Abstrakt Studien syftar till att undersöka vilka olika strategier sex förskollärare beskriver kan ha betydelse för att skapa en trygg anknytning mellan barnen i förskolan och pedagogerna. Den teoretiska utgångspunkten som låg till grund för studiens syfte och frågeställningar var Bowlbys (2010) anknytningsteori. Sex förskollärare intervjuades och datamaterialet analyserades tematiskt och ledde fram till studiens resultat. Resultaten delas in i fyra kategorier. Strategierna förskollärare uttrycker som betydelsefulla bygger på vikten av tillitsfulla relationer, miljön som strategi för trygg anknytning, förståelse och strategier vid inskolning och förståelse för vikten av kommunikation. Slutsatsen av studien är att anknytningsteorin behöver uppmärksammas i förskolan. Omsorg för barnet behöver få lika mycket plats som barns lärande i förskolans utbildning. Förskollärare använder sig av sina kunskaper och tidigare erfarenheter för att forma och använda olika strategier i arbetet med barns anknytning.

Forskning påvisar ett flertal positiva effekter av utomhuspedagogik, såsom förbättrad fysisk hälsa och social interaktion, men utomhusundervisning i svenskämnet är i dagsläget ett område som endast studerats i begränsad omfattning. Denna studie syftar därför till att undersöka hur en svensklektion med fokus på berättande texter genomförs utomhus. Studien grundar sig i en lärsekvensmodell där iscensättning, första transformationscykeln och andra transformationscykeln är i fokus. Olika former av data samlades in för att studera dessa faser av lektionen. För studie av iscensättningen hade vi tillgång till lärarens planering, videoupptagning av lektionen och intervju med läraren. Första transformationscykeln hade fokus på fyra elever och dokumenterades med hjälp av fältanteckningar under lektionsmomentet. Andra transformationscykeln studerades med utgångspunkt från de texter som eleverna producerade under lektionen. Dessutom intervjuades såväl läraren som eleverna om hur de upplevde utomhuslektionen. Materialet analyserades med en deduktiv ansats där begrepp från lärsekvensmodellen användes för att strukturera data. Analysen av iscensättning och första transformationscykeln visar att såväl läraren som eleverna lyckades bra med att anpassa sig till de institutionella normer som utomhusmiljön innebär. Analysen av andra transformationscykeln visar att två av fyra texter innehöll spår av utomhusmiljön. Såväl läraren som eleverna uttryckte uppskattning av utomhuslektionen som helhet. Sammanfattningsvis visar vår studie därmed att det finns goda möjligheter att genomföra lektioner om berättande texter i en utomhusmiljö.

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This thesis in Educational Theory explores how teachers in Denmark reconfigured their practices of teaching to be conducted via digital means during the COVID-19 pandemic. In a time where people were locked away in isolation from the world they knew due to the threat of a of the deadly virus, I show the reconfiguration of teaching practices that subsequently impacted educational relations situated in, out and alongside the classroom. Accordingly, I draw from interviews I conducted with teachers, reflecting on their lived experiences during this period, that gives insight into how they responded to the sudden and forced shift of the (digital) classroom. Drawing on Paulo Freire’s concepts of ‘banking education’, ‘dialogue’ and ‘alienation’ with Nel Noddings’ notion of ‘care’, I argue for an approach oriented towards care and attention to the ways in which teachers are both limited in their efforts of caring but also find new ways of doing so within the changed, digital classroom. The teachers reconfiguring interventions certainly give hope for the future in which digitalization is expected to increasingly transform classrooms but nonetheless also show a limit to how much hardship the teaching professional ideal of care can endure in educational relations.

Education is examined within the context of religious beliefs and values found in The Church of Jesus Christ of Latter-day Saints (Mormons). Education is defined as the process of becoming like God. An investigation is conducted into the stewardship and responsibility parents have for the education of their children. This responsibility is determined to be a sacred stewardship that cannot simply be delegated to others in society. All education is shown to be religious in nature. Conflicts between the beliefs and values of different members of society are found to be at the heart of many of the difficulties in education. The secularization of Western civilization and education is described. The history of public schooling in America is examined, and the current status of the public school system is analyzed. On the basis of this analysis, parents are urged to be more vigilant in attending to the responsibilities of educating their children. Several suggestions are made for how parents can become more responsible for the education of their children, and one of these options, home schooling, is explored in some depth. Two Latter-day Saint home-schooling families are examined using qualitative research methods. Their philosophy of education is considered at length and described in detail. The methods they employ in the education of their children are investigated and described. A detailed account of a week in the life of each family is also included. The study closes with an examination of what it means for parents to pass a goodly heritage on to their children. Passing on a rich heritage is found to consist in seeking the Spirit of the Lord, following the counsel of Church leaders, and keeping the commandments of God.

This thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which sexist, classist, and racist practices afflict everyone in the institution through the bureaucratic mechanism and collateral oppression. The four components that make up the wires on the cage (gender, class, race, and bureaucracy) not only confine; they cause varying degrees of direct and indirect harms (psychological, emotional, moral, financial) to those on the inside. The concept of the institutional cage is then merged with Rodman Webb's work on schools as total institutions. Through an analysis on the characteristics of total institutions, it becomes apparent that standardization, technological developments, and the influence of venture philanthropy have brought schools more in-line with the total institution. The study then clarifies the ways in which corporatic, bureaucratic, and technocratic mentalities infect the institution, where they intersect, and how they restrict those within. The components coalesce into the conceptualization of moral oppression: the act of being coerced to ignore and suppress one's morality, moral impulses, and moral way of knowing. The remainder of the study explores the meaning of moral action and suggests some ways educators can let go of the ways of thinking and acting that may be keeping them from confidently doing what they know to be good and just.

Juvenile delinquency is a well known problematic issue in today's society, it is a social phenomenon that can jeopardize children and youths futures. Juvenile delinquency can lead to social problems and therefore is the prevention work crucial for children and youths that are affected by the matter. Previous research about juvenile delinquency and how it’s either prevented, or how it’s remedial has not focused on school counselors' work. School is an area where children spend much of their time, it’s interesting to find out how the schools work to counteract this social problem. The aim of this study is to investigate how counselors at different schools in Malmö work with prevention and remedial measures against juvenile delinquency. We also intended to find out what opportunities and difficulties the counselors experienced in their work. This is a qualitative study based on six school counselors and their experiences. The data has been collected from interviews with the school counselors, and previous research regarding juvenile delinquency. The theories that were used to analyze the result are The social bond theory and the theory on Sense of coherence. The results from this study presented different risk and protective factors that school counselors mean is connected to the development of juvenile delinquency. The results also showed that there is no specific work description made for school counselors work with the problematic matter and therefore the preventive and remedial work depends on the school counselor, and varies a lot from school to school. The school counselors believe that trust building with the students is an effective approach to the matter.

В магистерской диссертации раскрываются причины проведения реформ школьного образования в России в 1860-е – 1870-е гг., рассматриваются проекты реформирования предложенные министрами, характеризуются авторы и суть преобразований, раскрывается ход этих преобразований. / The master's thesis disclosed the reasons for the reform of school education in Russia in the 1860s - 1870s., characterized reform projects proposed by ministers, revealed the course of these transformations.

Den här studien handlar om att undersöka hur förskollärare arbetar för att skapa en trygg introduktion av de yngsta barnen som för första gången ska introduceras i förskolan, samt vårdnadshavarnas tankar och upplevelser av introduktionen. Syftet med studien är att bidra med kunskap om både förskollärares arbetssätt och vårdnadshavares upplevelser av introduktionen.Studien grundar sig i intervjuer med fyra förskollärare och fyra vårdnadshavare för att ge insyn i deras tankar, upplevelser och perspektiv. Utifrån tidigare forskning som lyfts i studien framkommer det att introduktionen är betydelsefull för både barn och vårdnadshavare. Det krävs tid och engagemang från de vuxna för att introduktionen ska bli trygg och för att de små barnen ska få förutsättningar att skapa anknytningsrelationer på förskolan. Resultatet av studien visar att introduktionen är till för hela familjen, både barn och vårdnadshavare introduceras till förskolans verksamhet. Det visar även att det är viktigt att skapa trygga relationer mellan förskollärare, vårdnadshavare och barn för att barnet ska få de bästa förutsättningarna till en givande och lärorik förskolevistelse. / This study investigates how preschool teachers work to create a safe introduction for the youngest children who will be introduced to preschool for the first time, as well as the parents' thoughts and experiences of the introduction. The purpose of the study is to contribute knowledge about both preschool teachers' working methods and parents' experiences of the introduction. The study is based on interviews with four preschool teachers and four parents in order to gain insight into their thoughts, experiences and perspectives. Based on previous research introduction is significant for both children and parents. It takes time and commitment from the adults for the introduction to be safe and for the young children to have the conditions to create attachments at the preschool. The results of the study show that the introduction is for the whole family, both children and parents are introduced to the activities of the preschool. It also shows that it is important to create safe relationships between preschool teachers, parents and children in order for the child to have the best conditions for a rewarding and educational preschool stay.

This essay deals with the issue how to obtain a wider understanding regarding the value of critical thinking and dialogue in philosophy teaching at upper secondary school? This main question has been investigated with the guidance of Hannah Arendt. The conclusion is: Critical thinking and dialogue is a prerequisite for knowledge and knowing. The essay also deals with reasons why critical thinking and dialog no longer can be carried out in everyday schooling. The answer is that schools in Sweden slowly have been transformed into a commercial market, where customer satisfaction and the loyalty to the powers- that- be, and in many cases profitability are driving values. During the corresponding period, the teacher's practical professional skills have been degraded