The subject being studied is education for refugee children. Today, there are many children that are not allowed, or have the possibility to go to school and get an education which is a failure towards children's development in relation to human rights. Despite that refugees are supposed to have rights to be provided education, they are reported getting lower access to education than other children. The purpose of this study is to understand the educational contribution from an organisation’s perspective and how to understand what needs to develop to ensure all refugee children with education. The research question that this study is based on is: How can we understand the role of education at a young age for refugees in relation to children's development? The method chosen for this study is a case study through two reports of the United Nation High Commissioner (UNHCR) to collect data of their education strategy implemented in a project called Educate A Child. Theory selected to analyse and understand the strategy is Pierre Bourdieu's theory of Field, Capital, and Habitus. The conclusion of the study is that the educational sector has several factors that play different roles. Teacher’s training is of great importance and must be taken more into account in their role and responsibility towards the children, the economic capital is important to be able to develop opportunities for children to attend school, and inclusion and partnership also play a great role. Keywords that have been used are education, primary school, UNHCR, refugee children.

Under vår verksamhetsförlagda utbildning har vi observerat betydande skillnader av hur konkreta representationer används i matematikundervisningen. Därav valde vi att undersöka hur lärarens användning av konkreta representationer påverkar elevers förståelse av addition. Med systematiska sökningar, i olika databaser, och även kedjesökningar har vi gjort ett urval av vetenskapliga artiklar som varit relevanta för denna kunskapsöversikt. Genom analyser av de utvalda artiklarna har ett resultat fastställts. Ett viktigt resultat är betydelsen av att använda flera och olika konkreta representationer vilket leder till en djupare förståelse av addition. Ett annat viktigt resultat är lärarnas kunskap om konkreta representationer och hur dessa används på ett medvetet sätt för att förbättra inlärningen.

Multilingualism is becoming the new norm in Swedish schools due to the growth of the Swedish population and increased immigration. Students learning English often find themselves with more than one language in their repertoire and they need a way to use it. The focus of this study is on the use of translanguaging strategies during English class in grades 1 and 3, and how teachers perceive the use of those strategies.  The background and definition of translanguaging, as well as previous studies including teachers’ attitudes and the advantages of translanguaging are presented. Data is collected through non-participating classroom observations and semi-structured interviews with teachers.  Findings of this study show that students tend to switch between English and Swedish during English class, with other languages used in the case of newly arrived students. Findings also show that the participating teachers have a generally positive perception on the use of translanguaging strategies in the English classroom.

Syftet med denna studie är att ta reda på hur lärare använder matematikboken i undervisningen samt lärares egna uppfattningar om matematikbokens användning i undervisningen. För att ta reda på detta har en kvalitativ metod använts, där datainsamlingen gjorts genom både observationer och intervjuer. Tre lärare har intervjuats och två klassrumsobservationer har genomförts av vardera lärare där de inkluderade lärarna även efter observationstillfället intervjuades. Metoden valdes för att både undersöka hur läroboken används i undervisningen samt hur lärare ser på deras användning av matematikboken i undervisningen. Studien vill ta reda på lärarnas uppfattning om hur matematikboken används i undervisningen samt på vilket sätt lärare väljer att använda sig av läroboken i planeringen och genomförande av matematikundervisningen. Lärarna förklarar att matematikboken är en stabil grund att utgå från i planeringen för lektionerna eftersom de vet att kursplanen och kunskapskravens delar genomförs. Det intressanta som uppenbarades under det sex klassrumsobservationerna var att lärarna utgick från den följande nivån av användningen av läroboken, vilket betyder att undervisningen utformar sig helt efter läroboken (Qi, Zhang och Huang, 2018). Att läroboken används i en stor utsträckning av matematikundervisningen är någonting tidigare forskning belyser. Orsaken till detta kan vara att matematikböckerna är konstruerade på de sättet att kursplanen och kunskapskraven inom matematiken fastställs i undervisningen. Ytligare något som fastställs i denna studie är att matematikboken har stor påverkan på undervisningen och att den används i hög grad i klassrummet.

The purpose of this study is to investigate how and if the intercultural approach is visible in three Swedish curricula, and if and how there are signs of or lack of the translanguaging perspective in the analyzed curricula. The analyzed material is Lpo94 revised 1996, Lgr11 revised 2019 and Lgr11 revised 2021.The result indicates that there are some signs of a positive attitude towards multilingualism and the translanguaging perspective in Lpo94 revised 1996. However, multilingualism is sometimes implicitly formulated as an obstacle, which designates lack of translanguaging. There are also signs of assimilation in Lpo94 which cannot be identified in the revised versions of Lgr11. The result shows a change towards a more positive viewpoint about multilingualism.In all three syllabi, the students are encouraged to use their whole linguistic repertoire while learning Swedish. This indicates signs of both translanguaging and interculturality. There is also a focus on mutual learning in the revised versions of Lgr11, which is a central aspect in translanguaging. The result also shows lack of translanguaging in all curricula since the students are urged to make comparisons between their first and second language.In conclusion the result identifies a change regarding the three curricula since there is a greater focus on the intercultural approach and the translanguaging perspective in the later curricula compared to Lpo94.

The project explores alternative strategies to demolition, with the purpose of minimizing waste and optimizing resources in new building projects. The study focuses on the Stockholm suburb of Mariehäll, a former industrial area currently undergoing significant transformation to a mixed-use city. Due to this conversion, wasteful demolitions of large postwar building complexes are prevalent in the area, highlighting the need for sustainable architectural interventions. By examining a set of buildings that are at risk of demolition, the aim of the study was to find a potential host for a new primary school. Among these buildings, a former workshop and warehouse building from the 1950s was identified as the most viable candidate. Through an exploration of reuse and upcycling options, design strategies are proposed for transforming the building into a functional school. By showcasing and analyzing different approaches to the reuse of architectural elements, the study presents methodologies that may be generalized and employed in other projects.

Moving out of theoretical academic constructs, the indigenous movement has attracted the attention of the Malawian education system to explore the value for contextualizing science by way of indigenous technologies. This is a milestone decision but the beginning is not smooth. However, indigenizing the curriculum has a promise of hope to invigorate science educators to pursue the search for the science out of indigenous technologies out of the "taken for granted" and "place-based" traditional knowledge systems. This is only the beginning of the journey in pursuit of local sciences that bear a promise for sustainability in development without relying exclusively on the outcomes of globalization. This study sought to unravel the issues that surrounded implementation of ground braking primary school science and technology curriculum, which has integrated indigenous knowledge in the learning of science. Commencing prior to the implementation of the new curriculum, this was a pilot study strategically conceptualized and timed to inform the curriculum developers and other stakeholders about issues to pay attention to as the curriculum implementation process unfolds. The study revealed that teachers are likely to face multiple challenges stemming from the design of the curriculum, teachers background knowledge in academic science, pedagogical knowledge, and cultural foundations. The outcome of teaching was negatively affected by the design of the curriculum, teachers' knowledge of science, and attitudes toward indigenous knowledge. Recommendations for improving the integration of indigenous knowledge and science in the curriculum include the need to better articulate the scientific principles involved in indigenous technologies and to involve learners in meaningful "practical work" in science lessons, supported by further research. / Ph. D.

Play is a pivotal part of a child’s life. Outdoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. There are two types of outdoor playscapes: natural and constructed. Natural playscapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Through careful design, constructed playscapes can be greened to simulate natural playscapes. Greening is the integration of natural elements and processes in a playscape. Children’s direct social and individual experiences in nature in early to middle childhood during the “developmental window of opportunity” between the ages of three and twelve years help shape their environmental identity and guide their environmental actions. Outdoor play in greened playscapes has a positive effect on children’s social development, motor skill development, attention, and activity level. It also can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions. School yards have the ability to assist in teaching children and act as a safe-haven where parental concerns for safety and risk do not inhibit play. Understanding the relationships between play, experiences in nature, environmental identity, the health, learning, attention, and development benefits of outdoor play, and the evolution of playscape design, a series of guidelines can be created to provide better childhood playscapes. / Master of Landscape Architecture

Esta pesquisa teve como objetivo investigar práticas de professoras das séries iniciais relacionadas às questões ambientais. As escolas participantes estão situadas no distrito Anhanguera, região noroeste da cidade de São Paulo. Para compreender como ocorrem estas práticas, aplicamos questionários de perguntas abertas e fechadas que versavam sobre: a) o contexto em que as escolas se inserem; b) os temas desenvolvidos relacionados às questões ambientais; c) os objetivos estabelecidos para o trabalho; d) as estratégias estabelecidas e materiais utilizados; e) avaliação. Num segundo momento, trabalhamos com a metodologia do grupo focal, buscando aprofundar aspectos surgidos a partir dos questionários. Concluímos que as professoras das séries iniciais desenvolvem projetos envolvendo as questões ambientais e que a consciência sobre a importância deste trabalho é uma realidade presente, embora existam lacunas no que se refere ao fazer pedagógico - relacionadas ao planejamento e reflexão sobre a prática - e às concepções sobre natureza e educação ambiental. Apesar destas dificuldades, o trabalho das professoras é relevante e significativo, pois se insere no movimento de construção dos saberes ambientais no ensino formal / The objective of this research was to investigate the actual work of primary school teachers on environmental issues. The participant schools are located on the Anhangüera district, northwest region of the city of São Paulo. To understand how that work is carried out, we applied a questionnaire focusing on: a) the set up in which the schools are operating; b) the themes developed within environmental issues; c) the objectives established for the work; d) the strategies established and the materials used; e) evaluation. On a second phase, we have worked with the method of focal group, aiming to deal with the emerging elements from the answered questions. We concluded that the primary school teachers do develop environmental issues projects and that the awareness on the importance of that kind of work is an actual reality, although there are some shortcoming on the pedagogical practice - related to the planning and the self-thought on the practice - and on the nature and environmental education conceptions. Inspite of those difficulties, the work of the teachers is relevant and meaningful, because it is part of the construction of the environmental knowledge at a level of formal education

The ultimate goal of schooling is to provide quality education. In order to enhance the quality of the teaching profession, the Education Bureau mandated all aided schools to establish the school-based teacher appraisal system. To date, the policy has been implemented for a few years. This study attempts to investigate how teachers participate in the school-based appraisal system and analyze its relation to the effectiveness of the system. Moreover, the researcher tries to examine the factors affecting teacher participation in the appraisal and investigate the reasons behind their actions. The research method involves case studies of school-based teacher appraisal in two aided primary schools in Hong Kong. Teacher participation is high in one case while it is low in another case. The methods adopted include documentary analysis, interviews and observations. The evaluation model of Stake (1967), which compares the intention and reality of the policy, is also employed to analyze the actual operation. Findings reveal that teacher participation is a crucial factor to the effectiveness of the school-based appraisal systems. Teacher participation in the policy formulation and implementation stages directly affects the effectiveness of the policy. Extensive teacher participation in establishing the appraisal policy is found to have the following benefits, i.e. increasing the intelligence for decision-making, leading to better and effective implementation of the policy, increasing the acceptance of and ownership of the policy. In the policy implementation stage, the participation level of the appraisers and appraisees is found to be correlated and interdependent. The participation of both sides will affect whether the policy is implemented as scheduled and ultimately to what extent the policy will achieve the intended outcomes. Factors affecting teacher participation in the appraisal can be categorized into four levels, namely, the individual level, the policy level, the organizational level and the societal level. These factors are interrelated and have an effect on one another. The variation in the influence of these factors affecting participation may depend on different people and different situations. Apart from the fact that individual attitude would affect one’s degree of participation in the appraisal, the elements or components of the policy, the school culture and the Chinese culture would also affect the way in which teachers participate in the appraisal activities. Findings of the two case schools demonstrate that the developmental purpose and the administrative purpose seem to be incompatible within one appraisal system in the Hong Kong context, so the two purposes should be kept separate. The study also confirms that the school culture characterized by trust, collaboration, and valuing teacher growth can encourage the stakeholders to participate in appraisal more actively. On the other hand, the Chinese cultural values, i.e. face (mainzi), relation (guanxi) and favor (renqing), seem to be incompatible with the principles of the school-based appraisal systems as requested by the government, i.e. open, fair and transparent, and thus obstruct teacher participation in appraisal. / published_or_final_version / Education / Doctoral / Doctor of Education