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Die vorliegende Broschüre vereint zwei Studien zum Verpflegungsangebot in Kitas und Schulen. Untersucht wurde, inwiefern die angebotenen Mahlzeiten den Anforderungen an eine gesunde und vollwertige Ernährung den Qualitätsstandards der Deutschen Gesellschaft für Ernährung e. V. gerecht werden. Redaktionsschluss: 17.03.2018

The Alternative Primary Program (APP), a classroom strategy for accommodating the academic readiness levels of entering first grade students, was implemented in two schools with high concentrations of economically disadvantaged students. For identification purposes, students were designated as Regular and Transitional First Grade students by utilizing existing school district guidelines, but were grouped heterogenously in reduced class size groups rather than being placed in self-contained classes. After two years in this setting, academic progress in the area of reading by students in the two pilot school sites was examined to determine the relative progress of Regular and Transitional (identified) students in comparison to one another. A second comparison was made to determine the relative progress of students in the APP with students moving through the same two schools in a previous student cohort. Heterogenously grouped students were evaluated periodically with an instrument used to assess pre-literacy stages of development including: Sense of Story, Sense of Word, Spelling Awareness, Letter and Word Recognition. The experimental instrument used in the study monitors student progress through three continuous stages of pre-literacy development. Assessment of students is carried out by classroom teachers for the purpose of directing instruction and determining appropriate instructional strategies for classroom use. The analysis of data produced by this measure and relating this data to other more traditional forms of reading achievement was one of the purposes of this study. Information produced by the Stages Assessment instrument was found to be reliable as an early indicator of readiness for reading instruction and predictive of later reading achievement. Multivariate analysis of variance techniques were used to analyze reading dependent variables. Multiple regression and discriminant analysis were used to analyze the relationship among reading achievement measures and indicators of reading readiness, including stages assessment data. Methodological limitations regarding the use of intact groups and problems relating to program implementation in a period of change are discussed. / Ph. D.

Den här studien behandlar begreppet delat ledarskap med utgångspunkt i en förskoleorganisation som öppet berättat att de använder den här typen av ledarskap. Delat ledarskap är en ledarskapsmodell där ansvar, befogenheter och arbetsuppgifter är uppdelade eller gemensamma mellan två eller flera ledare. Det delade ledarskapet beskrivs som en bra och passande ledarskapsmodell för komplexa organisationer och deras krav. Syftet med studien är att undersöka vad det delade ledarskapet medför i praktiken utifrån ledare och medarbetares upplevelser. På grund av Skolverkets regelsättning är funktionellt delat ledarskap den enda tillåtna varianten av delat ledarskap i skolsektorn. Således kommer studien främst att fokusera på den typen av delat ledarskap. Studien är en fallstudie med en fenomenologisk ansats där det insamlade materialet består av nio intervjuer med personer som anställts både innan och efter införandet av ledarskapsmodellen. Förskoleorganisationen består av sex olika förskoleenheter varav tre av dessa medverkar i den här studien. För att få så brett perspektiv som möjligt utgår studien både utifrån ett medarbetar- och chefsperspektiv.   Studiens slutresultat visar att delat ledarskap kan vara gynnande för ledningen, men att medarbetarna fortfarande saknar det närvarande ledarskapet från rektorn och enhetschefen. Det framkommer även hur organisationsprocesser kan förenklas genom frekvent och god kommunikation, tillit och personkemi, som är tre viktiga faktorer för ett lyckat delat ledarskap. Slutsatsen konstaterar vidare att det finns utmaningar i den horisontella relationen inåt som kan försvåras om ledarna inom ett delat ledarskap inte är kompatibla med varandra. Då funktionen av prestigelöshet och ett kompletterande ledarskap inom ett delat ledarskap är faktorer som skapar grunden till samarbete. / This study will discuss the term shared leadership inside of a kindergarten-organization who have openly announced that they use this kind of leadership. Shared leadership is a leadership model where responsibility, authority and work tasks are divided or shared between two or more leaders. The shared leadership has been described as a good and appropriate leadership model for complex organizations and their requirements. The purpose of the study is to investigate what the shared leadership provides in practice seen from the leaders’ and coworkers’ experiences. Because of rules set up by Skolverket, functional shared leadership is the only allowed variant of shared leadership in the school sector. Thus the study will first and foremost focus on this kind of shared leadership. The study is a case study with a phenomenological approach where the collected material consists of nine interviews with people who were employed both before and after the implementation of the leadership model. The kindergarten-organization consists of six different kindergarten-units, whereof three of these are participating in the study. To achieve as wide of a perspective as possible the study will consider a worker-perspective and a leader-perspective.    The study’s result shows that shared leadership can be beneficial for management, but that coworkers still miss the attending leadership from both principal and unit manager. Furthermore, the study’s result also shows how organizational processes can be simplified through frequent and good communication, trust and personal chemistry, which are three important factors for successful shared leadership. The conclusion further states that there are challenges in the horizontal relationship inwards which can be made more difficult if the leaders within a shared leadership are not compatible with each other. Since the function of lack of prestige and a complementary leadership within a shared leadership are factors that create the basis for cooperation.

This diploma thesis deals with the topic of work with illustration in kindergarten as support to understanding a text that is read aloud. The aim is to design and verify methods of working with illustrations in kindergarten that support the understanding of a text that is read aloud to preschool children. In the theoretical part of the thesis, I deal with illustration, visual literacy, method of working with a book, understanding a text (read aloud) and the characteristics of preschool children with regard to the topic of the thesis. Subsequently, I apply this knowledge in the practical implementations. In the practical part, I propose and verify methods of working with illustration in kindergarten which should support the understanding of a text that is read aloud to preschool children. The thesis is focused on qualitative research in which I compared differences between research and experimental group sample. First, I tested the level of skill of all twenty children when working with illustrations and understanding of a text read aloud (both research and experimental group samples). Then I put together seven preparations where I focused on the development of reading strategies and I supported the children in the understanding of the text read aloud on the basis of selected expected outcomes...

Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few have studied the effects of PLCs in preschool. The purpose of this qualitative case study was to explore how PLCs support preschool teachers in Head Start and other preschool programs. The research questions involved understanding teaching and learning opportunities for early childhood education (ECE) that can produce positive child outcomes. Using social constructivist assumptions, data collection began with interviews of the leadership team that oversees the ECE services within a suburban Southern California school district. Additional data was gathered from archival records, field observations, and interviews of 20 teachers clustered into 4 PLC groups. Observational data were coded from video recordings via checklists derived from the review of the literature. Interview data were coded for a priori themes based on the literature, were continually reviewed for additional emergent themes, and discordant data separated for later consideration. Coded data were analyzed thorough the sequential method outlined by Janesick, yielding 7 factors related to increasing teacher learning and 4 related to increasing student learning. These results were employed to create a district-wide PLC professional development plan for ECE teachers. The study has implications for social change by supporting collaborative cultures of teacher leadership that continually improve ECE instruction and student learning.

Syftet med denna studie är att analysera ett begränsat antal bilderböcker från två tidsepoker och undersöka hur det icke-verbala gestaltas i dessa bilderböcker och om det gestaltas olika i de två tidsepokerna.  Jag kommer att fokusera mer ingående på konflikter mellan barn, konflikter mellan pedagoger och barn och pedagogers attityder i konflikter och deras sätt att hantera dem. Metoden jag använder mig av i denna studie är en kvalitativ litteraturanalys där jag utgår från Nikolajevas (2000) bok om bilderboksanalys. Tillsammans med relevant litteratur och Howard Garders teori om de sju intelligenserna med fokus på det kroppsliga har jag kommit fram till resultatet att alla böcker oavsett tidsepok via kroppsspråket i böckerna förmedlar att förskolan är något roligt och intressant. Största skillnaden mellan böckerna från de olika tidsepokerna var att i de äldre böckerna visades endast att man inte fick säga emot de vuxna med en tydlig didaktisk underton. I böckerna från 2000-talet gestaltades kroppsspråket så att man förstod det som att barnen hade mer inflytande och behövde inte alltid godta vad de vuxna sa, utan kunde ha mer egen vilja. / The purpose of this study is to analyze a limited number of picture books from two eras and examine how non-verbal portrayed in the picture, and if it is portrayed differently in the two epochs. I will focus in more detail on the conflicts between children, conflicts between educators and children and teachers' attitudes in the conflict and their way of dealing with them. The method I use in this study is a qualitative literature analysis which I assume Nicholas Eve (2000) book on picture analysis. Together with the relevant literature and Howard Gardners theory of the seven intelligences with a focus on the bodily, I have come to the result that all books regardless of era through body language in the books convey to preschool is something fun and interesting. The biggest difference between the books from the different time epochs was that in the older books appeared only that you could not argue with adults with a clear didactic undertone. In the books from the 2000's figure was the body language illustrated in such a way that the reader understands that the children are allowed to have more influence and not necessarily need to accept the opinions and wishes of the adults, since they are entitled to their own opinion and to have their own free will.

published_or_final_version / Education / Master / Master of Education