I denna studie har vi intervjuat och observerat sex förskollärare om och i den egna verksamheten. Tre av förskollärarna arbetar på en stationär förskola och tre arbetar på en mobil förskola med utomhuspedagogik som inriktning. Deras tankar och uppfattningar kommer att jämföras och belysas i diskussionen. Eftersom studien har en fenomenografisk ansats har avsikten varit att belysa förskollärares uppfattning om fenomenet matematiklärande i utemiljön. Studien visar på att samtliga förskollärare utnyttjar utemiljön för matematiklärande med barnen, men hur ofta det sker varierar stort mellan de olika förskoleformerna. Förskollärarna i studien upplever det positivt att den nyreviderade läroplanen, Lpfö 98/10 (Skolverket, 2010) har förtydligats i sina matematikmål, detta visar på förskolans viktiga roll för att utveckla barns matematiska förmåga. Tydligt framgår även att ramfaktorer, skolkod samt förskollärarens personliga inställning till ämnet påverkar hur arbetet i verksamheten planeras och genomförs.

Detta examensarbete granskar Kiwimetoden, en analytisk läsinlärningsmetod med sitt ursprung på Nya Zeeland. Syftet med arbetet har varit att ta reda på Kiwimetodens fördelar och nackdelar gällande elevers läslust och läsförmåga. Observationer och intervjuer har genomförts för att kunna redogöra för detta. 2 lärare på olika skolor har intervjuats och 3 elevgrupper i årskurs 2 0ch 3 i grundskolan har observerats för att få en bild av Kiwimetodens positiva och negativa sidor. Varierande litteratur har använts för att få en bra bild av Kiwimetoden. Granskningen av metoden visar många fördelar men även nackdelar. Fördelarna visade sig vara att eleverna var engagerade i undervisningen, alla elever synliggjordes och metodens sätt att introducera texter gav kunskaper i ett meningsfullt sammanhang. Nackdelarna som framkom var att det krävs en engagerad och kompetent lärare för att undervisa och att Kiwimetodens material inte utmanar alla elever. Slutsatsen är att Kiwimetoden är en effektiv läsinlärningsmetod i många avseenden, men att den inte passar alla elever då alla är olika och således lär på olika sätt.

No description available.

No description available.

Den här uppsatsen handlar om dyslexi. Ungefär 5-10 % av befolkningen har dyslexi, av dessa är 90 % pojkar. Dyslexi har varit handikapp klassat sedan 1991. Det är oklart vad som orsakar dyslexi. Det som avgör om den som har dyslexi upplever skolgången som misslyckad eller inte, beror på hur personen blir bemött i och utanför skolan och hur tidigt dyslexin upptäckts. Tidig upptäckt är central. I skolan är skräddarsydda lösningar det optimala eftersom dyslexi kan se olika ut hos olika individer. Uppsatsens syfte har varit att studera hur dyslektiker upplever undervisningen i klassrummet. Jag har observerat en klass med dyslektiker. Stress och frustration var påtagliga i klassrummet. Efter observationen genomfördes två intervjuer. I intervjun med eleven framkom att han kopplade ihop dyslexi med låg moral. I intervjun med mamman framkom att hon ansåg att dyslexi var skolans ansvar. Undervisningen kan upplevas som stressfull beroende på de krav, förväntningar och åsikter man själv har med sig till klassrummet. Nyckelord: Dyslexi, Observation, Fenomenologi, Subjektivitet, Livsvärld

The study addresses the process of teacher development in the context of close collegial relations. It is a case study of two teachers, Mary and Sadie, who worked collaboratively over two school years in a series of reciprocal cycles of clinical supervision. The main purposes the teachers held for the process were to develop their understanding about their teaching practices in order to grow professionally and to acquire new skills in supervision. Their beliefs, behaviours, and knowledge contributed to shape their relationship and serve their respective needs for growth. An interpretive methodology was employed. The research approach was derived from the theoretical perspective of George Herbert Mead (1932, 1934, 1938). This provided for an analytical description and interpretation of the meanings and knowledge constructed socially by the participating teachers about clinical supervision, collegiality and teacher development. It also enabled the identification of a number of factors which influenced the teachers' development in the context of a collegial relationship. The teachers practiced new behaviours in an unfamiliar context of close colleagueship in order to incorporate research-based knowledge into their practical working lives. They devoted considerable effort and attention during the first year to the mechanics of clinical supervision in order to become more proficient with the process. In the second year of the study, the teachers explicitly rejected the term "clinical supervision" in favour of "reflective conferencing". The new terminology reflected their deeper understanding about the processes of collaboration and reflection. As their relationship, knowledge and skills developed, they became more thoughtful about collaboration and purposeful about facilitating each other's development. The teachers discovered that change takes time and occurs incrementally. Trust was required from both colleagues, in the process and in each other, as they took turns observing each other teach and then meeting to discuss matters related to their instructional practice. A culture of collaboration took hold, albeit more slowly than either had envisioned. Through repeated practice in reflective conferencing, they acquired an appreciation of the challenges and benefits of collaboration for the promotion of teacher development.

The purposes of this study were to plan and conduct activities that teachers and their supervisor could complete which would result in changed teaching and supervising behavior. The major purpose was to find a better way to record observations about teaching and learning in order to secure descriptive data on teaching behavior. The data obtained were to be shared with teachers in supervisor-teaching conferences. If teachers were acquainted with the various categories of questions, they might use them to change their instructional behavior. When a teacher gives his students an opportunity to rate the teacher's lessons, skills, techniques, and his personality, the teacher might use this information to change his teaching behavior and his being.The researcher studied several other observation systems and instruments and then constructed a Classroom Observation instrument consisting of five major divisions, also a Student's Observation form for rating a teacher's instruction. Three men and three women teachers, grades 10-12, and five men and five women teachers, grades 7-9, participated in the project by planning and teaching two different 20 minute segments which were also audio taped. The observer completed his observation form during the live teaching, and the teacher completed his observation form on each segment from the audio tape. All male and female students completed a rating sheet on their teacher's efforts at the conclusion of a 20 minute research segment.The researcher and participants had a conference about each observation as soon as the teacher listened to the tape and completed his form. They also shared the supervisor's tally of students' ratings. Conferences were concerned chiefly with comparing the researcher and teacher forms and studying the continuum ratings by students on 14 items concerning the lesson, teacher's abilities, and teacher's personality.The thesis findings presented a brief pre-research case study of each teacher followed by the analyzed data on four tables included with each case study. The tables show researcher and teachers (R-T) agreements and differences of opinion for both observations on schedules titled Classroom Interaction, Students' Behavior/Conduct, Classroom Intellectual Level, and Students' Observations.Analysis and study of the data have produced the following conclusions. The Classroom Observation form developed for this research has proved to be far superior to the supervisor's observation record used before the research. It provides for continuum rating scale information from both the observer and teacher in three areas: lesson analysis, students' reactions to lessons, and categories of questions, none of which had been considered before. Neither had this supervisor had students rate their teacher on his teaching efforts or ability prior to this research. The Student's Observation form may hold the most significant promise for facilitating teacher change. Teaching strengths and weaknesses have been revealed by these forms, but teachers seemed most each case study. The tables show researcher and teacher (R-T) agree concerned about the students' ratings of their lessons, abilities, and personality. Several teachers had recitations, participation, and attitudinal problems revealed by these forms of which they were not aware before the research.The researcher found that teaching could be submitted to systematic inquiry which produced considerable information in areas that had never before been examined by the supervisor. Supervisor, teacher, and student observation forms produced much more "feedback" than could be discussed in a 20 to 30 minute conference following the observations. Supervisor/teacher conferences before research had taken from 5 to 15 minutes for discussing routine matters and recommendations.Teaching behaviors can be identified by this system and these forms, and when behaviors are revealed and known, they could be improved or modified if the teacher so chooses. Whether or not teaching behaviors improve, persist, or deteriorate depends chiefly upon the teacher.There is evidence that information which the teacher received in the first conference had its effects upon his plans for the second presentation. Several teachers planned for more student involvement in their second lessons than they had in the first research session. Often where a teacher had aimed at skill improvement in one observation, he aimed his second session at concept development or vice versa. Whereas 10 of the 16 teachers had 27 more agreements with the researcher for classroom interactivity in the second observation, 5 teachers had fewer agreements with him in that area, and one had no change. For the area of students' behavior/conduct, 7 teachers had 15 more agreements with the researcher for the second session, 8 had 21 fewer agreements with him, and one had no change. These eight teachers became more critical of their students’ reactions to their lessons after the first observation conference, and the researcher frequently rated students higher than the teacher did in the second observation.Several teachers who had tallied verbal responses in only two or three question categories in the first observation (often in the lower levels) over-reacted to their new knowledge of question categories and tallied from one and one-half to four times more responses for the second observation (many in the upper levels) than the researcher did.There is some evidence to indicate that male students responded and reacted differently from female students to instruction in English depending upon the content or subject being considered. Girls responded better to pastoral lyric poetry than boys; boys responded as well as or better than girls to a philosophical discussion of "Hell" stimulated by Milton's Paradise Lost. Boys responded better in a discussion on "jobs" than girls did. Girls responded better on a discussion of the novel Light in the Forest than boys did.A larger percentage of girls than boys were complimentary about their teachers' lessons, abilities, and personalities although a majority of boys in most classes were not uncomplimentary about these abilities and traits.Students of traditional content/method English teachers have as high regard for their teachers' lessons, skills, and personality as students of innovative content/method English teachers have for those factors in their teachers. Students' judgements of an English teacher's ability and effectiveness do not depend upon whether their teacher is male or female.Students respond as well, or better, to an English teacher who is firm and definite in classroom order and control as to a teacher who permits freedom in student movement and behavior. Students appear to believe that they are included in lesson planning and in choosing materials for discussion as they become increasingly involved in the learning situation. This supervisor believes that supervision and teaching can be improved through using this system and forms developed for classroom observations.

There is no abstract available for this dissertation.

No description available.

Samanfattning Studiens syfte är att observera vilken påverkan pedagogers och lärares frågor har på barns delaktighet och inflytande i förskolan och grundskolan.  Frågeställningarna som behandlas är vilken typ av frågor som förekommer i verksamheterna, i vilka interaktionell sammanhang de förekommer samt vilken funktion frågandet som praktik fyller. Metoden för datainsamling är etnografiska observationer och videoinspelningar. Materialet har samlats in på en förskoleavdelning med barn i åldrarna ett till fem år samt barn i en skolklass år ett i åldrarna sex till åtta år. För att skapa struktur åt observationerna användes ett observationsschema. Under analysen kategoriserades frågorna efter den respons barnen gav på dem, kategorierna motsvarar de funktioner som tycktes tillskriva frågorna. Resultatet delades in i tre huvudgrupper av frågor öppna frågor, retoriska frågor samt testfrågor. Två av dessa, öppna frågor och retoriska frågor, kunde vidare kategoriseras i undergrupper. Öppna frågor delades in i omsorgsfrågor, skoj-/skämtfrågor, bekräftande frågor samt inbjudan till aktivitet samt informationsfrågor. Retoriska frågor kunde delas in i tillrättavisningar, varnar för möjlig konsekvens, indirekta uppmaningar samt uppmärksamhetsfrågor. För testfrågor fanns inga uppenbara undergrupper. Resultatet visar att lärare gör sig mer tillgängliga för svar på de öppna frågorna. Här har barnen mer frihet och möjlighet att påverka sin situation. Frågorna skulle därför kunna öka barnens möjlighet till delaktighet och inflytande. De retoriska frågorna fungerade ofta som ett sätt att tillrättavisa barn då de brutit mot normer. Lärare gjorde sig då mindre tillgängliga för svar och frågorna verkade i stället ha en beteendereglerande funktion. De retoriska frågorna verkar göra det svårare för barnen att kunna påverka sin situation och kan därför minska deras möjlighet till delaktighet och inflytande. Resultatet visar att retoriska frågor så väl som i viss mån testfrågor, vilka är betydligt vanligare i grundskolan än i förskolan, kan användas som ett sätt att styra barn i riktning mot verksamheternas normer och sociala förväntningar.