Det här är en kvalitativ studie med syfte att undersöka förskollärares uppfattning om hur de gör alla och varje barn delaktiga genom arbete med estetiska lärprocesser, vilket tog sin utgångspunkt i att vi såg att förskollärares perspektiv på hur arbetet genom estetiska lärprocesser gör barn delaktiga och inkluderade inte framkom tydligt i forskning. Eftersom vårt syfte har varit att lyfta förskollärares positiva aspekter av inkluderingsarbete genom estetiska lärprocesser har det under arbetets gång varit utmanande att synliggöra kritiska perspektiv kring forskning och det fenomen vi undersökt. Studiens teoretiska utgångspunkt är systemteori och relationell pedagogik. Empirin samlades in genom nio digitala intervjuer med legitimerade förskollärare och analyserades utifrån en induktiv tematisk ansats.Studiens resultat visar på att pedagogers görande handlar om ett förhållningssätt där de har barnfokus, är engagerade, skapar nyfikenhet, möjliggör för görande över tid och möten med mångfald som utgångspunkt och att de är beroende av pedagogiska förutsättningar för undervisning genom estetiska lärprocesser som bidrar till delaktighet och inkludering. För vidare forskning ser vi att etnografiska studier genom deltagande observationer och intervjuer skulle kunna bidra till en fördjupad förståelse av inkludering av alla barn genom estetiska lärprocesser, samt hur tekniska och digitala hjälpmedel skapar förutsättning för delaktighet och inkludering. / This is a qualitative study with the aim of examining preschool teachers 'perception of how they make everyone, and every child involved through work with aesthetic learning processes, which was becausewe saw that preschool teacher’ perspectives on how work through aesthetic learning processes make children involved and not included emerged clearly in research. Since our purpose has been to highlight preschool teachers' positive aspects of inclusion work through aesthetic learning processes, it has been challenging during the work to make critical perspectives on research and the phenomenon we have investigated. The theoretical starting point of the study is systems theory and relational pedagogy. The empirics were collected through nine digital interviews with legitimate preschool teachers and analyzed based on an inductive thematic approach.The results of the study show that educators' actions are about an approach where they have a child focus, are committed, create curiosity, enable action over time and meetings with diversity as a starting point and that they are dependent on pedagogical conditions for teaching through aesthetic learning processes that contribute to participation and inclusion. For further research, we see that ethnographic studies through participatory observations and interviews could contribute to an in-depth understanding of the inclusion of all children through aesthetic learning processes, as well as how technical and digital aids create the conditions for participation and inclusion.

Detta självständiga arbete undersöker hur mitt välbefinnande och min kreativitet kan främjas i musikalisk övning. Syftet med studien är att studera in ett klassiskt pianostycke där min skaparlust och kreativitet främjas och används på ett optimalt sätt. Med utgångspunkt i Zen Coaching, som är en coachningsmetod och en inställning till livet, undersöks hur verktyg som innehåller inslag av mindfulness, mental träning och personlig utveckling kan hjälpa till att främja min kreativitet och spelglädje i övningen. Som dokumentationsmetod används loggbok, och materialet analyseras med tematisk analys. Med stöd från det fenomenologiska perspektivet och vald litteratur presenteras ett resultat utifrån följande frågeställningar: Hur kan jag utföra hjärtbaserad övning på mitt instrument?  Vilka fördelar framträder när jag övar hjärtbaserat? Vilka är mina främsta rädslor som jag behöver möta för att kunna öva hjärtbaserat? Resultatet visar att de Zen Coaching-mässiga verktygen bidrar med lugn och inspiration i övningen. Ur detta växer en större tillit och spelglädje i övandet, samt en brantare inlärningskurva. Avslutningsvis följer en diskussion av resultatet i förhållande till vald litteratur och det fenomenologiska perspektivet.

Den här studien har som syfte att utforska betydelsen och effekterna av uppvärmningar i musik. Syftet bärs upp av två frågeställningar: 1) Hur erfar jag min lärandeprocess när jag värmer upp utan instrument? 2) Hur erfar jag min lärandeprocess när jag värmer upp med instrument? Studien undersöker två olika aspekter av en uppvärmning på musikinstrumentet trombon, genom två olika uppvärmningar: en uppvärmning med instrument och en annan utan instrument. Genom fyra olika sorters övningspass granskar studien hur dessa två uppvärmningar påverkar lärandeprocessen av två olika etyder. Studien baseras på självobservationer i form av loggboksanteckningar och har ett fenomenologiskt livsvärldsperspektiv. Resultatet av de fyra olika övningspassen presenteras som fyra rubriker där tre underrubriker utgörs av följande teman: Melodiskt flöde, Koncentration och motivation samt spelteknik. Slutligen förs en diskussion kring resultatet av den här studien i relation till liknande tidigare forskning och metodböcker riktat till brassinstrument. / The purpose of this study is to explore the meaning and effects of warm-ups in music. The purpose is supported by the two following research questions: 1) How do I experience my learning process when I warm up without my instrument? 2) How do I experience my learning process when I warm up with my instrument? The study examines two different aspects of a warm-up on the instrument trombone, through two different warm-ups: one warm-up with my instrument and another without my instrument. Through four different types of practice sessions, the study examines how these two warm-ups affect the learning process of two different etudes. The study is based on self-observations in the form of logbook notes and has a phenomenological life-world perspective. The results of the four different practice sessions are presented as four headings where three sub-headings consist of the following themes: Melodic flow, Concentration and motivation as well as playing technique. Finally, a discussion is conducted about the results of this study in relation to similar previous research and method books aimed at brass instruments.

The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change? The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents. In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber. My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice. When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed. One conclusion is thai:" the learning process can either be facilitated or aggravated by the organisation of the education. Alternation between theoretical and practical elements &lt;luring the whole educational period is positive for the learning process, as well as creating several opportunities for reflection, and to create working methods which stimulate the visualisation of the students' own learning process. / <p>Licentiatavhandling</p>

The dissertation focuses on the different determinants of education, their effects on the educational outcome, and the overall effect of education on the lifetime consequences. The first chapter focuses on the inequality of educational opportunity across different demographic factors. This chapter employs a broader set of social factors to provide fresh insights into the inequality situation in the USA relative to those of the extant literature. The chapter employs polynomial trends for the effects of social factors to identify long-term trends in the determinants of the differences in attainment of each of four achievements (high school graduation, some college, college graduation, and post-college work) across different endogenous social groups. Using the Panel Study of Income Dynamics (PSID) data for the years of 1968-2013, we show how inequality of educational opportunity and its determinants have evolved over the years. The chapter utilizes the machine-learning process and logistic regression model to identify inequality of opportunity. The second chapter examines the age demographic distribution of graduates across cohorts from 1940 until 1990. Using the PSID data, the paper explored the first and second moment of the age of graduating from high school and college across the US. To deal with the data deficiencies, a large part of the chapter dealt with data preparation. The chapter provides a unique method of extracting information on the graduating age of the individuals both from high school and from college. The results show a large dispersion across the full sample. The data truncated to a standard length, however, provides a much smaller dispersion and much smaller moments. The chapter concludes that as the time passes, people tend to attain education at a younger age. The third chapter investigates the trends of the contribution of different factors of income starting from 1910 cohort. Following Mincer (1974), a wave of papers studied how various factors contribute to the earnings of individuals. This paper contributes to that literature in three ways: (i) using the PSID data, it computes the actual working experience of the individuals, (ii) it studies the cohorts who were born in 1910 or afterwards, unlike the existing papers, and (iii) it adds two variables—technological progress and the occupation with which individuals start their careers—to an extended Mincerian equation. The results re-emphasize the importance of education in lifetime earnings. The results also show that while some of the determinants of income have become more important over the years, other factors have not changed much in importance. / PHD / The reason for choosing the theme ‘Evolution of the Determinants of Educational Attainment and its Consequences’ was to investigate the different determinants of education, their effects on the educational outcome, and the overall effect of education on the lifetime consequences. Education is considered as one of the tools to eradicate poverty. Yet, countries with high educational coverage keeps suffering from poverty, a reason for which is higher inequality of opportunity. In the first chapter, entitled ‘Inequality in Educational Opportunity in the United States’, opportunity inequality in education is illustrated. Much inequality stems from differences in educational attainment. A lack of educational attainment puts an individual behind in the career race, even before the race has started. While individuals are responsible for some of the differences in educational attainment, there are factors outside the control of individuals that play substantial roles. The inequality that arises from these factors is known as inequality of opportunity. This paper focuses on inequality of educational opportunity across socioeconomic background, race, and sex. The factors that are analyzed for their contributions to inequality of educational opportunity are father’s education, father’s occupation, mother’s education, and economic status of the individual’s family. The results show that inequality of opportunity has seen a consistent decline for high school completion. The inequality of opportunity (IO) declines for obtaining some college education for the bottom two social groups and remained persistent for the relatively more advantaged group. For college/post-college education, the IO is much lower and, in general, remained persistent across the social strata. Although the females were behind the males – given the equal opportunity – regardless of the race and socioeconomic status during the beginning and the mid twentieth century, the scenario reversed in the late twentieth century. In terms of educational disparity among races, African Americans trail their White counterparts along all the years. The second chapter ‘First and Second Moments of the Age Distributions of Graduates’ looks into the age characteristics (mean and variance) in graduating from high school and college across the cohorts from 1940s to 1990s. The idea of the paper largely came from the first chapter of the dissertation as we assumed the lack of opportunity at the earlier age could delay the attainment of education. The paper intends to find out the average age of graduation over the years. In the process, the paper put forward a method to extract the information of age of graduation from the Panel Study of Income Dynamics (PSID) data, as the database does not readily avail the information. The chapter concludes that as the time passes, people tend to attain education at a much younger age. Titled as ‘Factors Affecting Income: Education, Experience, and Beyond’, the third chapter investigates the contribution of different factors – education, experience, parental endowments, and labor market conditions – in the returns to education using the PSID data and compare the more recent scenarios with the past. This paper focuses on the trend of the rate of return to different factors of income across the two cohorts – those born between 1910 and 1950, and those born after 1950 – while identifying the changes in the returns for the same education level over time. The paper aims to find out how the contribution of the different factors of earning has changed in the USA over the years. The paper also intends to find out the role of technological progress in reducing the earning gaps across the different social groups. The results re-emphasize the importance of education in lifetime earnings. Experience has become a more important factor of income over the years. The chapter also suggests that income of an individual is a monotonic function of socioeconomic endowments and better endowments resulted in higher returns. Lastly, the chapter finds that the technological investment is progressive in manner.

No description available.

Text in Afrikaans / The focus of this qualitative study is the way teachers experience parental involvement in the learning process of mentally disabled children. Five participants, teaching at a school for disabled children for more than ten years and working with children between the ages of six and 18, participated in this study. Individual, unstructured interviews were conducted with the participants to describe how they experience parental involvement in the learning process of mentally disabled children. The interviews were recorded and transcribed. Nine recurring themes were identified in the transcriptions and compared with current literature. The aim of the study was not to generalize the findings, as it was a qualitative study and the participants were given the opportunity to share their experience. The result of this study is a detailed description of how teachers experience parental involvement in the learning process of mentally disabled children. / Social Work / M.Diac

Many immigrants in Sweden have not had the chance to learn to read and write, for various reasons. In Sweden, literacy is a prerequisite to being able to function in the cultural community, and for many immigrants this is the first time that they experience their inability to read and write as a handicap or see themselves as “illiterate”. The aim of this study is to use a socio-cultural, second language and gender approach to describe, analyse and understand how a number of adult, illiterate, immigrant women experience their situation when they are expected to simultaneously learn to speak, read and write Swedish. The study focuses on two literacy groups in two Swedish municipalities. In one of the groups I act as both teacher and researcher. The thesis is a case study of the learning process of five illiterate immigrant women in Sweden. The results are based on interviews, carried out with the help of an interpreter, and observation of teaching and texts ritten by the students. The study is based on the assumption that human learning is an activity that takes place in a cultural community in a social context. When learning a language, the language is simultaneously the tool that facilitates social communication and the object of the learning process. The study shows that cultural communities influence the women in different ways. Gender structures are firmly planted in a patriarchal value system, which means that women are seen as inferior to men, and women are expected to “meet the demands of others”. The women have no time to study at home, as their household duties are prioritised. However, there are subtle indications that there is a wish to change the situation in accordance with Swedish values and norms. This can be seen in the Swedish for Immigrants (SFI) lessons. As they have little contact with Swedes, school is the only arena in which they have a chance to use Swedish. They are positive towards teaching and school as an institution. Here they are able to develop an alternative identity. The study also shows that teaching in the literacy groups is to a great extent based on a technical approach, in which the teacher tries to elicit a correct answer from the students. Social interaction involving contemplation and negotiation is either not included or not prioritised. the women’s experience and knowledge is not made use of. There are,however, occasions when collaborative discussions take place between the teacher and students. On these occasions an exchange of experiences takes place. Learning is based on the students’ own experiences and thoughts. Linguistic concepts gain meaning in the collaborative discussion. Initially the concepts may be unclear, but the group works on them together, adapting and adjusting them until they finally make sense. Finally, I conclude that women immigrants bring their own socio-cultural values and experience to the school situation, which affects their learning process to varying degrees. Furthermore, immigrant women need more time at school, as it is the only arena in which they can spend time on studying and personal development. another conclusion is that the school must become a learning community that recognises the immigrants’ cultures, makes use of the students’ experience and allows the students to participate in collaborative discussions, so that they can develop their ability to speak, read and write Swedish.

Darbe nagrinėjamas informacinių technologijų fenomenas dabarties žinių visuomenėje, interneto technologijas siejant su mokymo(si) procesu. Pateikiama mokymosi proceso samprata technologinio kitimo amžiuje. Aptariamas konstruktyvizmu grindžiamo mokymosi aiškinimas (konstrukcionizmo pedagoginė teorija), atskleidžiami esminiai konektyvizmo principai ir užduotys, su kuriomis turi susidurti besimokantysis skaitmeninio amžiaus eroje. Pristatomi matematikos mokymo filosofijos (matematikos filosofijos) keliami klausimai. Galiausiai ieškoma atsakymų į klausimus: kokį vaidmenį kompiuterinės technologijos, pastarojo meto interneto tecnologijos ir paslaugos atlieka matematikos mokymo bei mokymosi proceso metu, kaip jį paliečia, kokias galimybes atveria, kaip keičia šį procesą. / This theme paper analyses the phenomenon of information technologies in relation with the present knowledge-based society and the Web technologies in the process of education. The concept of learning process is discussed in the age of technological change. The constructivism based learning (constructionism learning theory) is presented in this paper too. Besides this, the most essential principles and tasks of connectivism which a learner is supposed to deal with in the digital surroundings are being analysed as well. Moreover, the issues raised by the phylosophy of mathematics education (and the phylosophy of mathematics) are also introduced in this paper. Finally, the reply search to the following issues – what role do computer-based technologies, modern internet technologies and services play in the process of teaching and learning mathematics; how do the above mentioned factors influence a process of education; what are the perspectives of the mentioned processes; how do the discussed issues change the process of teaching and learning mathematics – is analysed in the paper.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.