Undersökningen som redovisas i den här uppsatsen har haft som syfte att undersöka om det finns någon koppling mellan lärares inställning och förståelse av PBS och den betydelse de upplever att PBS har haft för deras arbete. Sex lärare har deltagit i undersökningen och för att synliggöra deras förståelse av PBS har föreställningskarta med intervju använts som metod. De olika föreställningskartorna har sedan funnits som underlag för att beskriva lärarnas förståelse av PBS. De mönster likheter och skillnader som fanns mellan föreställningskartorna har sedan lett fram till resultatet. Resultatet visade att lärarna hade olika förståelse av PBS och att de hade gjort olika lärdomar. En slutsats är att förståelsen inte har något samband med inställningen till PBS. Det finns en koppling att de som har förstått  PBS som en lärprocess i vardagsarbetet har gjort lärdomar som de anser att de har kunnat omsätta i praktiken. / The survey that is presented in this essay has had as aim to examine about there be some link average teachers' attitude and understanding of PBS and that importance they experience that PBS has had for their work. Six teachers have participated in the survey and in order to make visible their understanding of PBS has attitude map with interview been used as method. The the different attitude maps has afterwards been as bases in order to describe the teachers' understanding of PBS. Those standards resemblances and differences that were the average attitude maps have since lett until the result. The result showed that the teachers had various understanding of PBS and that they had done various lessons. A conclusion is that the understanding does not have any connection with the attitude to PBS. There is a link that they that has understood PBS as a faith process in the everyday existence work has done lessons that they consider that they have can have a turnover of in practice. / PBS - problembaserad lärdomsbaserad skolutveckling

My study sought to explore one aspect of the internationalization process at the University of Saskatchewan through an examination of the internationalization of some of its curriculum. My research concentrated on the courses in the College of Education and the College of Commerce in order to find out the numbers of internationalized curricula in the two colleges. I sought the proportion of the courses in the two colleges that had an international/intercultural perspective or content and also to discover how the courses had been internationalized. <p>The definition of internationalized curriculum in my study was based on the study by OECD (1996). A number of keywords were selected as indicators of internationalized curriculum according to its definition and characteristics of the nine typologies created by OECD. A document analysis approach was adopted in my study through the data collected from the various university websites, course calendar descriptions, outlines, and related course materials. <p> I hope that my analysis of the profile and characteristics of courses in the two colleges will help instructors and administrators in the University of Saskatchewan and beyond to consider the significance of implementing internationalized curriculum and to improve or create more programs and curricula that would have an increased international or intercultural orientation.

This thesis is about teacher education reform. It is a narrative of attempted change in the area of teacher education in post-apartheid Namibia. The inquiry is based on critical and participatory perspectives. The analytical tools include concepts like hegemony and counter-hegemony, common sense and good sense. The historical and contextual analyses attend to the broad global layers of influence on a newly born African nation state, the prevailing common sense of financial and technical assistance agencies, and the modern school as it has landed in Namibia and elsewhere in Africa. It gives an overview of the historical deposits into the common sense about schooling and education in Namibia, including visions and practices of the liberation movement before independence. The teacher education reform is also placed within the international context of preferential views on teacher education. The struggle over the preferential right of interpretation is described and analysed on three major levels: the policy level of an imperative reform framework, the level of the contested programme imprints, and on institutional level where attempts were made to create reform agency. The teacher education reform was part of the post-apartheid policy that signalled an egalitarian society for all. The analyses give at hand that the reform was neither a defeat nor a victory. The combined effects of historical and parallel engravings affected the reform process and created a transposed reform out of the intellectual war of position over the preferential right of interpretation. The transposed reform had traits of both the hegemonic imprints and the counter-hegemonic reform policy and operated within a constraining and ahistorical political context. A future revival of the reform policy includes a critical literacy of pedagogy and a pedagogy of hope. / digitalisering@umu

An engaging education attends to the subjective quality of students’ perceptions and experiences within learning and school life: It converges on whether, how, and why students meaning-make and belong within the school; and focuses on the conditions for their attachment, participation, and commitment within school programmes, practices, policies, and people. Three main questions guided this two-phase, mixed-methods study: 1) What makes international schools engaging places for students? 2) What meanings do students attach to key areas of their day-to-day experiences within the international school in Hong Kong? 3) How might re-imagining student engagement through a cosmopolitan lens lead to clearer understandings of students’ experiences within the international school? In Phase 1, an achieved sample of 729 senior secondary students at 9 purposively selected schools were surveyed using a mainly Likert scale questionnaire: to describe their socio-demographics; to examine the relationships between their socio-demographics, attitudinal features, and schooling experiences, as measured by the researcher-designed Experience of International School – Revised (EIS-R) scale; and to cluster using their socio-demographics and attitudinal profiles. Building on the tripartite cluster solution, Phase 2 used observations and interviews with 30 purposively sampled teacher-leaders and 34 students, from across the three clusters, to investigate how the “institutional habitus” (Thomas, 2002) the students encountered at two international schools shaped their experiences of and engagement within the contexts of school culture, community, curriculum, and co-curriculum. A two-stage process of thematic content analysis revealed two super ordinate themes: 1) race/ethnic, linguistic, and nationality identities intersected to shape and challenge patterns of relationships amongst students (and between students/families) and the school to both include and exclude; and 2) the institutional contexts supported and constrained students’ sense of belonging therein. Overall, seen through a cosmopolitan lens the study implications are discussed as three lessons to achieve a better fit between students and the international school: 1) Attend to the school’s living and learning environment; 2) Take a cosmopolitan turn to school for cosmopolitan subjectivity; and 3) Adopt a student engagement-driven approach to improve and reform school policy, administration, and practice.

An engaging education attends to the subjective quality of students’ perceptions and experiences within learning and school life: It converges on whether, how, and why students meaning-make and belong within the school; and focuses on the conditions for their attachment, participation, and commitment within school programmes, practices, policies, and people. Three main questions guided this two-phase, mixed-methods study: 1) What makes international schools engaging places for students? 2) What meanings do students attach to key areas of their day-to-day experiences within the international school in Hong Kong? 3) How might re-imagining student engagement through a cosmopolitan lens lead to clearer understandings of students’ experiences within the international school? In Phase 1, an achieved sample of 729 senior secondary students at 9 purposively selected schools were surveyed using a mainly Likert scale questionnaire: to describe their socio-demographics; to examine the relationships between their socio-demographics, attitudinal features, and schooling experiences, as measured by the researcher-designed Experience of International School – Revised (EIS-R) scale; and to cluster using their socio-demographics and attitudinal profiles. Building on the tripartite cluster solution, Phase 2 used observations and interviews with 30 purposively sampled teacher-leaders and 34 students, from across the three clusters, to investigate how the “institutional habitus” (Thomas, 2002) the students encountered at two international schools shaped their experiences of and engagement within the contexts of school culture, community, curriculum, and co-curriculum. A two-stage process of thematic content analysis revealed two super ordinate themes: 1) race/ethnic, linguistic, and nationality identities intersected to shape and challenge patterns of relationships amongst students (and between students/families) and the school to both include and exclude; and 2) the institutional contexts supported and constrained students’ sense of belonging therein. Overall, seen through a cosmopolitan lens the study implications are discussed as three lessons to achieve a better fit between students and the international school: 1) Attend to the school’s living and learning environment; 2) Take a cosmopolitan turn to school for cosmopolitan subjectivity; and 3) Adopt a student engagement-driven approach to improve and reform school policy, administration, and practice.

The purpose of this dissertation was to analyze the impact of international experiential education on life choices, specifically those related to career and educational goals. This was accomplished through two main phases of research. In the first phase, a web-based survey was used to explore the question of whether international experiential education did, in fact, impact life choices. Responses from this initial phase were used to identify a purposive sample of eight respondents with whom telephone interviews were conducted in the second phase of the study. The goal of the interviews was to determine, for those who indicated that their life choices had been impacted by the abroad experience, when and why it had happened. The evaluation was done by applying Mezirow’s transformative learning theory to the analysis. The self-reported responses indicated that there was an impact on life choices related to educational and career goals in almost 80 percent of the 74 survey respondents. These data were used as the foundation for the second phase of the study, which examined the catalysts for, and the process of, transformation through the lens of transformative learning theory. Almost all respondents indicated that the international experience had transformed their perspectives on their identity and purpose in life. Seven out of eight respondents discussed how they had gained an understanding of the fact that where one is born defines his or her perspective. One’s sociocultural environment defines who one is and how he or she sees the world. The international experience allows a person to see themselves through the eyes of others. While the timing and specifics of the catalysts varied, each of these seven had gone through the phases of transformation--disorienting dilemma, critical reflection, changed frame of reference--with some relation to the abroad experience.

Syftet med föreliggande studie är att undersöka hur tre lärare kan utveckla sin interkulturella kompetens genom en studieresa till Etiopien. Vi har studerat vilka kulturella fenomen som lärarna uppfattat i landet, hur den interkulturella kompetensutvecklingen har påverkats av de möten lärarna varit delaktiga i under studieresan samt vilken betydelse studieresan kan få för lärarnas fortsatta arbete med interkulturell pedagogik i skolan.   Studien har en kvalitativ ansats där deltagarnas egna perspektiv är utgångspunkten för undersökningen. Vår strävan är att få en kontextuell förståelse för hur studieresa som läroprocess kan bidra till en interkulturell kompetensutveckling hos lärare, där vi har valt att använda semistrukturerade intervjuer, fältforskning samt för- och eftermätning i enkätform som kvalitativa metoder. I enkäter och intervjuer har vi utgått från öppna frågor för att få detaljerade och självständiga svar. Fältforskningen har vidare fungerat som metod för analysarbete av kulturella och sociala mönster. I studiens resultatdel redovisas lärarnas tankar om kulturella begrepp och fenomen samt upplevelser av resan till en ny kultur, vilka sätts i relation till tidigare forskning och styrdokument i diskussionen. Resultatet påvisar en utvecklad interkulturell kompetens hos samtliga lärare i studien samt att studieresa som läroprocess fungerar som en bra början till en interkulturell kompetensutveckling.

FN:s Barnkonvention paragraf 12 säger att barn har rätt att forma egna åsikter  och att fritt uttrycka dessar. Detta blir extra viktigt då barn inte är myndiga och därför saknar formell möjlighet till inflytande. Men hur ofta lyssnar politiker och andra vuxna till vad barn tänker och tycker? Genom mitt designpedagogiska projekt ville jag därför ta reda på: hur och på vilka sätt kan ett designpedagogiskt projekt ge unga medborgare möjlighet att göra sin röst hörd? Projektet avser att barn och ungas röster ges möjlighet att höras, framförallt med hantverk som metod men även genom samtal och text. Deltagarna kreerade stora flaggor fyllda med idéer om vad de önskade fanns för dem i sin stad. Flaggorna har sedan under hösten 2010 i en veckas tid fladdrat i flaggstängerna i anslutning till stadens stadshus. Ett häfte med deltagarnas samlade idéer lämnades över till kommunstyrelsens ordförande (S). Med dess hantverksestetik blev flaggorna ett udda inslag i stadsmiljön vilket förhoppningsvis stärkte möjligheten att höras. I projektet synliggjordes deltagarnas röster till exempel genom de kreerade flaggorna där fotspår i snön intill flaggstängerna visar att de lockat till sig betrakare. Deltagarna kunde, enligt mig, göra sin röst hörd inför varandra under arbetstillfällena. Likväl även genom det häfte med förslag i text och bild som räcktes över. Den kritiska frågan är dock hur de blev, eller snarare om de blev bekräftade. En förhoppning är dock att projektet bidragit till att deltagarna fått en positiv erfarenhet om att deras röster har betydelse. I uppsatsen diskuteras även deltagarnas önskningar utifrån perspektiven att vara hörd, ålder och konsumtion. Det framkom genom samtalen att flera av deltagarna inte tyckte att politikerna lyssnade på dem men att till exempel rösträtt för barn skulle vara ett sätt att ändra på detta. I de textila bilderna var detta perspektiv inte lika synligt. Ålder har betydelse och ämnet skapade ofta debatt och återfanns både i textilierna och i samtalen. Konsumtion var ett tydligt återkommande tema som gav avtryck både i samtal och i de textila bilderna. Fler klädaffärer för barn och sänkt pris på Happy meal var exempel deltagarna tog upp. Under utställningen kommer mitt designpedagogiska projekt att gestaltas genom en affisch, ett häfte och en videosekvens. Affischen illustrerar viktiga delar i projektet. Videosekvensen visar de fyra flaggorna när de vajar i vinden. Till videoverket återfinns det häfte som räcktes över till politikerna. Genom att kombinera affischen, häftet och videosekvensen lyfter jag fram både innehåll och tillvägagångssätt och låter dessa samverka. / BI

My study sought to explore one aspect of the internationalization process at the University of Saskatchewan through an examination of the internationalization of some of its curriculum. My research concentrated on the courses in the College of Education and the College of Commerce in order to find out the numbers of internationalized curricula in the two colleges. I sought the proportion of the courses in the two colleges that had an international/intercultural perspective or content and also to discover how the courses had been internationalized. <p>The definition of internationalized curriculum in my study was based on the study by OECD (1996). A number of keywords were selected as indicators of internationalized curriculum according to its definition and characteristics of the nine typologies created by OECD. A document analysis approach was adopted in my study through the data collected from the various university websites, course calendar descriptions, outlines, and related course materials. <p> I hope that my analysis of the profile and characteristics of courses in the two colleges will help instructors and administrators in the University of Saskatchewan and beyond to consider the significance of implementing internationalized curriculum and to improve or create more programs and curricula that would have an increased international or intercultural orientation.

No description available.