Syftet med denna studie är att bidra med kunskap om samverkan mellan förskola och vårdnadshavare, som har barn i behov av särskilt stöd. Studien baseras på förskollärares tankar och resonemang som samlats in genom semistrukturerade intervjuer. Analysarbetet utgår ifrån Bronfenbrenners systemteori, vilken avser att synliggöra de komplexa relationer som omger ett barn i behov av särskilt stöd. I denna studie fokuseras de tre första nivåerna i Bronfenbrenners systemteori; micro-, meso- och exosystemet. Genom att arbeta utifrån denna teori kan man få en bättre förståelse för hur olika faktorer i barnets omgivning kan påverka barnets beteende och lärande. Till exempel kan man analysera hur familjen, skolan, vännerna, samhället samspelar och skapar olika möjligheter och utmaningar för barnet. I denna studie fokuseras förskollärarnas resonemang avseende samverkan med barnets vårdnadshavare. Teorin hjälper oss att identifiera styrkor och svagheter i de olika systemen och hur man kan stödja barnets utveckling på bästa sätt. Studiens resultat visar att en god samverkan mellan förskolan och vårdnadshavare gynnar barn som är i behov av särskilt stöd. Vidare vikten av att samarbetet i arbetslagen som möter barnet fungerar, så att ett gemensamt förhållningssätt med entydiga rutiner skapas. Det behövs en nära relation mellan förskollärarna och alla vårdnadshavare för att barnets behov ska kunna säkerställas. Studien visar att förskollärare har en viktig roll i att skapa en inkluderande förskola, där alla barn kan utvecklas och lära utifrån sina förutsättningar. I detta arbete är samverkan med vårdnadshavarna av stor betydelse för att skapa tillit och en trygg utvecklande tillvaro för barnen. Nyckelord: Samverkan, förskola, vårdnadshavare, barn i behov av särskilt stöd, Bronfenbrenners systemteori, samarbetsarbete, kommunikation / The purpose of this study is to contribute to knowledge about collaboration between the preschool and guardians, with children in need of special support. Five semi-structured interview with preschool teachers’ is conducted. The analysis is based on Bronfenbrenner’s system theory, which aims to make visible the complex relations surrounding a child, in need of special support. This helps us to gain understanding of how various factors in the child’s environment affects the child’s behavior and learning. For example, you can analyze how the family, school, friends, society interact and create different opportunities and challenges. In this study, I focus on three levels of Bronfenbrenner’s system theory the micro-, meso- and exo-systems. The focus of this study is the pre-school teachers’ reasonings regarding cooperation with the child’s guardian. Using Bronfenner’s system theory, we canidentify strengths and weaknesses that enable us, as preschool teachers, to support the child in the best way. The result shows that it is important that the preschool teachers cooperate with a united approach and keep unambiguous routines. A close relationship between the preschool teachers and all guardians is necessary to ensure that the child’s needs are satisfied. The study shows that preschool teachers have an important role in creating an inclusive preschool, where all children can develop and learn based on their individual conditions. The cooperation with the guardians is of great importance, for the success, creating a trustful and safe daily care and education at the preschool for all children. Keywords: Preschool, guardian, collaboration, children in need of special support, Bronfenbrenner's systems theory, collaborative work, communication

Requirements Engineering (RE) plays a vital role in Information Systems (IS) development. The collaboration of requirements engineers is at the core of RE activities and is typically supported by technology tools, with Jira being an example of such a tool. Since these technology tools, like Jira, are focused on the execution of traditional duties, the collaboration functionalities of these technology tools are unseen. Moreover, little research has been carried out to explore how requirements engineers’ collaboration is supported and the challenges are created by the technology tools. Interpretive qualitative research was conducted to understand the nature of requirements engineers’ collaboration in three IS development organisations in Sweden to better support it with technology tools. The empirical material was collected through semi-structured interviews and observations and was analysed thematically to generate seven themes.  The findings revealed that the technology tools facilitate requirements engineers’ cooperation, communication among multiple collaborating parties in one platform, coordination of work activities and information sharing among other collaborating parties. Additionally, it discovered that the inability to support real-time communication, high configurability, limited sharing possibilities, compatibility, technicality and complexity challenge and interrupt the requirement engineers’ collaboration.  Moreover, the theoretical frame findings are discussed with the help of the theoretical framework, including the activity theory. Requirements engineers’ collaboration is presented as a purposeful interaction among them and other people with the support of technology tools to complete the process of RE in information systems development. Their interactions and the importance of the technology tools are underlined. Hence, the outcome of the master’s thesis research shows that the collaborative technology tools enable the requirement engineers’ collaboration through supporting and facilitating their effective communication, cooperation, coordination, information sharing, and through facilitating their awareness, allowing them in this way to drive the information systems projects and/or products development into successful completion. The extended collaboration model presented in this research in combination with activity theory is used to understand the transformation of the enabling collaboration of requirements engineers.

Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)

Alors que la littérature scientifique décrète que l’innovation collaborative n’est pas une nouveauté, les définitions sont souvent contradictoires et sa mise en œuvre reste énigmatique. Par conséquent, cette thèse en sciences de gestion a souhaité apporter des clarifications et des premiers éléments de réponse à travers la problématique centrale suivante : " Comment appréhender les nouvelles formes d’organisation du travail au service de l’innovation collaborative dans le cadre des territoires inscrits dans une démarche de stratégie intelligente ? Le cas des espaces de coworking ". Plusieurs objectifs en ont découlé : 1. Analyser la dimension collaborative de l’organisation du travail afin de déceler son potentiel novateur ; 2. Identifier les processus de gestion qui favorisent l’innovation collaborative en utilisant le cas des espaces de coworking ; 3. Conjuguer ces processus au niveau d’un territoire afin de pouvoir proposer un modèle de gestion intégratif capable de démultiplier le potentiel d’innovation collaborative. La thèse s’est, donc, articulée autour de trois niveaux d’analyse : conceptuel, conjoncturel et territorial. La recherche empirique s’est concentrée sur plusieurs études de cas : 11 espaces de coworking en France et 6 espaces de coworking aux États-Unis. La triangulation des données à partir des entretiens semi-directifs, de l’analyse documentaire et de l’observation empirique a contribué à une meilleure qualité des résultats obtenus. L’analyse conceptuelle nous a permis de clarifier la notion de « nouveauté » associée aux nouvelles formes d’organisation de travail, ainsi que leur potentiel novateur, afin de pouvoir esquisser la grille d’analyse de l’innovation collaborative, le schéma conceptuel de la thèse. Le niveau conjoncturel de l’analyse propose, donc, un schéma conceptuel enrichi intégrant les éléments du terrain. Enfin, l’analyse territoriale a donné lieu à un modèle intégratif de gestion territoriale de l’innovation collaborative. Ces résultats visent, d’un côté, la prise de conscience de nouveaux enjeux associés au concept de travail collaboratif et son potentiel, notamment l’innovation collaborative ; et de l’autre, la prise de conscience de l’importance de l’espace et des trois types de communication - communication pour coordination, communication pour information, communication pour inspiration - dans la gestion de l’innovation collaborative afin d’envisager de nouvelles politiques (publiques) de gestion de l’innovation collaborative (territoriale). / While the scientific literature concludes that collaborative innovation is not a new concept, definitions are often contradictory and its implementation remains enigmatic. Therefore, this thesis in management aimed to address the issue by stating its main question as follows: "How do we capitalize on the new forms of work organization targeting collaborative innovation in regions supporting smart specialization strategies? The case of coworking spaces". As a consequence, the following research objectives have been formulated: 1. To analyze the collaborative dimension of the organization of work in order to detect its innovative potential; 2. To identify management processes that foster collaborative innovation using the case of coworking spaces; 3. To conjugate these processes at the level of a territory in order to propose an integrative management model capable of enhancing the potential of collaborative innovation. The thesis was articulated around three levels of analysis: conceptual, conjunctural and territorial. Empirical research has focused on several case studies: 11 coworking spaces in France and 6 coworking spaces in the United States. The triangulation of the data from semi - structured interviews, documentary analysis and empirical observation helped produce quality results. The conceptual analysis permitted to clarify the notion of "novelty" associated with the new forms of work organization, as well as their innovative potential; thus, this level of analysis aimed to outline the collaborative innovation analysis grid, the conceptual schema of the thesis. The conjunctural level of the analysis proposed an enriched conceptual diagram by integrating the elements of the fieldwork. Finally, the territorial analysis provided an integrative model of the territorial management of collaborative innovation. On the one hand, these results are meant to raise awareness of the new implications of collaborative work and its potential, particularly collaborative innovation; on the other hand, they emphasize the importance of space and the importance of the three types of communication - communication for coordination, communication for information, and communication for inspiration - in the management of collaborative innovation. Thus, they underline multiple opportunities to define new (public) policies for the management of (territorial) collaborative innovation.

Made available in DSpace on 2016-04-04T18:36:22Z (GMT). No. of bitstreams: 1 Amauri Ramos1.pdf: 5520924 bytes, checksum: e26630274b4a50c9e7f79aa8dc49de04 (MD5) Previous issue date: 2006-10-05 / The computers and the Internet in the universities and organisms of research have been shown as an element with potential for the dynamization of the construction, use and dissemination of the information for the collaborative work of the research groups. However, it is not evident the use of specialized information systems for support this modality of work. In this context , the present research has as objective analyze which is the effective use of information systems, appropriated to support to the collaborative work, by research groups for the accomplishment of its works in a collaborative way. As foundation to above-mentioned analysis, firstly attempts to present the concepts of collaborative work, research groups and Computer Supported Collaborative Work, that show basic for the best understanding of the virtues, deficiencies and implications that result of the use of such systems. As second stage of this work, attempting to collect enough information for the construction of the inferences that constructed its conclusions, questionnaires to the leaders of the registered research groups in the Directory of Groups of Research in Brazil of the Lattes Platform of CNPq were applied. / Os computadores e a Internet nas universidades e organismos de pesquisa t?m se mostrado um elemento com potencial para a dinamiza??o da constru??o, uso e dissemina??o da informa??o para o trabalho colaborativo dos grupos de pesquisa. Por?m, n?o ? evidente o uso de sistemas de informa??o especializados para apoiar essa modalidade de trabalho. Nesse cen?rio, a presente pesquisa tem como objetivo analisar qual ? a efetiva utiliza??o de sistemas de informa??o, pr?prios para o apoio ao trabalho colaborativo, por grupos de pesquisa para a realiza??o de seus trabalhos de forma colaborativa. Como alicerce ? analise supracitada, busca-se primeiramente apresentar os conceitos de trabalho colaborativo, grupos de pesquisa e Computer Supported Collaborative Work, que se mostram fundamentais para a melhor compreens?o das virtudes, defici?ncias e implica??es que resultam do uso de tais sistemas. Como segunda etapa deste trabalho, buscando coletar informa??es suficientes para a constru??o das infer?ncias que fomentaram suas conclus?es, foram aplicados question?rios aos l?deres dos grupos de pesquisa cadastrados no Diret?rio de Grupos de Pesquisa no Brasil da Plataforma Lattes do CNPq.

El treball de recerca presentat és l'anàlisi, disseny, desenvolupament, implementació i valoració d'un Entorn Virtual d'Autogestió per Docents (evadeix). Realitzat aplicant la metodologia de recerca i desenvolupament amb un enfocament qualitatiu / quantitatiu en dos estudis. El primer estudi correspon a l'anàlisi de la problemàtica. Per això s'apliquen entrevistes obertes a 24 professors participants, seleccionats mitjançant una mostra estratificada. El resultat de l'anàlisi les entrevistes demostra que els professors de més antiguitat són els que més apliquen el treball col.laboratiu,. En el segon estudi: es dissenya, desenvolupa, implementa i valora EVAD, on els professors d'una nova mostra estratificada realitzen treballs durant 6 setmanes, utilitzant Google Docs, Blackboard i Wiki. Es realitza una anàlisi cualitativoa / quantitatiu als fòrums: Blackboard, aplicant els mecanismes inter psicològics de (Casanova, 2007) per detectar si es va donar el treball col.laboratiu entre ells. Resultat: EVAD si pot fomentar la comprensió i aplicació del treball col.laboratiu / El trabajo de investigación presentado es el análisis, diseño, desarrollo, implementación y valoración de un Entorno Virtual de Autogestión para Docentes (EVAD). Realizado aplicando la metodología de investigación y desarrollo con un enfoque cualitativo/cuantitativo en dos estudios. El primer estudio corresponde al análisis de la problemática. Para ello se aplican entrevistas abiertas a 24 profesores participantes, seleccionados mediante una muestra estratificada. El análisis cualitativo/cuantitativo a entrevistas demuestra que los profesores de mayor antigüedad son los que más aplican el trabajo colaborativo,. Segundo estudio: se diseña, desarrolla, implementa y valora el EVAD, donde los profesores de una segunda muestra estratificada realizan trabajos durante 6 semanas, utilizando Google Docs, Blackboard y Wiki. Se realiza un análisis cualitativo/cuantitativo a los foros de Blackboard, aplicando los mecanismos inter psicológicos de (Casanova, 2007) para detectar si se dio el trabajo colaborativo entre ellos. Resultado: el EVAD si puede fomentar la comprensión y aplicación del trabajo colaborativo / The research work presented is the analysis, design, development, implementation and assessment for a Self Taught Virtual Environment for Professors (STVEP or EVAD). Research and development methodology with a qualitative/quantitative approach was applied in two studies. The first study was to analyze the problem. This was done using open interviews with 24 teachers participating, selected using a stratified sample. The qualitative/quantitative analysis shows that senior teachers are the ones that mostly apply collaborative work. Second study: to design, develop, implement and evaluate the STVEP, where teachers of a second stratified sample perform work for 6 weeks, using Google Docs, Blackboard and a Wiki. A qualitative analysis of Blackboard forums, by applying inter psychological mechanisms from(Casanova, 2007) showed that the virtual environment promoted collaborative work amongst themselves. the answer to the research question was answered affirmatively

Using interaction analysis and discourse analysis as a method of data analysis, I take a cultural-historical approach to explore teacher-student and student-student interactions during out-of-classroom science projects. The database is composed of my fieldnotes, videotaped science fieldtrips, and videotaped computer sessions where students worked collaboratively to produce science digital videos, highlighting their experiences during science fieldtrips. This thesis is formed by three studies I conducted with elementary students from a public school in British Columbia, Canada. These three independent and yet interrelated studies have implications for science learning and instruction in general. More specifically, this thesis contributes to the understanding of student-student and teacher-student interactions during collaborative work when they are engaged in science activities that occurred out of the classroom settings, such as fieldtrips and in the computer laboratory.

Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)

The aim of this study is to describe two strategies of professional teacher development in Cuba and analyse how they affect the professional growth of the teachers. The strategies investigated are methodological work sessions and further education at the university. Eight upper-secondary school teachers were interviewed and it was analysed how their professional growth was affected by the Cuban professional development strategies. The model utilized was the interconnected model of professional growth (Clarke & Hollingsworth, 2002).The results show that, four of the eight interviewed teachers experienced change sequences and growth networks as a consequence of participating in the two investigated strategies. The methodological work sessions promote a collaborative approach among the teachers to developing the education in their school. Further education in the university, on the other hand, encourages the teachers to reflect individually on practical school-related problems. The results indicate that the organization of the work both the professional development strategies provided acted as an incentive for the interviewed teachers’ development. / Målet med den här studien är att beskriva två lärarutvecklingsstrategier i Kuba och analysera hur de påverkar lärarnas professionella utveckling. De undersökta strategierna är metodologiska arbetsmöten och vidareutbildning vid universitet. Åtta gymnasielärare intervjuades och det analyserades hur deras professionella utveckling påverkats av de kubanska lärarutvecklingsstrategierna. Modellen som använts är the interconnected model of professional growth (Clarke & Hollingsworth, 2002).Resultaten visar att de metodologiska arbetsmötena uppmuntrar lärarna att arbeta kollektivt med att utveckla utbildningen i sin skola. Universitetsvidareutbildning, vad andra sidan, främjar individuell reflektion över praktiska skolrelaterade problem. Resultatet indikerar att den organisation av arbetet som båda lärarutvecklingsstrategierna medför stimulerar lärarna att utvecklas.