vidare undersöka hur dessa använder bilden som hjälpmedel. Det vi tar upp i studien är barns tidiga bildskapande, samt bild- och textförhållandet som handlar om hur barn förhåller sig och använder sig av bilder, samt bildens relation till texter i olika kontexter. Begreppen dyslexi och läs- och skrivsvårigheter behandlas. Reggio Emilias filosofi med sina estetiska läroprocesser i praktiken lyfts fram som en alternativ metod och problematiseras. I läroplanen för förskolan står det att arbetslaget ska samarbeta för att erbjuda en god miljö för utveckling, lek och lärande och särskilt uppmärksamma och hjälpa de barn som av olika skäl behöver stöd i sin utveckling. Studiens resultat visar på att den största skillnaden ligger hos pedagogernas värdering av bildens funktion, men att bilden är ett viktigt hjälpmedel för barn som skall lära sig läsa och skriva.

  • 191.
    Birkegård, Christoffer
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åstrand, Nicodemus
    Umeå University, Faculty of Social Sciences, Department of Education.
    Idrottsrörelsens syn på förutsättningar för elitidrottsmiljöer: En intervjustudie med representanter från SDF, föreningar och elitidrottare från individuell- och lagidrott2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was about the elite sport environment in a city in the north of Sweden. The purpose of the study was to understand what support and resources that already exists and also are needed for the athletes in floorball and cross-country skiing to proceed to the absolute elite in their sports. The purpose was also to get knowledge about what economic, human and material resources that are deeming to have in order to create a good elite sport environment and finally, when an organization or athlete are successful. The study analyzed the current situation and how an organization can create an even greater environment that produces top athletes. To answer the purpose of the study, interviews were conducted with representatives from special sport districts federation, sport clubs and athletes from the chosen sports in the study. The result showed many similarities and differences between the two sports. The two sport clubs does not make enough money to fully support their athletes as in football for example. Differences in the chosen sports were mainly in the cooperation were floorball had far better cooperation between special sport districts federation and sport clubs in comparison to cross country-skiing.

  • 192.
    Biström, Elin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lärande för samhällsförändring: Om läroböcker kring hållbar utveckling2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan 1980-talet har intresset för utbildning för hållbar utveckling i undervisningen växt i Sverige. Efter internationella förebilder och initiativ har det kommit att bli en integrerad del av styrdokumenten för skolan. Hållbar utveckling som undervisningsområde är på grund av sin breda karaktär ett intressant fokus för en undersökning av hur ett ämnesområde konkretiseras i praktiken. I uppsatsen undersöks hur läroböcker strukturerat sitt innehåll rörande hållbar utveckling, med särskilt fokus på miljöområdet, i syfte att utveckla kunskapen kring hur hållbar utveckling konkretiseras i undervisningen. Frågorna som besvarades var om det fanns skillnader i läroböckernas innehållsliga utformning av området hållbar utveckling, hur ett abstrakt kunskapsområde gavs konkret form, vilka öppningar för ämnesöverskridande som framkom i läroböckerna samt om ett harmoni- eller konfliktperspektiv gällande relationen mellan dagens samhälle och miljön dominerade i framställningarna. Läroböcker var ett relevant studieobjekt för att undersöka hur undervisningen ter sig då forskning visar att läroböcker har stort inflytande på praktiken i klassrummen. Undersökningen fann att de undersökta läroböckerna behandlande hållbar utveckling ganska kortfattat och på en ytlig nivå. Ett harmoniperspektiv dominerade, och det förekom inte några explicita öppningar för tvärvetenskapliga praktiker i undervisningen. Utvecklingen av handlingskompetens tog sig framförallt uttryck som uppmaningar till förändrade konsumtionsmönster för eleverna som individer.

  • 193.
    Bitew, Getnet
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ferguson, Peter
    Curricular and pedagogical practices and Ethiopian immigrant students2012In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 27, no 3, p. 319-342Article in journal (Refereed)
    Abstract [en]

    This paper explores cultural inclusion - the extent to which schools accommodate the needs and experiences of minority cultural groups to make the schools equally welcoming - and optimal learning places for all children, specifically through the curricular and pedagogical practices which contributed to the secondary school experiences of Ethiopian-Australian students in Melbourne, Australia. The study utilised a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. A total of 59 participants were interviewed. After the transcription and coding of the interview data, thematic analysis was used. Findings within the Australian context were compared with Ethiopian educational histories and practices to explain how students, parents and teachers felt the Ethio-Australian students were being culturally acknowledged and included within school practices where cultural acknowledgement referred to understanding and appreciating cultural diversity. The findings indicated that on a general policy level, schools were acknowledging students' cultural backgrounds; however, at the classroom level, it was very much dependent upon the individual teacher. Participants believed that the curriculum failed to consider the students' home culture at all levels. Mismatches between Ethiopian students' expectations and excepted pedagogical practices within their new learning contexts were also evident. Most students were found to be more comfortable copying lessons down from the board, reading comprehension questions, working independently, in pair or in small groups, and wanted to get comments as a correction response for their work. However, the majority of the students were not comfortable with large group and whole-class discussions, conversation and speaking in front of class. The findings indicated a need for greater curriculum and pedagogical consideration for immigrant students such as these at the classroom level.

  • 194.
    Bjuhr, Anna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Så upplever utexamineradestudenter sin anställningsbarhet.: Personalvetarstudenters uppfattningar kring sina möjligheter på arbetsmarknaden efter avslutade studier.2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning belyser en diskrepans mellan den kompetens utexaminerade studenter har och den kompetens som arbetsgivare och näringslivet efterfrågar. Studenters anställningsbarhet har blivit en central fråga i dagens samhällsdebatt då ämnet inverkar såväl på samhället i stort som på organisations och individnivå. Syftet med studien var att fördjupa sig inom detta ur ett individperspektiv och ta reda på hur personer som avslutat sina studier upplever sin anställningsbarhet. Eftersom uppsatsen skulle behandla en fördjupad bild av uppfattningar kring anställningsbarhet utfördes kvalitativa intervjuer. Då den problembakgrund som beskrivs visade sig vara högst aktuell inom HR-området fokuserar studien på tidigare personalvetarstudenter. Data från sex intervjuer med utexaminerade personalvetarstudenter låg till grund för studiens resultat och analys. Intervjudata analyserades med inspiration av fenomenografisk metodansats, som lämpar sig väl för att förklara variationen kring olika individers tankar och upplevelser om omvärlden. Resultatet visade att intervjupersonerna ansåg att högre utbildning, flera personliga egenskaper och förmågor, exempelvis att ha höga ambitioner, och praktisk erfarenhet är av stor vikt för sin anställningsbarhet. Praktisk erfarenhet var tillika något som många upplevde att de saknade i samband med examen, och att detta negativt påverkade deras möjligheter på arbetsmarknaden. Bristen på praktisk erfarenhet påverkade både möjligheterna att få ett arbete och hur intervjupersonerna upplevde sig behärska ett kvalificerat arbete. Hur de ansåg att utbildningen ska förbereda dem inför sitt arbetsliv varierade, emellertid upplevde majoriteten att de tog examen med de kompetenser de hade förväntat sig. Ansvaret över en utexaminerad students möjligheter på arbetsmarknaden ansågs av samtliga intervjupersoner till stor del vila på individen. För att uppnå en hög grad av anställningsbarhet är det enligt intervjupersonerna bland annat av stor vikt att erhålla praktisk erfarenhet och skapa sig ett utbrett kontaktnät. Flera tror också att en bredare kunskap om personalvetare och ett höjt anseende på arbetsmarknaden generellt skulle skapa en högre grad av anställningsbarhet hos utexaminerade personalvetarstudenter.

  • 195.
    Björkehag, Charlotte
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ledarskapets betydelse för verksamheten inom Polisen: En studie av plischefers syn på Polisens ledarskapIndependent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ledarskap anses som en viktig del inom Polisens arbete. År 2007 startade Polisen ett chefs- och ledarcenter för att säkra kompetensutvecklingen för Polisens chefer och ledare i hela Sverige. Syftet med denna studie var att undersöka och skapa förståelse för vilken betydelse ledarskapet har för verksamheten inom Polisen, detta utifrån polischefers syn på ledarskap i kombination med tidigare forskning. Studien har utgått från en kvalitativ ansats. Då studien syftar till att förstå ledarskapets betydelse har studien haft en hermeneutisk utgångspunkt. Studiens datamaterial bestod av intervjuer med åtta polischefer. Studiens fyra frågeställningar var; Vad tillskrivs som ett gott ledarskap inom Polisen? Vilken betydelse tillskrivs det goda ledarskapet inom Polisen? Hur uppnås enligt cheferna ett gott ledarskap inom Polisen? Vilken betydelse tillskrivs ledarskapet av cheferna för att skapa allmänhetens förtroende?

    I studien kunde det sammanfattas att det goda ledarskapet anses vara en sammansättning av flera egenskaper och beteenden. Några egenskaper och beteenden som bland annat lyfts fram är kommunikation, förtroende, närvaro, transparens och engagemang. Studien kom också fram till att ledarskapet har stor betydelse för verksamheten inom Polisen. Ledarskapet anses vara mycket viktigt och betydelsefullt, men är också något som ständigt måste utvecklas. För att uppnå ett gott ledarskap ansågs utbildning och förståelse för verksamheten vara bidragande faktorer. Ett gott ledarskap anses vara ett levande ledarskap. Avslutningsvis kunde studien se samband mellan förtroende och ledarskap. Ett bra ledarskap är viktigt för förtroendet både inom organisationen och utåt, mot allmänheten.

  • 196.
    Björkenäs-Lamberg, Linn
    Umeå University, Faculty of Social Sciences, Department of Education.
    Likvärdig bedömning i idrott och hälsa: En omöjlig ekvation2019Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Likvärdig bedömning och betygsättning av elevers kunskaper och förmågor är något som ständigt är ett aktuellt område i skolan. Denna studie ämnade undersöka lärares resonemang och tillvägagångssätt för att göra denna likvärdiga bedömning och betygsättning inom ämnet idrott och hälsa. Fem kvalitativa intervjuer med lärare som arbetar med båda programinriktningarna (yrkesprogram och studieförberedande program) på gymnasiet låg till grund för studien. Lärare i studien hade en samsyn kring vad en likvärdig bedömning och betygsättning innebär i teorin, att alla elever oavsett klass och program har rätt till lika kvalitet på utbildning och ska bedömas efter samma grunder. Majoriteten av informanterna anser däremot att det är svårt att genomföra detta i bedömningspraktiken på grund av diffusa och svårtolkade kunskapskrav, tid för att hinna med allt i kursen och för stora grupper.

  • 197.
    Björklund, Anna-Sara
    Umeå University, Faculty of Social Sciences, Department of Education.
    Eleven Eastern Cape teachers´perceptions of the implementation of the Curiculum Assessment Policy Statement2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the research questions. Findings from the interviews showed that a majority of the teachers believed that the training that was supposed to prepare them for the implementation of CAPS had several faults.

  • 198.
    Björklund, Erika
    Umeå University, Faculty of Social Sciences, Education.
    Constituting the healthy employee?: Governing gendered subjects in workplace health promotion2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    With a post-structural approach and an analytical focus on processes of governmentality and biopower, this study is concerned with how discourses of health are contextualized in educational practice and interaction between educators and participants in workplace health promotion (WHP) interventions. Of concern are issues of the discursive production, regulation and representation of power, knowledge and subjects as gendered beings in workplace health promotion interventions. The methods for generating data are participant observation, interviews and gathering of documentation pertaining to four different workplace health promotion nterventions. Based on these data, the thesis offers an analysis of the health discourses drawn on in the interventions and the technologies of power and of the self by which the participants are governed and invited to govern themselves in the name of health. It also asks what practices and positions that thus come to be made available or not to the participants. Two health discourses are identified: the biomedical discourse and the wellness discourse. Both discourses are drawn on in all four studied interventions, the biomedical discourse being the dominating discourse drawn on. The biomedical discourse is informed by scientific ‘facts’ and statistics and is underpinned by a notion of risk. The wellness discourse is informed by an understanding of health as a subjective embodied experience and is underpinned by a notion of pleasure. Drawing on these discourses, the responsibility for health is placed with the participants and the healthy participant/employee is constituted as a rationally motivated risk-avoider and disciplined pleasure seeker who is both willing and able to actively make ‘good’ choices regarding their lifestyle. Furthermore, and informed by essentialist and heteronormative ideas about gender, the ideal healthy person is modelled on a male norm, representing women as the deviant Other.

  • 199.
    Björkman, Conny
    Umeå University, Faculty of Social Sciences, Education.
    Internal capacities for school improvement: Principals' views in Swedish secondary schools2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´.

  • 200.
    Björkqvist, Anna-Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tecken som stöd i grundsärskolan: En kvalitativ studie om pedagogers syn på användandet av tecken som stöd i läs- och skrivinlärningen för elever i grundsärskolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the past decades Swedish studies show that education for children with learning disabilities in special schools have had a tendency to be more focused on care-taking rather than on com-prehension and on reading and writing comprehension in particular. The Swedish school in-spections rapport (2010:9) showed that many schools need to review and improve the align-ment of teaching so that students get opportunities to use and develop their linguistic abilities, which then allows them to use them in meaningful contexts and together with others. The Swedish Special school curriculum (Lgrs -11) presents that every school are responsible for ensuring that pupils acquire and develop the skills that are necessary for each individual and member of society.The purpose of this study was to investigate whether manual signs in the education for chil-dren with learning disabilities in special school would assist and increase reading and writing comprehension. By interviewing six teachers and special education teachers in special school I could learn more about their knowledge and use of manual signs in students' reading and writing comprehension and the opportunities and challenges the educators could see that characterize signs as educational assistance.The study showed that all educators saw manual signs as a positive element in daily opera-tions for children in special school. With personalized learning and varied materials manual signs were seen, in reading and writing situations, especially as supportive of students' learn-ing of letters and letter sounds, but also for the understanding of words and concepts and how words are constructed. The opportunities of manual signs that emerged were that the children were allowed to use multiple senses in their read and write comprehension while it strength-ened the understanding of language. The challenges where more seen as a problem among the educators themselves by not knowing manual signs or afraid to use manual signs the wrong way.

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