https://www.mdu.se/

mdu.sePublications
Change search
Refine search result
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Kihlstenius, Therese
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Thorsteinsen, Linnéa
    Mälardalen University, School of Education, Culture and Communication.
    Student Influence during English Lessons: A Comparison of the Socialisation in India and Sweden2010Independent thesis Advanced level (degree of Master (Two Years)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This project is a comparative study of three elementary schools in India and two elementary schools in Sweden. The purpose of this project is to study if Indian and Swedish students have the possibility to have influence on their English lessons. The research involves values conveyed in the socialisation and their consequences for student influence, democracy and society in the two countries.

    National and international research and literature concerning socialisation, language didactics, democracy and student influence were used as a foundation of this study. Furthermore, the study investigates the Swedish and the Indian curricula, and makes use of observations of English lessons, questionnaires and interviews with teachers in both countries. The method for this research is qualitative with some features of quantitative research and based in the method of Grounded theory.

    The results of this project is that the teachers in both countries controlled the students in different ways during the lessons and practiced student influence only when letting the students choose between preselected materials. Exclusion, inclusion and the hidden curriculum were aspects that appeared, which are likely to teach the students about their individual values in society. The lack of student influence consequently leads to the students being discouraged to be partaking citizens. Instead, the students will learn to follow the rules of society, be loyal to authorities and to carry established values with them and thus reproduce the society in each country and make it remain the same.

    Download full text (pdf)
    FULLTEXT01
  • 2.
    Thorsteinsen, Linnéa
    Mälardalen University, School of Education, Culture and Communication.
    An interview study of the usage of written feedback in English education: The students’ and the teachers’ points of view2010Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This paper is a study of written feedback in English teaching in an upper secondary school. The research is a comparative study of the teachers’ and the students’ experiences working with written feedback. The intention of the research is to study the teachers’ usage of feedback on written work in their English teaching and how the students and the teachers experience the feedback in relation to the students’ development in the English language.

    The study is based on national and international research regarding the usage of feedback in teaching. The method for the study is qualitative and involves interviews of four teachers and four students.

    The results of the study reveal that written feedback is individually adapted and used when assignments are finished. Students who are interested and motivated to learn English are provided with more feedback. Written feedback is combined with oral feedback to make sure the feedback is understood. The written feedback is often provided combined with a grade. Students are of the opinion that feedback develops their skills in English while teachers claim that they do not detect the connection between written feedback and student improvement.

    In conclusion students do not get the opportunity to improve their skills due to the absence of process writing which means that students are responsible for whether or not the feedback is acted on. Students who are good in English improve their English more since the teachers provide them with more feedback than the weaker students. The combination of feedback and grades results in the students not paying attention to the feedback.

    Download full text (pdf)
    FULLTEXT01
  • 3.
    Thorsteinsen, Linnéa
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lyktberg, Michaela
    Mälardalen University, School of Education, Culture and Communication.
    Budskapet i årskurs tvås läroböcker.: Är det som förmedlas läroböckerna i enlighet med värdegrunden i läroplanen?2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att studera budskapet i lågstadieelevers läroböcker. Två läroböcker från årskurs två har undersökts och analyserats i en text- och bildanalys. Läromedlen har sedan jämförts med värdegrunden.Resultatet visar att läroböckerna inte till fullo följer värdegrundens anvisningar. Vissa delar av värdegrunden, såsom homosexualitet och handikapp nämns aldrig medan andra aspekter, som religion och även könsaspekten, vinklas i en av böckerna och ger en stereotyp bild vilket därmed inte återger det budskap värdegrunden står för. Många perspektiv av värdegrunden återfinns dock i båda läroböckerna. Böckerna förmedlar att alla är lika värda och att man får vara annorlunda.Vår slutsats i denna undersökning är att läroböckerna uppfyller delar av värdegrunden, men utesluter andra. Bilderna förmedlar textens innehåll.Syftet med denna uppsats är att studera budskapet i lågstadieelevers läroböcker. Två läroböcker från årskurs två har undersökts och analyserats i en text- och bildanalys. Läromedlen har sedan jämförts med värdegrunden.Resultatet visar att läroböckerna inte till fullo följer värdegrundens anvisningar. Vissa delar av värdegrunden, såsom homosexualitet och handikapp nämns aldrig medan andra aspekter, som religion och även könsaspekten, vinklas i en av böckerna och ger en stereotyp bild vilket därmed inte återger det budskap värdegrunden står för. Många perspektiv av värdegrunden återfinns dock i båda läroböckerna. Böckerna förmedlar att alla är lika värda och att man får vara annorlunda.Vår slutsats i denna undersökning är att läroböckerna uppfyller delar av värdegrunden, men utesluter andra. Bilderna förmedlar textens innehåll.

    Download full text (pdf)
    FULLTEXT01
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf