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Föreliggande intervjustudie undersöker kopplingen mellan multimodala arbetssätt och differentierad undervisning, för att utreda huruvida multimodala arbetssätt kan användas för att möta alla elever i läs- och skrivundervisningen utan att exkludera. Syftet är att bidra med kunskap om multimodal differentierad läs- och skrivundervisning som möjliggör att alla elever möts, kan lära samt utveckla kunskap. Frågeställningarna som besvaras är: Hur beskriver lärare att differentierad undervisning möjliggörs? Vilka möjligheter och hinder för elevernas språk- och kunskapsutveckling identifierar lärarna i den beskriva undervisningen? Det teoretiska ramverket grundas i forskningsområdet kring multimodalitet, differentierad undervisning samt språk- och kunskapsutvecklande arbetssätt. Dessutom nyttjas en teoretisk modell avseende läspraktiker för att diskutera studiens resultat. Materialet samlades in genom kvalitativa semistrukturerade intervjuer och analyserades genom tematisk analys. Resultatet indikerar att möjligheterna med multimodala arbetssätt är att begripliggöra innehåll och bearbeta samt fördjupa innehåll för att stötta språk- och kunskapsutveckling i gemensamma sammanhang. Det senare kan medföra att den tidiga läs- och skrivundervisningen blir differentierad, eftersom fler elever får möjlighet att förstå, lära och delta. Samtidigt framkommer hinder i form av att undervisningen eventuellt upplevs oregelbunden, blir för intrycksrik för en del elever, förlorar sammanhanget eller kan få elever att undvika utmaningar ifall de själva får välja vilken uttrycksform de ska använda. / This interview study examines the relation between multimodal practices and differentiated instruction, to investigate if multimodal practices could offer a way to meet all students, without exclusion during literacy instruction. The aim is to contribute with knowledge about multimodal differentiated literacy instruction which meets all students, helps them to learn and develop knowledge. The research questions that will be answered are: How do teachers describe that differentiated instruction is made possible? What possibilities and obstacles for students’ language and knowledge development are identified by the teachers? The theoretical frame is based on the research area of multimodality, differentiated instruction, and to scaffold language and knowledge development. Moreover, a theoretical model about reading practices is used to discuss the result of the study. The material was gathered through qualitative semi-structured interviews and the analyzed through thematic analysis. The result shows that possibilities with multimodal practice include making teaching content more understandable together with opportunities of processing and deepening it to support language and knowledge development within a context. The later can contribute to make early literacy instruction differentiated, because more students get a chance to understand, learn and participate. Although, obstacles appear since instruction might come across as irregular, contain too much stimulus, lose context or students might avoid challenges if they choose what form of expression to use.

Syftet med denna studie är att bidra med kunskap om hur multimodalt lärande med lärplattan kan användas i svenskundervisningen för att skapa en differentierad undervisning som ett medel för att möta elevers behov. Syftet besvaras genom kvalitativ metod och semistrukturerade intervjuer av fem lärare som är verksamma i grundskolan F-3. Det insamlade materialet genom intervjuerna har analyserats i form av kategoriseringar, kodningar samt tolkningar. Sociokulturellt perspektiv är studiens teoretiska utgångspunkt.  I resultatet beskrivs det att lärare har olika tankar kring multimodalt lärande med lärplattan i svenskundervisning för att skapa en differentierad undervisning som medel för att möta elevers behov. Däremot har majoriteten av lärarna övervägande positiv inställning. Fördelar är att det med olika medel går att genomföra en differentierad undervisning med lärplattan genom olika applikationer. Detta i sin tur beskriver lärarna ger eleverna ökad motivation och de orkar lägga mer tid på sina texter och bearbetning av dem. De slutsatser som framgår är att lärarna ser multimodalt lärande med lärplattan i svenskundervisning för att skapa differentierad undervisning som en fördel. Däremot framgår det att det ska finnas en variation mellan digitalt och analogt arbetssätt, detta för att skapa en undervisning som når alla. / The purpose of this study is to contribute with knowledge about how multimodal learning with the learning tablet can be used in teaching in Swedish to create a differentiated teaching as a means to meet students' needs. The purpose is answered through qualitative methods and semi-structured interviews of five teachers who works in primary school F-3. The material collected through the interviews has been analyzed in the form of categorizations, coding and interpretations. Sociocultural theory is the study's theoretical starting point. In the results, it is described that teachers have different thoughts about multimodal learning with the learning tablet in Swedish teaching to create a differentiated teaching as a means to meet students' needs. However, the majority of teachers have a predominantly positive attitude. Advantages are that with different means it is possible to carry out differentiated teaching with the learning tablet through different applications. This, in turn, the teachers describe, gives the students increased motivation and they are able to spend more time on their texts and processing them. The conclusions that emerge are that the teachers see multimodal learning with the learning board in Swedish teaching to create differentiated teaching as an advantage. On the other hand, it appears that there must be a variation between digital and analogue working methods, this in order to create teaching that reaches everyone.

The aim of the study was to create and justify recommendations for differentiated development of speed abilities in young soccer players during in-depth specialization stage. We studied methods of estimation of speed abilities in soccer players, evaluated and analyzed speed abilities in young soccer players and elaborated recommendations on their differentiated development. Novelty of the idea is the separation of speed abilities into 9 manifestations for further development: speed of simple visual-motor reaction, speed of complex visual-motor reaction, speed of single movement, frequency of movement, speed of entire movement action, single explosive effort, start acceleration, distant speed (speed endurance), braking speed. Practical outcome is elaboration of set of exercise for differentiated development of speed abilities in young soccer players during in-depth specialization stage. Separate exercise complex was invented for each type of speed ability. These exercises may be used during the whole training process of soccer players. / Целью исследования является обоснование и разработка рекомендаций по дифференцированному развитию скоростных качеств у юных футболистов на этапе углубленной специализации. В результате исследования были изучены методики определения скоростных качеств у футболистов, проведена оценка скоростных качеств, анализ результатов и разработка рекомендаций по их дифференцированному развитию. Новизна исследования заключается в разделении скоростных качеств на девять проявлений для дифференцированного развития: скорость простой зрительно-моторной реакции, скорость сложной зрительно-моторной реакции, скорость одиночного движения, частота (темп) движений, скорость целостного двигательного действия, однократное проявление концентрированного взрывного усилия, стартовый разгон, дистанционная скорость (скоростная выносливость), скорость торможения (скорость остановки движения). Практическая значимость работы заключается в разработке комплекса упражнений с использованием различных средств и методов для дифференцированного развития скоростных качеств у футболистов на этапе углубленной специализации. Для каждого проявления скоростных качеств разработан свой комплекс упражнений. Данные упражнения можно использовать как в специальном микроцикле, направленном на развитие скоростных качеств, так и в повседневной тренировочной деятельности.

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The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one teacher's differentiated text choices in one seven week unit. The participant was nominated by an administrator, a district supervisor, a university professor, and the researcher based on characteristics of mindful literacy instruction. Classroom observations and teacher interviews described four differentiated text events: an historical fiction novel unit; primary source oral histories; expository non-fiction articles; and picture books, magazines, and an anthology set. Interview transcripts were coded using constant comparative analysis and revealed the teacher's belief in stories, student choice, her resistance to standardized testing, and her own teaching confidence and activist spirit. The discussion addresses the teacher's effectiveness in the areas of collaboration with students, the assignment of varied and plentiful texts, the expectation of high achievement for herself and students; and her effective management of the differentiated texts in the classroom. The researcher also concluded that this teacher did not have the expertise to diagnose or remediate basic reading deficits but her disposition in seeing herself as a reading teacher, challenging mandated curricula, and working to offer appropriate choices for all of her students supported her decision to offer differentiated text choices. / Ph. D.

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In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)