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  • Lu, Sandra
    Kristianstad University, Faculty of Education.
    Undervisning i tamburen: en observationsstudie kring förskollärares undervisningsstrategier2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att synliggöra hur förskollärare skapar undervisningstillfällen i förskolans tambur. Studien har utgått ifrån följande frågeställningar: ”hur riktar förskollärare barnens uppmärksamhet för ett visst innehåll i tamburssituationer?” och ”hur kommer olika undervisningsstrategier till uttryck i förskoans tambur?”. I Lpfö 18 (Skolverket 2018) betonar de vikten av undervisning i förskolan och att undervisning kan ske i alla situationer i förskolan inklusive vardagliga rutiner. Förskolans tambur är en plats som präglas av att ge omsorg till barnen i form av på- och avklädnad samt en plats där det offentliga möter det privata (Johansson 2011; Pihlgren 2017; Markström 2007). Undervisning är en målstyrd process som syftar till att stimulera och utmana barnen (Sheridan & Williams 2018b). Studien har utgått ifrån en kvalitativ forskningsansats och använder sig av videoobservationer för att synliggöra de sex deltagande förskollärares undervisningstillfällen i tamburen. Följande undervisningsstrategier som de sex förskollärare använder sig utav för att rikta barnens uppmärksamhet mot ett visst innehåll är: synliggörande med kroppen, stöd av bildpedagogik, utmanande och stöttande frågor, och vägvisande och stöttande förklaringar. Studien kommer fram till att undervisning i tamburen kan förstås som en relation mellan förskollärare och de yngre barnen där de båda delar samma uppmärksamhet på ett visst föremål.

  • Pripp, Camilla
    et al.
    Kristianstad University, Faculty of Education.
    Forssell, Monica
    Kristianstad University, Faculty of Education.
    Undervisa barn i förskolan: förskollärares syn på undervisning2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har som syfte att få en djupare förståelse för hur förskollärare menar att undervisning sker och hur de implementerar den i förskolan. Detta är en kvalitativ undersökning där sex förskollärare har intervjuats. Intervjusvaren visar att undervisningsbegreppet inte är så väl förankrat hos förskollärare. Undersökningen visar också att undervisningsbegreppet är i en förändringprocess där vilja och förståelse hos förskollärare ska utvecklas och implementeras genom reflektion och diskussion.

  • Abdulghanni, Noor
    et al.
    Kristianstad University, Faculty of Education.
    Lindholm, Cizzi
    Kristianstad University, Faculty of Education.
    Språkutvecklande insatser på fritidshemmet: hur arbetar lärare i fritidshem med inkludering och delaktighet?2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att undersöka lärare i fritidshems arbete med delaktighet och inkludering i det språkutvecklande arbetet. I studien tar vi reda på vilka språkutvecklande insatser som genomförs inom ramarna för fritidshemmets verksamhet. Vidare undersöker vi vilka som genomför dessa insatser samt hur arbetet med delaktighet och inkludering i det språkutvecklande arbetet på fritidshemmet ser ut. I studien har vi intervjuat 6 pedagoger i en sydsvensk kommun, samtliga intervjuade pedagoger har minst två års erfarenhet av språkutvecklande arbete. Intervjuerna har sedan transkriberats och därefter analyserats utifrån för studien relevanta teorier och begrepp. Resultatet av vår studie visar på att samtliga av de lärare i fritidshem som vi har intervjuat ständigt arbetar med språkutveckling i det dagliga arbetet, samt att de till stor del känner sig inkluderade och delaktiga i de språkutvecklande insatser som genomförs på fritidshemmet.

  • Eugén, Ann-Kristin
    et al.
    Kristianstad University, Faculty of Education.
    Karlsson, Anna
    Kristianstad University, Faculty of Education.
    De yngsta barnens möjlighet till delaktighet och inflytande i planerad undervisning: ur ett förskollärarperspektiv2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är hur förskollärare beskriver att de möjliggör de yngsta barnens delaktighet och inflytande i planerad undervisning. Då det var studiens syfte att undersöka förskollärares beskrivningar valdes en kvalitativ metod bestående av semistrukturerade intervjuer. De teoretiska utgångspunkterna är det sociokulturella perspektivet och det utvecklingspedagogiska perspektivet. Analysen utgår från begreppen förskollärares kommunikation, socialt samspel och hur de yngsta barnens intresse tas tillvara på i planerad undervisning. Resultatet visade att förskollärare möjliggör de yngsta barnens delaktighet och inflytande i planerad undervisning genom att använda dokumentation, vara aktiv och ta tillvara på barnens initiativ till samspel.

  • Persson, Simon
    et al.
    Kristianstad University, Faculty of Natural Science.
    Hjertkvist, Linus
    Kristianstad University, Faculty of Natural Science.
    Ett sekel av grönstruktur: grönstrukturens förändringar i Dalby från 1940 till idag2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    “A century of green infrastructure" is the thesis for this bachelor's degree in

    landscape science and aims to investigate how the green structure has

    changed in Dalby 1940-2018. The objective is realised through remote

    sensing of orthophotos in GIS, where continuity, land use, small biotopes and

    barriers, have been investigated. The main dataset of ground cover

    categorization is based on the Swedish Environmental Protection Agency's

    model "National soil cover data". This thesis is in part a method development

    process for analysing green structures in a historical context. The outcome of

    the analysis showed good results to identify areas with high natural valuesand

    areas with developmental needs. The results were compared against current

    nature reserves and other databases.

  • Ericsson, Ida
    et al.
    Kristianstad University, Faculty of Health Science.
    Johansson, Sandra
    Kristianstad University, Faculty of Health Science.
    Det sista kapitlet: sjuksköterskors upplevelser av palliativ vård2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Palliativ vård tar sin början när sjukdomen inte längre svarar på botande behandling och det är inte längre möjligt att förlänga patientens liv. Syftet med palliativ vård är att lindra lidande och främja livskvalitet samt även värna om patientens fysiska, psykiska, sociala och existentiella behov. Sjuksköterskans roll innefattar bland annat att koordinera vårdinsatser och vara en länk mellan olika professioner. Syfte: Syftet var att beskriva sjuksköterskors upplevelser av att vårda patienter på en palliativ vårdenhet. Metod: Metoden var kvalitativ litteraturöversikt med en systematisk litteraturöversikt som innehöll åtta artiklar hämtade från omvårdnadsdatabaserna Cinahl Complete och Pubmed samt två manuella sökningar. Artiklarna granskades utifrån Högskolan Kristianstads granskningsmall för kvalitativa studier och analyserades utifrån Fribergs femstegmodell. Resultat: Resultatet presenteras under två huvudkategorier; känslor som uppstod av att vårda patienter och sjuksköterskans yrkesroll och livsuppfattning påverkades samt fyra subkategorier; sjuksköterskorna kände sig känslomässigt påverkade, sjuksköterskan kände ett ansvar gentemot familjen, att pendla mellan att vara professionell och personlig, existentiella tankar uppstod i mötet med patienter. Diskussion: Studiens kvalitet diskuterades utifrån kvalitetsbegreppen; tillförlitlighet, verifierbarhet, pålitlighet och överförbarhet. Fynden som lyftes fram i resultatdiskussionen var: sjuksköterskor känner sig påverkade känslomässigt, deras arbete kan leda till personlig och professionell utveckling, att de pendlar mellan att vara medmänniska och professionell vårdgivare samt att de reflekterade mer över sina egna liv.

  • Grankvist, Jenny
    et al.
    Kristianstad University, Faculty of Education.
    Borg, Susanne
    Kristianstad University, Faculty of Education.
    Stöd är alltid välkommet: en studie av nationella bedömningsstödet i förhållande till läsundervisning och speciallärarens uppdrag2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Då svenska elevers resultat i läsförståelse rasade i PISA-undersökningar fick Skolverket i uppdrag av regeringen att arbeta fram stödåtgärder, ett obligatoriskt och nationellt bedömningsstöd för årskurs 1, som skulle kartlägga elevens läskunskaper och kunna bidra med att förbättra elevernas läsförståelse. Syftet med föreliggande studie är att undersöka hur några lärare i de tidiga skolåren uttrycker att resultaten av bedömningsstödet legat till grund för efterföljande läsundervisning. Syftet är även att undersöka hur specialpedagogisk kompetens har tagits tillvara i bedömningsprocessen och vid planering av den uppföljande läsundervisningen.Genom en enkätundersökning fick vi 33 enkätsvar, fördelade på 11 skolor i två kommuner, vilka sammanställdes och analyserades. Innehållsanalysen visar att majoriteten av lärarna använder resultatet från bedömningsstödet i läsutveckling som underlag för planering av den kommande läsundervisningen. Resultatet visar även att specialpedagogisk kompetens delvis har varit delaktig i den efterkommande läsundervisningen i form av främst lästräning. I resultatet framträder även att speciallärare med inriktning mot språk-, skriv - och läsutveckling bör stödja i den kommande läsundervisningen och då främst genom lästräning med enskild elev.

  • Rydell, Susanne
    et al.
    Kristianstad University, Faculty of Education.
    Tollstoy, Eva
    Kristianstad University, Faculty of Education.
    Fysisk Aktivitet: pedagogers uppfattning av fysisk aktivitet i förskolan2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete är att undersöka pedagogers uppfattning av fysisk aktivitet samt vilka förutsättningar barn ges till fysisk aktivitet i förskolan. För att ta reda på detta har vi använt oss av kvalitativ metod i form av semistrukturerade intervjuer av fyra pedagoger från fyra olika förskolor. Materialet har sedan analyserats utifrån ett sociokulturellt perspektiv. Resultatet av examensarbetet visar att samtliga pedagoger anser att fysisk aktivitet är viktigt och kan prioriteras mer i verksamheten. Dessutom är samtliga pedagoger överens om att det är lättare att erbjuda barn fysisk aktivitet utomhus än inomhus, detta för att förutsättningar till rörelse är mer gynnsamt utomhus. Vidare visar resultatet av examensarbetet att de flesta av respondenterna lyfter vikten av närvarande och engagerade pedagoger. 

  • Hena, Momota
    et al.
    Lunds universitet.
    Garmy, Pernilla
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health.
    Social jetlag among adolescents2020Conference paper (Refereed)
  • Hena, Momota
    et al.
    Lunds universitet.
    Garmy, Pernilla
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Social Jetlag, Screen Time and Night-time Texting among Adolescents2019Conference paper (Refereed)
    Abstract [en]

    Introduction: The frequent uses of electronic media among young people such as computers, television, mobile phones, game consoles are raising the debate that to what extent this might have an adverse effect on health. In the systematic reviewed paper of 67 scientific articles, 90% of them had claimed that screen time is adversely associated with sleep outcomes among adolescents. Recent studies suggest that one in five children and young adolescents have sleep difficulties, and this high prevalence requires public health concern.

    Purpose: The inconsistency of sleeping time during weekdays and free days impacting on social and biological time is scientifically described as “social jetlag”. The overall aim of this study is whether there is an association of screen time and nighttime texting with social jetlag among adolescents aged 13 to 15 in Sweden.

    Methods: This study has been conducted using the quantitative data from a larger research project (ISRCTN17006300) performed as a cross-sectional survey collected from all schools with grades 7 and 8 in four municipalities in southern Sweden. The sample consists of 1518 students (72.7% response rate), of which 50.7% were girls. Ages varied between 13 and 15 years (mean = 13.9, SD = 0.4).

    Results: Social jetlag was defined as more than 2-h difference between bedtime and wake-up time during school days and weekends. The prevalence of social jetlag among this study population was 53.9% (n = 1425, 93.9%). In the multivariate binary logistic regression analysis after adjusting for age, sex, and economic status screen time (p < .001), texting at night (p = .002) was statistically significantly associated with social jetlag.

    Conclusion: Irregular bedtime and wake-up habits during school days and weekends are associated with night-time texting and increased screen time. For future research, more focus should be given to find the causality and understand the magnitude of this problem while to develop appropriate public health message and intervention programs.

  • Biro, Anita
    et al.
    Kristianstad University, Faculty of Education.
    Wrangborn, Linda
    Kristianstad University, Faculty of Education.
    "Här finns ju jättemycket att bygga på": En fenomenografisk studie om förskollärares och lärares uppfattningar om barns förmågor vid start i förskoleklass2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka förskollärares och lärares uppfattningar om barns förmågor vid start i förskoleklass. Vår studie grundar sig på en fenomenografisk forskningsansats och data har inhämtats genom kvalitativ metod med semistrukturerade intervjuer. Sex respondenter verksamma i förskola och i förskoleklass deltar i undersökningen. Resultatet visar att främst sociala och kommunikativa förmågor anses väsentliga inför start i förskoleklass. Lekens betydelse lyfts som grundläggande för att utveckla de förmågorna. Samtidigt framkommer uppfattningar som uttrycker att barn inte ges tillräckligt mycket tid för lek då det finns faktorer som påverkar. Resultatet visar även att samverkan mellan skolformerna uppfattas vara av betydelse för kontinuitet i barns utveckling av förmågor. Genom att synliggöra uppfattningar av barns förmågor inför start i förskoleklass vill vi bidra med ytterligare kunskap inom området. Förväntan är att resultatet kan utgöra ett stöd i det arbete som sker i form av samverkan vid övergång från förskola till förskoleklass. 

  • Gerberich, Johanna
    et al.
    Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap. Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL).
    Wendin, Karin
    Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    Olsson, Viktoria
    Kristianstad University, Faculty of Natural Science. Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL).
    Nyberg, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL).
    Birch, Karina
    Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    Forsberg, Sarah
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL).
    Jönsson, K. Ingemar
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    Cedergaardh, Fanny
    Tetra Pak.
    Davidsson, Fredrik
    Geoloc.
    Langton, Maud
    SLU.
    Berg, Johan
    RISE.
    Stuffe, Sofia
    Atria Scandinavia.
    Josell, Åsa
    Atria Scandinavia.
    Andersson, Peter
    Solina Group.
    Rask, Susanne
    Solina Group.
    Insekter som en kulinarisk delikatess: enkla recept för frukost, fika och fest – för dig som vågar prova på mat med insekter2020Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att äta insekter är egentligen inte något märkligt. I alla fall inte sett ur ett internationellt perspektiv. De flesta av världens olika kulturer har insekter i sin kost och det finns fler än 2000 ätbara insektsarter.

  • Kläfverud, Maria
    et al.
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, School of Health and Society. Kristianstad University, Research Platform for Collaboration for Health. Lunds universitet.
    Olsson, Ann-Margreth E.
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi och arbetsliv. Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO).
    Child perspective on being summoned to, visiting and exiting Barnahus2019In: European conference on domestic violence: multi-agency work / [ed] Carolina Øverlien, NKVTS and Kari Stefansen, 2019Conference paper (Refereed)
    Abstract [en]

    Aim

    This study forms an essential part in informing effective prevention and interventions with children exposed to or at risk of domestic violence and sexual abuse, focusing on children becoming summoned, visiting and exiting Barnahus with a child perspective.

     

    Background

    In Sweden when custodians are under suspicion, the child becomes summoned to Barnahus without the custodians’ knowledge or consent. In purpose to provide safety for the child, a well-known person (e.g teacher or schoolnurse), becomes a so called safety person accompanying the child.

    The commission of the child’s welfare worker is to offer and provide early interventions securing the best interest of the child.

     

    Methods

    We have interviewed children, parents, safety persons and welfare case workers, and observed at a Barnahus. This research was conducted in collaboration with the involved Barnahus including a consultative panel given and giving regular feedback contributing to further orientation.

     

    Findings

    The children were scarcely informed when summoned to Barnahus, not given information about what was going on or why. In the transitions between place and time, the expectations on the child, the accompanying safety person as well as their relation varied. For example, in the upcoming police interview children were expected to perform, act and take responsibility.

    When a child was assessed not in need of immediate protection, the child returned to preschool or school with the safety person. Both returns to their ordinary roles. Not having a dialogue with their child welfare worker, the children were risking exiting Barnahus without enough information nor having continuing support secured.

     

    Conclusions/recommendations

    Children have legal rights to become addressed as acting subjects and involved in concerns of their own. In providing safety for the children, safety persons need information about their role and the Barnahus concept.

  • Gustafsson, Cecilia
    et al.
    Kristianstad University, Faculty of Education.
    Andersen Frostensson, Cecilia
    Kristianstad University, Faculty of Education.
    Kvalificerade samtal som redskap i lärares skrivundervisning: en aktionsforskningsstudie om lärares samtalspraktik och reflektioner över sin skrivundervisning2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate how some teachers in the school's middle years reflect on their teaching practice for writing in qualified dialogues with special needs teachers. The study is conducted with action research as an approach, which means that the qualified dialogues constitute both actions and dialogues in the action research process. In previous research, there are few examples of what qualified dialogues mean and how they are conducted. The Theory of Practice Architectures, together with Ivanič's discourse theory form the theoretical framework of the study. The result of the study shows how the teachers reflect on their teaching practice for writing by discussing methods to meet all students' needs. The teachers have ideas and methods that they share to learn from each other. The discussion about the methods is about the motivation for writing, adapting tasks and writing lessons. When the teachers reflect on their teaching practice for writing, they talk about both form and function with an emphasis on form, especially when it comes to assessment. The dialogues are, according to the teachers, important and create an opportunity for reflection on one's own teaching practice while at the same time finding that time allocated for conversation and reflection is lacking. The result also shows that conversational practice is important for the teaching practice for writing and that the teachers through reflection change and develop their practice. One conclusion is therefore that qualified dialogues indirectly provide support to students from us as special needs teachers. According to the study, collaboration through qualified dialogues between teachers and special needs teachers, who have an education in language-, writing- and reading development, can help changing teaching methods in order to meet students' different needs.

  • Yxell, Irma
    et al.
    Kristianstad University, Faculty of Education.
    Hansson, Hillevi
    Kristianstad University, Faculty of Education.
    Utvecklingssamtal i Förskolan: en kvalitativ studie om samverkan mellan hem och förskola2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Eftersom utvecklingssamatal är en viktig del av barns förskoleverksamhet, så är vi intresserade av att undersöka vilka uppfattningar har förskollärare om utvecklingssamtals betydelse för barn i förskolan. Tidigare förskning kring utvecklingssamtal i förskolan ligger till grund för stuf´dien. Kvalitativ metod har valts för stufien och semistrukturerad intervju anvnds för insamlade av empiriska data. Studien analyseras utifrån Roger Säljös tolkning av sociokulturellt perspektiv som grundas på människans samspel och sociala sammanhang för att skapa nya kunskaper. I utvecklingssamatal skapas det socila sammanhang där det genom samtal och samspel uppstår nya kunskaper kring barnet och hur man kan arbeta för barnets bästa. Resultaten visar på att förskollärarna har uppfattningen att olika faktorer i utvecklingssamtalet har betydelse för barns utveckling. Faktorer som goda relationer mellan hem och förskola, användning av olika sorters dokumentation för att förtydliga vad som förmedlas, att en positiv inställning från förskollärare och vårdnadshavare påverkar hur utvecklingssamatal utformas och genomförs och således också dess betydelse för barns utveckling. Resultaten visar även förskollärarna uppfattar utvecklingssamtal som framåtsyftande och att de har betydelse för barns utveckling.

  • Rixman, Anna
    et al.
    Kristianstad University, Faculty of Education.
    Tholander, Yvette
    Kristianstad University, Faculty of Education.
    Lärares upplevelse av bedömning och betyg i grundsärskolan och gymnasiesärskolan2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to describe the experiences of teachers` in compulsory and upper secondary school experiences about grades and grading and equivalent assessment and whether the curriculum is adapted for this student group. In the collection of the empirical data, a qualitative approach was used in the form of semi-structured interviews with seven respondents. Our interest in these issues stems, among other things, from the fact that both the compulsory school and the upper secondary school have got strengthened knowledge assignments and goal fulfillment with the revisions of the (school) curricula, Lsär11 and Gysär13 with the motivation that the school forms should be more equal to elementary school and upper secondary school. By using qualitative interviews, we wanted to find answers toquestions in our study:

    • How do the respondents in the study experience assessment and grading?
    • How do the respondents in the study experience grades and their functioning?
    •  How do the respondents in the study in compulsory school and upper secondary school work to get an equal assessment?
    • How do the respondents respond to the curriculum`s adaption for the student group?

     

    The theoretical approach used in the study is three special pedagogical perspective, the critical and compensatory perspective and the dilemma perspective. The compensatory perspective is based on the fact that the problem lies with the individual and that the school should try to compensate for the shortcomings or problematic characteristics that the student has. In this perspective, one would like to try to categorize deviations and distinguish the abnormal from the normal and thus be able to give the individual the best help.

    The critical perspective, also called the relational perspective, was formed from a critique of the compensatory perspective. Here, difficulties and problems are understood as something that arises in the encounter with the environment and not as something in the individual. Great importance is placed on the importance of social factors for school problems. The dilemma perspective emerged as a backlash to the above two special pedagogical perspective, and is a perspective that represents the contradictions between the critical and the compensatory perspective and that all dilemmas cannot be solved within an education system, but it is about creating a balance within the framework of them. 

    In summary, the results show, through the teachers´ stories of their experiences of assessment and grading in compulsory and upper secondary school, a daily life that is complex and consists of various dilemmas in relation to the steering documents that the teachers´ need to relate to in their assignment and highlights the ambivalence that the teacher´s experience.

    The formative assessment method is perceived as the working method that is lacking in the assessment work, while at the same time it takes a lot of time in relation to a rating that does not fulfill any function. Equality is experienced by the teachers´ when they are allowed to evaluate the students based on their own circumstances. From the result it can also be seen that the curriculum is considered too difficult for the student group.

    The study's implications indicate a variety of dilemmas in assessment and grading for the profession in compulsory and upper secondary schools, despite a starting point from the individual with a relational approach. The study contributes to continued research on teacher´s difficulties in interpreting high-level curricula that will give students an equal assessment and rating.

     

  • Sand, Louise
    et al.
    Kristianstad University, Faculty of Education.
    Olofsson, Anna
    Kristianstad University, Faculty of Education.
    Fritidshemmets utrymme i rektorsutbildningen: en undersökning om hur rektorerna genom rektorsutbildningen förbereds för att leda fritidshemmet2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur väl förberedda de medverkande rektorerna upplever sig vara att leda fritidshemmet, efter avslutad rektorsutbildning. Vidare undersöker vi om fritidshemmet har fått mer utrymme i rektorsprogrammet i takt med att styrdokumenten blivit tydligare kring fritidshemmets uppdrag. Vi studerar även ifall rektorernas tidigare utbildningsbakgrund påverkar hur väl förberedda de upplever sig vara att leda fritidshemmet. Vår förförståelse grundar sig i att vi båda har cirka sex års erfarenhet som fritidspedagoger och utifrån detta upplever vi att rektor i olika utsträckning prioriterar fritidshemmet samt har varierande kunskap om fritidshemmets verksamhet. Vi har gjort en kvantitativ undersökning i form utav en enkätstudie där 138 rektorer på F-6 skolor i Skåne har medverkat. Samtliga utbildningschefer, vid de sex lärosäten som erbjuder rektorsprogrammet, har fått möjlighet att svara på frågor om fritidshemmet kopplat till rektorsprogrammet. Av de sex tillfrågade valde fyra att delta och deras svar har analyserats med utgångspunkt i läroplansteorin samt Kolbs modell om erfarenhetsbaserat lärande. Studien visar att utbildningschefernas satsning på att öka fritidshemmets plats i rektorsprogrammet inte i dagsläget har gett något resultat. Då rektorernas svar pekar på att skolan är den verksamhetsform som övervägande rektorer ansåg sig, genom rektorsutbildningen, ha fått mest verksamhetskunskap kring samt kände sig bäst förberedda att leda.

  • Sandell, Lina
    et al.
    Kristianstad University, Faculty of Business.
    Khazal, Allan
    Kristianstad University, Faculty of Business.
    Vad som påverkar SME-företags erbjudande av elektroniska mobila betalningsmedel i butik: interna- och externa faktorers inverkan vid beslut2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to elucidate which variables have an impact on SMEs’ offering of electronic mobile payments based on internal and external dimensions.

     

    The method of the study is based on a positivistic knowledge concept with a deductive approach in which theories of acceptance level and stakeholders have constituted the theoretical framework. A quantitative research method has been used, in which empirical data is gathered through a constructed questionnaire. After the collection of data an analysis was made, it demonstrated the result showed that none of the study hypotheses were accepted. In contrast, a subsequent analysis of factors indicated that some of them indicated in the right direction with the assumption.

     

    The study differs from previous research because the consideration has been given to the SMEs’ internal and external environment. Earlier research has not been referred to as the decision maker's impact on the company, which should have an impact on smaller companies where the decision maker and the owner usually are the same person. Subsequent analysis of collected empirical evidence indicated that the decision-maker's age and experience in decision-making affects the decision to offer electronic mobile payments. However, participation was low, resulting in only 28 respondents responding to the survey. The low response rate needs to be taken into account as it may have distorted the results for which factors have an impact on the company's offering of electronic mobile payments, which means that the statistical conclusions do not have as much reliability.

  • Ivarsson, Heléne
    Kristianstad University, Faculty of Education.
    Övergång från särskola till daglig verksamhet2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to investigate the transition from the upper secondary school's individual programs to daily activities in a municipality. The study is based on interviews of five people, one APL manager, two mentors at the school and two from the staff from daily activities. What happens in the handover from school and in reception in new activities? What knowledge comes along with the student? Are there any control documents to follow?The study also contains an activity description of daily activities in the municipality, as well as two action plans from the upper secondary school.

     

    The theoretical frameworks used are; Bronfenbrener's ecological model and the relational perspective. They were considered useful, when the purpose was to study a change regarding students with intellectual disability as they change environment and meet new people. The framework highlights the opportunities and obstacles that exist in the process. The result made it clear how different people in different occupational roles affect the student, and how they view the situation.

     

    The result shows that there are deficiencies in the structure of the transition. The action plan that the municipality had wasn´t rooted in reality. Experiences of how the transition works varied, but everyone agreed that better preparations could be made to prevent students from being misplaced. Clearer information to the parents is needed before making a decision. The transmission of information regarding pupils' knowledge and abilities was sparse. The cooperation, between the various parts involved during the transition of the students, needs to be developed.

     

    The discussion emphasizes that the upper secondary school has an important task to prepare the student for work and be a part in the community. Plans for the student's preparation in the transition to working life and to daily activities shall be provided. Proposals for improvements in the handover came from the informants. To make this become a reality, managers in the upper secondary school and in daily activities need to revise and update the action plans.

  • Wiklund, Denise
    et al.
    Kristianstad University, Faculty of Education.
    Svensson, Lena
    Kristianstad University, Faculty of Education.
    Läsförståelse, hörförståelse eller förståelse av skriven text: vad har de extra anpassningarna för roll i de nationella proven och vad är det vi prövar?2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to describe the teacher's view of access to additional adjustments in regular reading comprehension instruction compared to the national test reading comprehension sections in Swedish, year 6, for students with reading difficulties. Furthermore, the study also aimed to investigate how teachers interpret the concepts reading comprehension and hearing comprehension as well as whether they believe that one can test several abilities (decoding and comprehension) in the same test. We chose a quantitative method, using a survey, which 51 respondents answered. In order to create a depth of empiricism, open questions were asked where respondents' own interpretations were requested, which created the qualitative approach of the study.

    The empirical data collected was presented thematically, following the different themes that were made visible during the compilation. The analysis then followed the same thematic structure and was linked to the socio-cultural perspective as well as KoRP (Communicative relationship-oriented perspective). One of the results that the study showed was large differences in the students' access to additional adjustments in regular teaching and at the reading comprehension part in national tests in Swedish, year 6. Most of the respondents chose to follow the Skolverket (2018a) (Swedish National Agency for Education) recommendations regarding what adjustments are allowed in the national tests, which means that many of the adjustments used by the pupil in regular teaching cannot be used during the exam. The results also showed that students are offered to use adjustments during the national tests that they do not have access to in the regular teaching, which does not follow the Skolverket (2018a) guidelines. Further results that were made visible were the large scope of interpretation and the various readings that exist on the concept of reading comprehension and how this should be tested.

    The importance of a good collaboration between special pedagogical skills and school staff as well as clarification of concepts was discussed as important from the result of the empiricism. Proposals for a new concept were also presented, a so-called text comprehension concept, which allows testing of comprehension of written text and decoding ability. Instead, this ability was proposed to be tested individually, which could ensure the validity of testing both abilities.

  • Sjöström, Jessica
    Kristianstad University, Faculty of Education.
    Hem- och konsumentkunskap på grundsärskolan med inriktning ämnesområden och gymnasiesärskolans individuella program: pedagogers erfarenheter och uppfattningar2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how educators view the core characteristics of home economics at two special school for students with intellectual disability. The study takes it’s starting point in a sociocultural perspective. By using semi-structured interviews, educators' statements are made available. The focus of the study is not to generalize the teaching of home economics, but rather to provide the reader a possible picture of home economics. The results suggest that the perceived goal of instruction in this subject is to make the students as independent as possible in the kitchen. Competencies such as meal preparation (breakfast and snacks), knowledge of the "cooking language" and the artifacts that belong to cooking/baking all featured commonly as key priorities amongst the educators. In the schools studied, you teach as much about cooking as baking. Proposal for further research is to investigate how students use the knowledge they have developed through the teaching of home economics knowledge after finishing school.

  • Djerf, Henric
    et al.
    Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap. Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH).
    Hagman, David
    Inventeringsfiske i Arkelstorpsviken: 13-17 Augusti 20192019Report (Other academic)
    Abstract [sv]

    Arkelstorpsviken är en grund och kraftigt övergödd vik. Som efter sjö sänkningen är avskild från Oppmannasjön med en kanal på 1 km. Vid den norra stranden ligger samhället Arkelstorp. Under åren 2018-2020 driver Oppmanna Vånga byggderåd ett LEADER projekt tillsammans med Högskolan Kristianstad. Projektet syftar till att ta reda på varför sjön är kraftigt övergödd och vad som är lämpliga åtgärder för att bättra vatten kvaliteten. Arkelstorpsviken är intressant då miljöövervakningen indikerar att stora mängder näringsämne lämnar vikennedströms. Dessa näringsämnen hamnar först i Ivösjön men sedan i Hanöbukten.  Denna undersökning är gjord som del i LEADER projektet för att få en inblick hur den ekologiska statusen är i Arkelstorpsviken.   

  • Hena, Momota
    et al.
    Lunds universitet.
    Garmy, Pernilla
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Lunds universitet.
    Social jetlag and its association with screen time and nighttime texting among adolescents in Sweden: a cross-sectional study2020In: Frontiers in Neuroscience, ISSN 1662-4548, E-ISSN 1662-453X, Vol. 14Article in journal (Refereed)
    Abstract [en]

    The discrepancy between social and biological clock due to sleep and wake up time difference across weekdays and weekends is referred as social jetlag. The overall aim of this study is to test whether there is an association between both screen time and nighttime texting and social jetlag among 13- to 15-year-old adolescents in Sweden. This study included a cross-sectional survey in which data were collected from all schools with grades 7 and 8 in four municipalities in southern Sweden. The sample consisted of 1518 students (72.7% response rate), among whom 50.7% were girls. Ages varied between 13 and 15 years (mean, 13.9; standard deviation (SD), 0.4). Social jetlag was defined as more than 2 h difference between bedtime and wake-up time on school days compared to weekends. The prevalence of social jetlag among this study population was 53.9%. After adjusting for age, sex, and economic status, the multivariate binary logistic regression analysis results showed that increased screen time (p < 0.001) and texting at night (p = 0.002) were significantly associated with social jetlag. Irregular bedtime and wake-up habits on school days and weekends are associated with nighttime texting and increased screen time. For future research, more focus should be given to identifying causality factors and gain an understanding of the effects of social jetlag, which will help in developing appropriate public health messages and intervention programs.

  • Hedin, Gita
    et al.
    Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health.
    Norell-Clarke, Annika
    Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Kristianstad University, Research Platform for Collaboration for Health.
    Hagell, Peter
    Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Tønnesen, Hanne
    Lunds universitet.
    Westergren, Albert
    Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Garmy, Pernilla
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Facilitators and barriers for a good night's sleep among adolescents2020In: Frontiers in Neuroscience, ISSN 1662-4548, E-ISSN 1662-453X, Vol. 14Article in journal (Refereed)
    Abstract [en]

    Background: Sleep deprivation among adolescents is a major public health issue. Although previous studies have described their sleep habits and the consequences thereof, the voices of adolescents themselves are rarely heard. The aim of this study was to investigate adolescents' experiences regarding what they perceived as facilitators and barriers for a good night's sleep.

    Methods: A qualitative focus group study with Swedish adolescents (n = 45) aged 16-18 years was performed with seven focus groups and analyzed using qualitative content analysis.

    Results: Three categories were identified in the analysis regarding facilitators and barriers for achieving a good night's sleep: (1) Striving for a sense of well-being, (2) Tiring yourself out, and (3) Regulating electronic media availability. The adolescents thought that sleep was important in order to be able to cope with everyday life and to allow physical recovery. Overall, the adolescents were knowledgeable regarding commonly recommended strategies for improving sleep, but they had trouble finding a balance between sleep and other activities. Electronic media was used to obtain a sense of belonging and to communicate with others, which in itself was described as important for the adolescents' well-being. However, communicating with friends and family during the night conflicted with achieving a good night's sleep. Parental behaviors (late work habits, internet rules) were also perceived as important for adolescents' sleep habits.

    Conclusions: An understanding of the dilemma of finding a balance between sleep and other activities may aid future sleep-promoting interventions for adolescents, incorporating the impact from social factors' on the adolescents' sleep.

  • Larsson, Helena
    et al.
    Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Kristianstad University, Research Platform for Collaboration for Health. Malmö University.
    Rämgård, Margareta
    Kristianstad University, Faculty of Health Science. Malmö universitet.
    Kumlien, Christine
    Malmö universitet.
    Blomqvist, Kerstin
    Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Kristianstad University, Faculty of Health Science, Forskningsmiljön Människa - Hälsa - Samhälle (MHS).
    Spouses' existential loneliness when caring for a frail partner late in life: a hermeneutical approach.2020In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 15, no 1Article in journal (Refereed)
    Abstract [en]

    Purpose: Spouses are in a vulnerable situation when caring for a frail partner late in life. Exploring their existential loneliness can be a way to understand more about their existential needs.Method: A hermeneutic approach was used. Multistage focus group interviews were conducted with two groups consisting of five spouses, respectively, who met three times each. To work with the text, an approach was adapted where quotations are converted into poems in a linguistic manner.Results: Existential loneliness can be understood as the following: 1) being in a transition from us to merely me, 2) being forced to make decisions and feeling excluded, 3) navigating in an unfamiliar situation and questioning oneself, and 4) longing for togetherness but lacking the energy to encounter other people. The main interpretation is that existential loneliness emerges when one is in moments of inner struggle, when one is forced to make impossible choices, when one is approaching and is in limit situations, and when one is experiencing the endless loss of the other.Conclusion: For health care professionals to achieve a holistic picture, person-centeredness can be a way to make the spouses' existential needs visible and to provide support based on their needs.

  • Christensson Nordlöf, Ania
    et al.
    Kristianstad University, Faculty of Education.
    Mattisson, Torbjörn
    Kristianstad University, Faculty of Education.
    Vi skulle inte klara oss utan dom: elevassistenter som utförare av undervisning i grundsärskolan2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is done with the purpose of examining the conditions for teaching assistants to execute teaching. The research questions are:

    • What do the teaching assistants’ tasks consist of?
    • What sort of training and skills do teaching assistants need to be accomplished at their assignments?
    • How do teaching assistants, special needs teachers and headmasters perceive who is responsible for the training and/or development of skills of the teaching assistants?

     

    The study was conducted at four schools in three different municipalities. As a method, interviews have been used. 22 respondents have been interviewed; 10 teaching assistants, 8 teachers and 4 headmasters. A pilot study was made before the main study. 15 teaching assistants participated in the pilot study. The study also includes a review of work descriptions. Two such documents have been reviewed. The theoretical starting points of the study are professional theory and the organizational theory of scientific management. KASAM is another theoretical starting point used in the study. The study provides an overview of previous research that shows that teaching assistants should support students and teachers by contribute to the educational process with all that it entails. The research also shows that teaching assistants and teachers have no or little time to plan their work together which can make cooperation more difficult. It is found that teaching assistants are not often trained for their assignment. The result of the study confirms previous research results. The result, in this study, shows that teaching assistants themselves mean that their main task is to support students in different ways throughout the day. Principals feel that teacher assistants seldom ask for training. Teaching assistants on the other hand means that principals are responsible for finding relevant training for teaching assistants. The education of teaching assistants varies. Principals believe that a secondary education with focus on child care and nursing is preferred, but that a health education sometimes is required. Teachers would like teaching assistants to have more training in pedagogy. Teacher assistants themselves mention that personal suitability is important to work as a teacher assistant. Principals confirm this.

  • Katarina, Jönsson
    et al.
    Kristianstad University, Faculty of Education.
    Sanna, Olsson
    Kristianstad University, Faculty of Education.
    Förskollärares arbete med barns språkutveckling: en studie om hur förskollärare i förskolan arbetar med att stimulera barns tidiga språkutveckling2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte är att undersöka hur förskollärare arbetar för att stimulera barns tidiga språkutveckling. Vår arbetslivserfarenhet, egna erfarenheter samt det personliga intresset för barns språkutveckling är det som har styrt vårt val av att undersöka hur förskollärare, i förskolan, stimulerar barns tidiga språkutveckling. Det vi vill få svar på är hur begreppet språkutveckling uppfattas av förskollärare och på vilket sätt förskollärare arbetar med att stimulera barns tidiga språkutvecklingI studien har vi använt den sociokulturella teorin som utgångspunkt.För att få svar på̊ studiens forskningsfrågor har vi använt semistrukturerade intervjuer som metod. Underlaget för resultatet bygger på̊ intervjuer med 6 förskollärare som arbetar på 5 olika förskolor i 2 olika kommuner och har olika lång arbetslivserfarenhet.Resultatet visar att förskollärare arbetar med att stimulera barns språkutveckling genom att erbjuda en mångfald av olika aktiviteter i språkutvecklande lärmiljöer samt genom att ha ett förhållningssätt där de är närvarande och inlyssnande gentemot barnen. I resultatet framkommer det att förskollärarna finner det viktigt att använda sig av ett korrekt språk och att de inte förenklar språket när de samtalar med barnen. Vidare påvisar resultatet att förskollärarna anser att de har en viktig roll i att kunna tyda och sätta ord på vad barnen menar, även de som inte har språket ännu. Detta gör de genom att läsa av barnens kroppsspråk samt att de själva har ett tydligt

    kroppsspråk när de kommunicerar med barnen för att förstärka orden. En metod som används av samtliga förskollärare av samma anledning är TAKK (tecken som alternativ och kompletterande kommunikation).

  • Barow, Thomas
    et al.
    Göteborgs Universitet .
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany2020In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Article in journal (Refereed)
    Abstract [en]

    The definition for special education needs (SEN) and the policies for its assessment varies widely between countries. This paper aims to investigate similarities and differences through a Swedish-German comparative approach. Based on the distinction between categorical and relational perspectives as expressions of specific thought styles, 58 SEN assessment reports from both countries were qualitatively analysed. The results demonstrate the maintenance of the categorical perspective in terms of focusing on the pupil’s ‘failure’. This result is even more notable in the German examples than the Swedish cases. Exceptionally and in both countries, a relational perspective emerges, taking teaching and the social environment into account. In conclusion, we suggest a flexible SEN approach with a stronger emphasis on the relation between the individual and the learning environment.

  • Collin, Sven-Olof Yrjö
    et al.
    Free Univ Scania, Corp Governance, Kristianstad, Sweden..
    Schmidt, Manuela
    Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, School of Health and Society.
    Does education influence students' moral orientation?: a survey of business students at a Swedish University2020In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 30, no 1, p. 35-57Article in journal (Refereed)
    Abstract [en]

    University training influences students' moral orientation through selection, including the self-selection by the student's entry and exit, and through education, i.e., they are influenced by what they are taught and by the people they interact with. By applying a cross-sectional design, including first, second and third year students, we surveyed the moral orientation of 296 Swedish university students enrolled in different business programs, one being a program of accounting and auditing. We found a university effect, most strongly in selection, but also a slight education effect, whereby students in the accounting and auditing program increased significantly more in idealism compared to the other business students. We believe this indicates that the university contributes to developing the moral standards of students.

  • Cronmalm, Maria
    Kristianstad University, Faculty of Education.
    ”Tänker man rätt?”: En studie kring personalen i särskolans föreställningar om elever på tidig utvecklingsnivå ur ett intersektionellt perspektiv2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The students in focus of the present study are described to be at an early developmental level (sve tidig utvecklingsnivå). The English term often used is people with PIMD (profound intellectual and multiple disabilities). In research on special needs school, a limited part is directed towards students with PIMD. People with PIMD are often described as exposed of power and participation and PIMD is considered to be a dominant personality trait. The present study examines the perceptions of staff in the special needs school about students with PIMD from an intersectional perspective. By highlighting how different intersectional positions affect the staff's perceptions and attitudes towards the students, in the present study examined by the intersection functionality/gender, patterns and similarities was found. The methods used are focus group interview with fictional pupil descriptions and diamond ranking as visual cues to promote reflection and discussion. The results of the study show that the staff perceives intellectual disability as dominant over other characteristics of the students, which conforms to previous research. The study also shows that other intersectional perspectives are considered to be of greater importance as the age and /or intellectual level of the students increase. Gender is considered to be a perspective of limited importance regarding students with PIMD by participants in the focus groups. The study´s aim is to contribute to the Swedish school's vested mission to increase gender equality and strive towards an equivalent education for all students.

  • Malm, Jenny
    et al.
    Kristianstad University, Faculty of Education.
    Leijonqvist, Lena
    Kristianstad University, Faculty of Education.
    Relationskompetens i specialpedagogiska professioner2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our study is to contribute with knowledge about what characterizes special educators´relational competence. In our study we have used results from an ongoing research project with the title ”Pre-service Special Educators´ Relational Competence” under the guidance of professor Jonas Aspelin at Kristianstad University. The aim of that research project is to explore what charactarizes relational competence in a special educational context to be able to educate pre-service special educators´ in relational competence. Our material have been collected from a web survey. Active special educators´ have responded on the survey. The results have been interpreted per thematic analysis founded in a relational perspective (Persson, 1998), a communicative relational perspective (Ahlberg, 2013) and Løgstrups theory of the Ethical Claim (Løgstrup, 1994). The thematical analysis is presented in tables and diagrams as well as a representative selection of quotes from the respondents. In the theoretical concept analysis the results have been interpreted by interpersonal meetings, focal point of education (utbildningens brännpunkt) (Aspelin, 2013), authenticity (Fibaek Laursen, 2004) and faith and trust (Løgstrup, 1994). In summary the results show that relational competence plays an important role in special educators´ success in their profession. They experience that their knowledge is sufficient according to the concept relational competence and that they first of all have acquired it through experience. Trustful relations to students in difficulties is promoted by making the student feel security´, faith and trust. There is a unity that relations to students in difficulties can be promoted by tutorial, reflective dialogs. It is every students´ right to be able to communicate, be listened to and to feel participation. That is the reason why it is important to put the relation between teacher and student in the focal point. Special educators need to take every opportunity to build trustful relations to students in difficulties.

  • Börjesson, Lina
    et al.
    Kristianstad University, Faculty of Business.
    Rutersten, Rebecka
    Kristianstad University, Faculty of Business.
    Val av kapitalbudgeteringstekniker: en studie om hur socioemotional wealth påverkar valet av kapitalbudgeteringstekniker inom familjeföretag2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to explore how socioemotional wealth influences the choice of capital budgeting techniques among small and medium sized family firms. By taking on SEW as an explanatory concept for how family businesses act on investment decisions, this study answers the call of what factors that affects the choice of capital budgeting techniques. Investigating the reason behind the choice of capital budgeting techniques in family firms are of importance because results from similar studies in non-family firms are not applicable in family firms.

     

    SEW is a multidimensional concept that aims to explain the different behavior of family firms based on the family prioritizing emotional aspects over financial aspects. The choice of capital budgeting techniques is explored in relation to the three most prominent dimensions of SEW: control and influence, social networks and passing on the family firm to future generations.

     

    The model was tested on the sample of 71 CEOs. After completed analyzes, it appears that a high degree of control and influence and social networks influence the choice of capital budgeting techniques among family firms. The two dimensions lead to investment decisions being based on “gut feeling” which is classified as an unsophisticated technique. In contrast to previous research, the result indicates that a high degree of control and influence imply that decision-making regarding investments is associated with the sophisticated techniques. Furthermore, significant differences between a high and low degree of the different dimensions of SEW and the use of sophisticated or unsophisticated capital budgeting techniques are also demonstrated.

  • Andersson, Marcus
    Kristianstad University, Faculty of Education.
    Vad spelar en elevassistent för roll?: en studie av hur särskolans elevassistentroll och uppdrag uttrycks i jobbannonser och arbetsbeskrivningar - ett försök till en kritisk diskursanalytisk ansats2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous studies have shown that the number of para assistants in the context of special needs is increasing around the world. The research is often neglected and generally vaguely described. This study wants to contribute to the understanding of this profession by highlighting how the para assistant ́s roles and assignments are expressed and characterized.

    The purpose of this essay is to reveal and identify discourses of para assistants in the context of the Swedish special schools. Initially a content analysis has been made to find essential para assistant themes and characters, which are summarized in a matrix. Then a text analysis, by using the matrix as a background, was carried out by the methodology of Norman Fairclough's critical discourse theory, CDA. The analysed text documents were job ads and job descriptions. The main outcomes of this essay are that there is a considerable variation within as well as between para assistant discourses in the analysed documents, which may be due to local variations as well as a sign that might indicate an ongoing transformation in the order of para assistant discourse. Furthermore, the result pointing at that discourse of learning is relatively fixed, hegemonic, and shows many similarities to the role of the para assistants and their assignments, and therefore indicate that para assistant profession in this study in many parts can be characterised as similar to special teachers. The results were then discussed in terms of lack of appropriate training and in inadequate preconditions for special teachers as supervisors. Finally has a discourse of flexibility in the order of para assistant been introduced.

  • Bodin, Nettan
    et al.
    Kristianstad University, Faculty of Education.
    Sigurdsson, Therese
    Kristianstad University, Faculty of Education.
    Digital kompetens i förskolan- Men hur?: förskollärares förhållningssätt till digitala verktyg2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien har som syfte att undersöka förskollärares förhållningssätt till digitala verktyg. Vi tittar på vilken kompetens som finns bland förskollärare och hur de arbetar med digitala verktyg. Vår studie är en kvalitativ metod vilket innebär att vi genomförde semistruktuerade intervjuer med förskollärare samt att vårt empiriska material har transkriberats. Analysen baseras utifrån våra tolkningar av resultatet samt det sociokulturella perspektivet och begreppen: artefakter, kommunikation och proximala utvecklingszonen. Studiens resultat visar på hur förskollärares kompetens alternativt icke kompetens påverkar deras arbete och förskolans verksamhet. Att förskollärarna besitter olika kunskaper vilket de behöver dra nytta av. Vår diskussion har sin utgångspunkt i förskollärares olika kompetenser samt hur viktig kompetensutvecklingen är för att pedagoger ska kunna arbeta mot läroplanens nya strävansmål.

  • Eriksson, Emelie
    et al.
    Kristianstad University, Faculty of Health Science.
    Månsson, Lise- Lotte
    Kristianstad University, Faculty of Health Science.
    Erfarenheter av sjukvårdspersonals bemötande enligt patienter med diabetes typ II: en litteraturstudie2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Erfarenheter kan skiljas åt mellan individer. Hur sjukvårdspersonals bemötande erfars för en patientgrupp kan därför vara olika. Diabetes typ II är den mest förekommande typen av diabetes i världen. Hur personer med diabetes typ II upplever sjukvårdspersonals bemötande är intressant för att i framtiden kunna arbeta mot bättre omvårdnad.  Syfte: Att beskriva erfarenheter av sjukvårdspersonals bemötande bland personer som har diabetes typ II Metod: Litteraturstudie med induktivt förhållningssätt som design. Resultatet av kvalitativa artiklar användes för att få fram patienters erfarenheter. Urvalet bestod av artiklar där patienter med typ II diabetes beskriver erfarenheter av sjukvårdspersonals bemötande i samband med samtal av sjukdomen. Resultat: Patienter tar upp vikten av att skapa en relation till sjukvårdspersonal genom att kontinuerligt få träffa samma personal vid varje möte. De uttrycker också vikten av ett ärligt bemötande utan skuldbeläggning. Patienter vill ha relevant och tillräcklig information samt ett individuellt bemötande från engagerad personal. Det är även av vikt att möten sker utan tidspress. Diskussion: Patienter erfar ett gott bemötande då en tillitsfull och respektfull relation till sjukvårdspersonal byggs. Denna relation kan nås på olika sätt. Tre centrala fynd som diskuterats var vikten av att sjukvårdspersonal inte skuldbelägger patienter för deras problem kring egenvård, vikten att sjukvårdspersonal ärligt förmedlar relevant information och vikten av att möta engagerad personal som avsätter tillräckligt med tid för samtal. Personcentrerad omvårdnad är ett arbetssätt som kan hjälpa sjukvårdspersonal att bemöta patienter utefter deras unika behov. Om sjukvårdpersonal kan sätta sig in i patienters perspektiv så underlättar det arbetet mot ett gott bemötande.

  • Hellmuth, Eva
    et al.
    Kristianstad University, Faculty of Education.
    Strömberg, Linda
    Kristianstad University, Faculty of Education.
    Tankar kring gynnande lärmiljö i matematiken: en kvalitativ studie med elever i matematiksvårigheter, matematiklärare och speciallärare i matematik2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background of the study is the lack of research on what students in mathematical difficulties consider success factors for learning mathematics. By examining how students in mathematical difficulties perceive they learn best, special education teachers in mathematics can easier adjust learning environments to fit the needs of the students. The aim of the study is to examine how students in mathematical difficulties, mathematics teachers and special education teachers in mathematics think about learning, considering different working methods and mediating tools, and examine how teaching of mathematics is designed. The study is qualitative and was conducted with semi-structured interviews with 26 participants: nine students in F-3, six students in 4-6, nine mathematics teachers and two special education teachers in mathematics. The theoretical framework on which the study is based is the sociocultural perspective where mediating tools, physical and intellectual, are the focus for examining learning environments favorable for learning mathematics. Categorical and relational perspectives have been used to examine the definition of and work with students in mathematical difficulties. The result shows that reviews in the beginning of a lesson, followed by work in mathematics textbooks, individually or in pairs, permeate teaching of mathematics. Varied teaching by working in pairs and use of concrete materials exist in the primary school. In the middle school, teaching is varied by working in pairs, but students lack the experience of using concrete materials. Working with concrete materials, computers and in pairs is considered favorable for learning by students in mathematical difficulties in both the primary school and in the middle school. Conclusions from the study show the need for learning environments where students are offered different working methods, to prevent teaching where students only work in their mathematics textbooks. The availability of mediating tools, such as concrete materials, should also be examined.

     

  • Jonasson, Emma
    et al.
    Kristianstad University, Faculty of Education. Törnströmska gymnasiet.
    Forss, Ingemar
    Kristianstad University, Faculty of Education.
    Matematiklärares relationskompetens - vara eller icke vara?: ur ett elevperspektiv2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the present study is to investigate students' experiences of the phenomenon of relational competence in mathematics teachers. Studies on relationships, relational pedagogy or relational competence generally can be found. Studies of students' experience of relational competence are few and students' experience of mathematics teachers' relational competence non-existent. This study is based on the latter, to examine students' experience of the phenomenon ofrelational competence in mathematics teachers, which contributes to our study filling a void. The methodology of the study consists of a content analysis with a phenomenographic research approach. The data collection consists of surveys that students in year two in high school have answered. The results show through the students' experience how multifaceted relationship skills are.

  • Wernered Knutsson, Ann
    et al.
    Kristianstad University, Faculty of Education.
    Svensson, Carina
    Kristianstad University, Faculty of Education.
    Läs- och skrivundervisning för alla elever: några lärares syn på sitt och speciallärares uppdrag att skapa en språkligt tillgänglig undervisning2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Language is of great importance for development and learning. It is important, therefore, that everyone gets a good start in their written language development. Students come to school with varying conditions and school has an assignment to meet all the students’ needs, so they develop as far as possible. The purpose of this study is to contribute with knowledge of some teachers´ views on their work in designing a reading and writing education for all students, in collaboration with the special education teacher with specialization in language, reading and writing development skills. A qualitative method, in the form of semi-structured interviews with eight teachers in grades 1-3, has been used. The empirical data has been analyzed using socio-cultural context, special educational references with focus on the relational perspective and SPSM's accessibility model. The result shows that teachers identify the students´ skills of their written language development to best design a learning environment that provides the best opportunities for development. The teachers describe the importance of the social, educational and physical learning environment interactions. A relational perspective can be seen. Reading and writing take place in a community where support for students is given in different ways. It can be in the form of support from teachers, special education teachers and classmates. The support can also consist of different strategies or learning tools. The special education teacher’s assignment can be explained as threefold; the one who maps and identifies, the one who teaches, and the one who supports and gives advice. Most activities happen in collaboration with the teachers. The special education teacher acts as a hub in the organizations, available and easy to get in contact with. The study’s results contribute to knowledge of how special education teachers, with specialization in language, reading and writing development skills, can contribute when designing a reading and writing education for all students.

  • Hasselström, Maria
    et al.
    Kristianstad University, Faculty of Education.
    Glans, Ulrika
    Kristianstad University, Faculty of Education.
    Undervisning i grundsärskolan ur ett hälsoperspektiv: aspekter som påverkar daglig fysisk aktivitet2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The authors of this study are two prospective special teachers, in compulsory school for pupils with learning disabilities.During the study period, the two authors of the study worked as a teacher in the later part of the compulsory school. pupils with learning disabilities. The authors have had a goal to introduce more physical activity in the form of break activities and a more active teaching throughout the whole school day for students with intellectual disabilities. The idea for the study arose after the authors followed the social debate about pupils' reduction of physical activity. There was a curiosity and interest in investigating how or if other special education teachers work to increase the students' physical activity and health in compulsory school for pupils with learning disabilities. Based on this interest, we wrote this study entitled: Teaching in compulsory school for pupils with learning disabilities from a health perspective.The purpose of this study is to elucidate how six specialist teachers / prospective special teachers in the latter part of the compulsory school for pupils with learning disabilities describe their teaching from a health perspective where the physical perspective is central. The study highlights the physical activities within the framework of the entire school day.Furthermore, the study also has the purpose to provide a knowledge contribution by raising awareness of how special teachers view the opportunities for daily physical activity within the framework of the entire school day. Furthermore, the study is based on literature, national and international research and theoretical concepts of KASAM. The theoretical starting point of the study is KASAM, sense of Coherence, Antonovsky (2005). As a theoretical starting point in the analysis of the results, the authors of the study have chosen to use a salutogenesis health 

    perspective. The study was based on literature studies and semi-structured qualitative interviews as a method as this approach was considered most suitable for answering the study's questions (Bryman, 2018). One of the most basic features of qualitative research is to express the actions, experiences, habits and attitudes of different individuals (Nilholm, 2016) this was the authors' idea with the study. The study is empirical, and it is based on six individual interviews with specialist teachers / prospective special teachers who work and teach students in the latter part of the compulsory school for pupils with severe learning disabilities.The study shows that it is organizational conditions and the attitude of the staff that controls the student’s opportunities for physical activity. According to the educators, the opportunity to influence from a student perspective is governed by local and staff access. None of the respondents highlighted the students' wishes as a guide on the issue of obstacles and opportunities for physical activity. When the student perspective is raised by the respondents, it is in descriptions of what the students do on their breaks.All respondents perceive physical activity as positive.

  • Samuelsson, Sandra
    et al.
    Kristianstad University, Faculty of Education.
    Andersson, Elin
    Kristianstad University, Faculty of Education.
    Fysisk aktivitet, en del av vardagen på förskolan: en kvalitativ undersökning om hur förskollärare arbetar och skapar förutsättningar för fysisk aktivitet2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete är att undersöka hur förskollärare arbetar och skapar förutsättningar för barns fysiska aktivitet i förskolan. Vi upplever på senare tid att fysisk aktivitet och rörelse fått lägre prioritet i förskolans arbete. Forskning visar idag på att barn är allt mer stillasittande och belyser vikten av fysisk aktivitets betydelse för barns motoriska utveckling, inlärningsförmåga samt hälsa. Forskning belyser också att pedagogernas förhållningssätt och intresse har stor betydelse för barnens utveckling och lärande. Empirin kommer att analyseras utifrån två olika teorier KASAM (känsla av sammanhang) samt det sociokulturella perspektivet.

    Studien har utgått från en kvalitativ forskningsmetod, innehållande semistrukturerade intervjuer med sex förskollärare på olika förskolor i en kommun. I resultatet utifrån vår kvalitativa studie nämner alla förskollärarna att det är viktigt med fysisk aktivitet för barnen men kunskaper, arbetssätt och förutsättningarna i den fysiska miljön skiljer sig åt. Vår slutsats är att fysisk aktivitet är något som bör främjas mer på förskolan. I och med studien har vårt medvetande gällande fysisk aktivitet och dess betydelse ökat. Fysisk aktivitet är något alla pedagoger på förskolan bör sträva efter att inkludera i verksamheten. Empirin visar på att de förskollärarna som har ett ökat intresse för ämnet motiveras till att hitta tid och tillfälle till det i sin verksamhet. Förskolans förutsättningar i den fysiska miljön har också betydelse för att främja barns fysiska aktivitet.

  • Grevholm, Barbro
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Doing Empirical Research Differently: The Nordic and German Cases: A View from the Nordic Countries2019In: European Traditions in Didactics of Mathematics / [ed] Werner Blum, Michèle Artigue, Maria Alessandra Mariotti, Rudolf Sträßer, Marja Van den Heuvel-Panhuizen, Springer, 2019, p. 137-142Chapter in book (Other academic)
  • Håkansson, Jessika
    et al.
    Kristianstad University, Faculty of Education.
    Renevall, Tina
    Kristianstad University, Faculty of Education.
    Kvalitetsarbete i förskolan.: en studie om förskollärares planeringsmöjligheter i den pedagogiska verksamheten2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I studien har vi utgått från en kvalitativ forskningsmetod, innehållande semistrukturerade intervjuer med sex förskollärare på olika förskolor i en kommun. Empirin analyserades utefter Bronfenbrenners utvecklingsekologiska teori. Resultatet pekar på olika förutsättningar till planering av pedagogisk verksamhet och gemensam reflektion. Alla respondenter i studien menar att tiden för gemensam reflektion är viktig för att nå utveckling i det pedagogiska arbetet, men förutsättningarna ser olika ut.

    Vår slutsats är att samma förutsättningar till planering, reflektion och utvärdering inte ges i den likvärdiga förskolan.

     

  • Hahn, Marie
    et al.
    Kristianstad University, Faculty of Education.
    Ekenheim Sebina, Jessica
    Kristianstad University, Faculty of Education.
    ”Dialog med eleverna är ett av fundamenten i min profession”: en enkätstudie om elevers delaktighet i val av anpassningar vid dyslexi2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to describe how, as a special needs teacher or special education teacher, it can be established which adaptations benefit students with dyslexia. The study investigated how different upper secondary schools adapt their teaching, use adaptations from previous schools and how information is handed over from lower schools to the upper secondary system. The empirical data was gathered using the google forms survey tool delivered to special needs teachers with both open ended and closed questions. The questions focused on the transition for students with dyslexia to the upper secondary system. This study uses a combined method design with both quantitative and qualitative data.  The quantitative data focused on the systematisation of adaptations. The qualitative data was in the form of open ended questions in the same survey tool focused on adaptations in relation to a special need pedagogical perspective. The results of the study showed that a combination of different communications forms are necessary to establish which adaptations dyslexic students have had in previous schooling and which adaptations will benefit a student at upper secondary level. The study shows that the best quality information is gathered by discussing the adaptations with the student, their parent or guardian, hand over from the previous school and the upper secondary school doing their own analysis of student needs. To ensure that students are active participants in planning their own adaptations it is vital to have communication between the special needs teacher and the student themselves. 

  • Johansson, Susanne
    et al.
    Kristianstad University, Faculty of Education.
    Anhage, Markus
    Kristianstad University, Faculty of Education.
    Vem ansvarar för matematiken?: en studie om arbetsuppgifter och samarbete gällande elever i matematiska svårigheter2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There’s still some research missing on how the collaboration between special education teachers and special educators may work in mathematics when both professions are present at a school. The purpose of this study is to contribute with knowledge on what factors control the tasks of special education teachers and special educators concerning mathematics on a school with both professions represented. Another purpose is to investigate how support for pupils with difficulties in mathematics are formed.

    The study has a qualitative approach where semi-structured interviews have been made with 14 different people including, special education teachers, special educators, teachers and principals. The study is based on Abbott’s theory of professions with three arenas, the legal arena, the public arena and the informational arena. The legal arena’s about juridical rules. The public arena’s about the public’s view on the professions. Finally, the informational arena’s about work tasks on the workplace. This study has also been analyzed in relational and categorical perspectives regarding supportive actions for pupils with difficulties in mathematics.

    The results show that on some schools there’s a process of fusing the professions into one, which means they perform the same tasks. At the same time on other schools there’s a process of fission where the professions perform different tasks from one another. However, the special education teacher’s tasks are more clear than the special educator’s. The professions are expected to be flexible because the needs may change. At the same time the professions are expected to perform unrealistic tasks by the teachers. In the collaboration the two professions can use each other as a sounding board and the tasks are delegated to whoever has the right competence, i.e. the one with mathematical competence will get mathematical tasks etc. The profession with mathematical competence tends to become alone in pure mathematical problems. The collaboration is also affected by space, time and field of responsibility. The professions agree that mathematical support should be received primarily in the classroom.

    We consider that the school law is driving the process of fusion while the degree is driving the process of fission. Should the special education teacher in mathematics work with Swedish? Should both the special education teacher and special educator tutor? Who is responsible for mathematics? Because of the process of fusion it’s important that the professions talk to the principals about working tasks. 

  • Jonasson, Jennifer
    et al.
    Kristianstad University, Faculty of Health Science.
    Geiverz, Annie
    Kristianstad University, Faculty of Health Science.
    När livets frågor ställs inom palliativ vård: en allmän litteraturstudie ur sjuksköterskors perspektiv2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Palliativ vård innebär att patienter med svår sjukdom symtomlindras istället för att botas. Inom denna vård uppstår ofta existentiella frågor, därav är det väsentligt att belysa hur dialoger kring existentiella frågor upplevs av sjuksköterskor för att utvidga kunskapen om detta område. Existentiella frågor kan vara personligt relaterade till döden och människans existens. Syftet var att beskriva sjuksköterskors upplevelse av att bemöta patienters existentiella frågor inom palliativ vård. Studiens design är en kvalitativ allmän litteraturöversikt. Sökning efter artiklar genomfördes i tre databaser, utvalda artiklar blev granskade med hjälp utav en granskningsmall från Högskolan Kristianstad för kvalitativa studier och slutligen analyserades artiklarna i en femstegsprocess som följde Fribergs analysprocess. Resultatet som beskriver sjuksköterskors upplevelse av att bemöta existentiella frågor bygger på nio kvalitativa artiklar där slutligen två huvudkategorier skapades; Upplevelser av samtalens betydelse och Upplevelser av känslofyllda samtal, med tillhörande respektive två underkategorier. Metodens styrkor och svagheter diskuteras utifrån Shentons kvalitativa trovärdighetsbegrepp. Ur resultatet definierades tre huvudfynd; kommunikation, att som sjuksköterska bli personligt berörd och sjuksköterskans professionella roll. Fynden diskuteras utifrån etiska aspekter och ur ett samhällsperspektiv, samt med utgångsläge från Aaron Antonovskys salutogena teori känslan av sammanhang (KASAM).

  • Iversen, Ingrid
    et al.
    Kristianstad University, Faculty of Education.
    Ström, Emma
    Kristianstad University, Faculty of Education.
    Speciallärares och specialpedagogers språk-, skriv- och läsutvecklande undervisning: "Så man gör så att säga sin egen metod av godbitar"2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how some special educators describe their literacy related instruction, in order to contribute with knowledge of the characteristics of this type of instruction. This study has a qualitative approach and semi-structured interviews has been performed with seven special educators. A qualitative content analysis was used in the interpretation of the results as well as theory of didactics, in particular the model Hamarmodellen. The literature and earlier research which is highlighted in this study reveals facts and reasoning regarding special education and successful instruction, mostly on basis of a normative perspective on didactics. The analysis of the results is aimed to give an analytic perspective of didactics, of what takes place in the instruction context. Throughout the discussion the analysis of the results and the literature presented, regarding special education and successful instruction, are set against each other. The result of this study indicates similarities between the respondents´ descriptions about for whom, what and why they are carrying out their literacy instruction. Regarding the question how, the answers of the respondents were diverse, but with the resemblance that the needs of the student are in the centre. Frame factors that influence the didactic choices of the instruction became visible in the results. The organisation of schools and colleagues´ knowledge were main factors according to the respondents´ descriptions and are mostly seen as limitations of their didactic choices. The conclusion is that there is unanimity about for whom the instruction is intended, but there are differences regarding who participates in the instruction in reality. Prior knowledge of instruction is leading toward work procedures combining different study materials and methods. Hence another factor with great impact on the respondents´ didactic choices is their pedagogical thoughts and ideas. The scientific base of instruction is not as prominent as prior knowledge of instruction which the respondents have gained throughout the years. Though it´s possible to find scientific endorsement of the work procedures being used, the extent and intensity recommended in research is to some degree missing.

  • Johansson, Martin
    Kristianstad University, Faculty of Education.
    Vad i hela friden är vetenskaplig grund och beprövad erfarenhet?: en hermeneutisk-fenomenologisk studie av några lärares egna uppfattningar2020Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     Syfte i studien är att ta reda på några lärares allmänna åsikt om vetenskaplig grund och beprövad erfarenhet samt om/hur samma begrepp utgör en naturlig del av deras vardag. Studien avser även ta reda vilka faktorer lärarna anser styr/möjliggör/utgör förutsättningar för en forskningsbaserad undervisning och beprövad erfarenhet samt om dessa stämmer överens med Minten (2013) eller inte.

    Skollagen 1 kap. 5 § kom år 2010 där det sanktionerades att undervisning i skolan ska vila på vetenskaplig grund och beprövad erfarenhet (SFS 2010:800). Studiens metod har sin teoretiska förankring i en hermeneutisk fenomenologisk, en kvalitativ metod för att beskriva ett visst fenomen även om där finns grund för en sociokulturell applicering vid redovisning av resultatet. Intervjuerna har varit av semistrukturerad karaktär, där lärare som är behöriga i åk 4–6 i ämnet svenska har ingått. Insamlade data visade att det finns en samstämmighet med Mintens (2013) faktorer, det vill säga de hade betydelse men de fanns också flera både sociala och motiverande vilka tillsammans skapar förutsättning för en undervisning som vilar på vetenskaplig grund samt beprövad erfarenhet.

  • Rudolfsson, Mikael
    Kristianstad University, Faculty of Education.
    Källkritik i ett digitalt medielandskap: en kartläggning av lärarstudenters upplevda källkritiska kompetens2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Källkritik är ett aktuellt ämne i dagens samhälle. Den digitala tekniken gör så att alla människor drunknar i information, en vardag för både elever och lärare. Hur upplever blivande lärare att de hanterar denna störtflod av information? Med andra ord, hur ser lärarstudenters upplevda källkritiska kompetens ut? Denna enkätundersökning omfattar 32 lärarstudenter och en kontrollgrupp på 15 aktiva lärare. Resultatet visar att majoriteten av lärarstudenterna skattar sin kompetens högt när det kommer till tekniska kunskaper om träfflistan i sökmotorer och när ämneskunskaper om att avgöra trovärdigheten i nyheter och att jämföra källor skattar majoriteten av lärarstudenterna sin kompetens som hög. När lärarstudenterna ställs inför påståenden om hur mycket lärarutbildningen har bidragit till deras höga källkritiska kompetens är resultatet det motsatta. Majoriteten av lärarstudenterna bedömer att lärarutbildningen inte bidragit till deras källkritiska kompetens. Tekniska kunskaper om annonser på sociala medier och vem som står bakom en webbsida samt ämneskunskaper om att avgöra trovärdigheten i bilder avviker från mönstret ovan av hög kompetens men inkluderas i lärarstudenternas bedömning av lärarutbildningen.

     

    Resultatet visar också att det finns en möjlig korrelation mellan hur lärarstudenterna bedömer sin upplevda källkritiska kompetens och hur mycket lärarutbildningen bidragit till den. Det innebär i sin tur ett möjligt samband av hög skattning av den egna kompetensen och låg skattning av lärarutbildningens bidrag till den.