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Organizations face change continuously. Change itself is often considered the underlying cause to some form of negative attitude. Change demands adaptation and learning, without learning there will be no change. With the implementation of the K3-regulations 2014 organizations were facing both a simple and a complex administrative change, which both were strongly questioned. The objective with this study was to find out if organizations have changed their attitude towards these two administrative regulations and if so, how does learning contribute to that change in attitude. A longitudinal study was conducted to examine these two administrative changes over time. The study was conducted by a research strategy with both quantitative and qualitative methods. The result shows that organization's attitudes towards administrative changes were unaltered over the study period and that learning does not have any significant effect regarding the attitude. The study could confirm a strong relation between learning and complex administrative change but these findings also showed that learning was not sufficient to affect the attitude of the organizations. The results show that the initial attitude is dictating the success of the implementation and how the change is perceived afterwards. Regarding the simple administrative changes, the study implies that the initial cost determines how it is perceived after implementation. Validerat; 20150608 (global_studentproject_submitter)

Validerat; 20140122 (global_studentproject_submitter)

Validerat; 20140513 (global_studentproject_submitter)

Validerat; 20140615 (global_studentproject_submitter)

Validerat; 20130310 (global_studentproject_submitter)

Validerat; 20130617 (global_studentproject_submitter)

Validerat; 20130219 (global_studentproject_submitter)

Validerat; 20130327 (global_studentproject_submitter)

Validerat; 20130327 (global_studentproject_submitter)

Validerat; 20130215 (global_studentproject_submitter)

Validerat; 20131020 (global_studentproject_submitter)

Primary education is an urgent and recurring topic in the public debate. Among the issues discussed are how the learning process can be stimulated and how learning environments should be shaped. Swedish National Agency for Education (Lgr11) clearly states that students should be given influence over the content of their education. By assuming the perspective of students and allowing their voices to be heard in the debate, further knowledge can be gained on the issue of how different aspects of the learning environment could create good conditions for students’ learning and development.The aim of this study is to gain a better understanding of the student’s learning experience based on their own opinions, experiences and feelings, considering what factors they see as important for their own learning and development. The study takes a phenomenological approach, with the opinions, experiences and emotions of students constituting the phenomena investigated. The nine students who participated in the study are nine and ten years old and go to the same class. In the form of case studies interviews have been carried out in groups of three students. The collected material – the students’ voices about the phenomenon which was examined – has been analyzed with a focus on relating the experience of the students in a way which is faithful to the original expression. Four themes emerged from the empirical data, which were then given the following titles: Learning together with others; Learning by letting thoughts return and be reprocessed; Learning through varied activities; and Learning with the help of aids. The results show that students emphasize the importance of good and varied social contexts and co-operation, the chance for reflection as an aid for learning, meaningful and diverse teaching methods which stimulate both body and mind, and the access to physical and mental aids. In the results section of this study, the students’ accounts are co-read with the National Agency for Education, Lgr11. Taking seriously the experiences and perspectives of students will have consequences for the form of the teaching. By pointing to the didactic implications that follow, the results of the study illuminate the potential benefits of granting students influence over their learning environment.Key words: learning, learning environments, student perspective, student learning experience, student voice, co-operation, reflection. Validerat; 20130522 (global_studentproject_submitter)

Validerat; 20120618 (anonymous)

Validerat; 20120319 (anonymous)

Our purpose of this study is to describe older children mentoring younger children and their significance in children's learning and the teacher’s errand. We would like to introduce a comprehension of the skills that teachers believe that children can develop through this. The study has been done through surveys, observations and student interviews in preschool and in grade 1 to get a result of our studies. It has become apparent that the schools that has this kind of activities aimed that younger pupils should feel secure with older pupils. Based on the interviews we made, younger pupils’ thinks it is fun to have a mentor to play with; the mentor takes care of younger children and helping them. In this study we have come to the conclusion that teachers' goal with this activity is to create security for the pupils, to develop their social relationships, to show empathy, consideration, respect to the other individuals and to learn some responsibility. This also includes the role of the teacher which is to get the interaction works between the older and younger pupils. Validerat; 20120117 (anonymous)

Validerat; 20120116 (anonymous)

Validerat; 20120115 (anonymous)

Validerat; 20120223 (anonymous)

Validerat; 20120530 (anonymous)

Validerat; 20120619 (anonymous)

Our view is that from a learning perspective create awareness of how teachers in preschool take responsibility and work to meet children who are in crisis situations, so that safety and learning at the individual child and the group are utilized. The curriculum for preschool, Lpfö98 (Ministry of Education, 2006) includes the goal of laying the foundations for lifelong learning, where activities will offer a safe and educational environment for all children who attend and there even care, nurturing and learning will form an entirety. Our discussion of problems is how these objectives can be met when one or more children are in crisis because safety can be dismantled and learning to become inhibited. To come to our conclusions at our results and to answer our purpose we started from three research questions and also used the interviews as a method. The result of our discussion of problems is that the care, nurturing and learning in a crisis create a complete, because they depend on each other even if the elements do not take as much space. Various proposals on how to be responsible and work to meet children who are in crisis situations, so that safety and learning at the individual child and the group is taken to be discernible in the work where it’s made visible how the care, nurturing and learning together can form an entirety. However, there is no correct guideline for this. Validerat; 20110223 (anonymous)

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Validerat; 20110217 (anonymous)

Validerat; 20110223 (anonymous)

Validerat; 20110112 (anonymous)

The purpose of this exam-composition is to make researches into the importance of children’s play as a pedagogical tool in the classroom and how playing games can be utilized as a resource in the learning environment of the classroom. In order to achieve the results, three basic questions have been used: In which function is children’s play used as a pedagogical tool in the classroom? What is the pedagogues view upon children’s play and it’s function in the learning process? How can children’s play be utilized to develop and enhance learning? The study is conducted at two different schools in Norrbotten and based upon qualitative interviews with pedagogues mainly working with the first to third year of the nine year compulsory school. The interviews had their focus mainly on the view on children’s play among pedagogues, as a method for education and learning in their day to day work with the nine-year compulsory school. The result shows that the emphasizing on children’s play during the studies to become a pedagogue differs through the years but from the 1980s until today it has earned a larger place in Swedish pedagogy. Our pedagogues has the same basic view upon the pedagogical work method surrounding children’s play and the importance of adapting the play according to the pupils age and prerequisites. Children’s play fills a function among the children, both for the qualitative gathering of knowledge as well as a method for developing the social skills and abilities to function within a group. Children’s play can be utilized both creatively and in a didactic manner, in order to render more efficient teaching which this exam shows by emphasizing the importance of children’s play as a pedagogical tool and a resource in the learning environment of the classroom Validerat; 20110705 (anonymous)

Validerat; 20110321 (anonymous)

Validerat; 20110116 (anonymous)

Validerat; 20110219 (anonymous)

Validerat; 20110217 (anonymous)

Validerat; 20110518 (anonymous)

The purpose of this paper is to explore different ways music teachers can work and act to enhance individual student learning and self-confidence in the context of group instruction. From this view we formulated the following research questions: how can you adapt your work in the classroom in order to promote learning and enhance students' self-confidence, how can assessment help the students’ continued learning, and how does the artistic and scientific characteristics of music affect learning? As scientific research method, we chose qualitative interviews with, teachers who are or have been a music teacher in the arts program in upper secondary school. The results point at many different factors that affect the individual student’s learning and self-confidence, including the teacher's approach to evaluation and selection of working materials, group processes and the atmosphere in the classroom. Validerat; 20110608 (anonymous)

Validerat; 20110321 (anonymous)

The present work is a thesis carried out at Luleå University, Sweden. The purpose of this study was to examine preschool teacher's approach to collaboration between the children. In order to do research on this, we used a qualitative interview with four teachers and observations of early childhood education. In our study, we have assumed the curriculum and literature studies. The result shows that preschool teachers want the cooperation will permeate their operations and that cooperation between the child's development in many different ways. The results also show that preschool teachers have been difficult to provide space for children in stressful situations and they think they should have more trust in the children in such situations. Pre-school teachers in the study believe that teachers' role is important in terms of cooperation between the children but also that teachers sometimes need to give children more space to interact on their own. Validerat; 20110817 (anonymous)

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Validerat; 20101217 (root)

Validerat; 20101217 (root)

Validerat; 20101217 (root)

Validerat; 20101217 (root)

Validerat; 20101217 (root)

Validerat; 20101217 (root)

Validerat; 20101217 (root)

Validerat; 20101217 (root)