Browsing by discipline "Kasvatustiede (yleinen ja aikuiskasvatus)"
Now showing items 21-40 of 62
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(2016)The main focus of this study is to examine if Finnish university-students' family background (measured as the education and SES of their parents) is associated with their 10-year degree completion rate. Class-based analysis examines the association between educational outcomes and students' social background. Selection on the basis of social class on different educational levels still appears in the Finnish educational system, despite a declining trend in the magnitude of this effect. For example, students from socially disadvantaged backgrounds are still underrepresented in universities in Finland. In this study the discussion of retention, dropout and graduation rates at Finnish universities is put in a Bourdieuan perspective. The association between graduation rates and the following variables are analysed: students' social background (educational level and SES of mother and father), gender, age, mother tongue and type of degree when enrolled at university. In addition, the association is analysed on different study programs or faculties. The research questions were analysed using register-based data compiled by Statistics Finland. The data covers all the new students enrolled at universities in Finland in 2002 (N = 21 341). The examined final sample consisted of all of the students who didn't have a university degree when enrolled on a program leading to a Master's degree or equivalent (N = 16 910). Degree completion rate by 2012 was reported for students with different backgrounds. The difference between groups was tested with chi-square and the effect of the background variables on the dependent variable was tested with logistic regression. The results showed that all the background variables were associated with degree completion, although with fairly small effect sizes respectively. For instance; women were more likely than men to graduate within ten years on all faculties, and the offspring from families with more educational capital were more likely to graduate within ten years. However, the association between graduation and educational capital in the family was not statistically significant on all faculties. The results are discussed within the framework of equality and social class in higher education.
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(2017)The purpose of this study was to explore how the experiences of affective occupational wellbeing are manifested in the different contexts of workplace learning. Even though the phenomenon is not new, the assumption was that depending on the workplace learning context, the dimensions of affective occupational wellbeing can vary greatly and that its significance is highly dependent on the individual experience. The data consisted of the perceptions and experiences of seven development professionals who all worked within organisational and human resource development and training. The data collection was conducted through thematic interviews and the data analysed by using the phenomenographical approach. The dimensions of affective occupational wellbeing became manifested in four main categories. The first, collectively called as professional development, consisted of the development of professional competence and the expectation of promotion and/or pay rise. The second category, affective occupational wellbeing as a social experience, found networking, finding new perspectives, the accumulation of social capital and the sense of belonging to be of significance. The third category, collectively called as the individual's psychological experiences had to do with sense of mastery, self-efficacy and growth mind-set. However, out of the four categories, the most prominent one was happiness. In this category of affective occupational wellbeing the themes of meaningfulness, self-actualization, increasing self-knowledge and individual growth recurred throughout the analysis. The experiences within each category clearly demonstrate how significant a role the context plays within each of them. For instance, whereas the development of professional competence occurs mainly in the setting of formal workplace learning, the experiences of happiness are much more evident in the informal workplace learning settings, which are often not even planned to be such in the first place. For this reason, it would be particularly interesting to further research the workplace learning experiences of this category and to understand why they are considered the most significant. The study also reinforces the well-recognized fact that there are multiple factors and actors in the contexts of workplace learning, which either enable or inhibit the learning affordances. These are mainly linked to leadership, organizational culture and individual differences.
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(2016)Differences in the nature of education may result in challenges for students when they transit from upper secondary school to university. University studies require students to develop university skills. These essential university skills are in this study divided into two categories, study skills and scientific tools. Study skills refer to general skills that students can develop in order to succeed in their studies, such as self-regulated learning, motivation, and deep and surface approach to learning. Scientific tools refer to skills that characterize university studies. These skills are defined as epistemology and scientific writing. The aim of this study is to examine upper secondary school students' reflections of their university skills and the transition from upper secondary school to university: What do they think about their study skills, the scientific tools and the preparatory efforts offered by their school? What is their understanding of universities? The data for the study was collected with qualitative group interviews with focus on studying and learning in upper secondary school and universities. 23 upper secondary school students were interviewed in eight groups. The transcribed interview data has been analysed with content analysis. The students expressed difficulties in managing their time. Comparing to previous studies, difficulties in time management can relate to poor learning. Moreover, the study shows that students express varying challenges in terms of university skills. Several students expressed dualistic views of knowledge which can cause problems in the transition from upper secondary school to university. The students also expressed unrealistic expectations about university studies. The study shows that students may need support in developing university skills, and suggests that upper secondary schools take this into consideration. Upper secondary school education should aim at raising the level of consciousness of learning in order for students to become self-regulated learners. Consequently, should upper secondary school education actively aim at both developing students' university skills, and contributing with an insight into what studying at a university involves. Universities' research-based approach to teaching should be emphasized in upper secondary school education.
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(2014)The aim of my research is to understand work engagement and it's construction in the hospitality field. A central target of my interest is to observe how well employees in hotel and restaurant business feel and which factors generate work engagement and which factors prevent it's development among the employees in the field. Work engagement is a dimension of work well-being. It increases the well-being of employees and their coping at work. The meaning of work well-being emphasizes before anything in the work of front line employees, where the working conditions are challenging and working hours are varying. Work engagement's study is about what makes one enjoy his/her work and feel well. It can be seen as the antipode of burnout. The research data is formed of 24 scientific studies of work engagement and/or burnout in the context of hotel and restaurant field. As my research method I have used the systematic literature review. My research findings pointed out that previous research has been more concentrated in the antecedents and the consequences of work engagement rather than analyzing how engaged to work employees are. Main resources that influence on the construction of work engagement were personal traits and characteristics of work or workplace all together. These resources reduce the load of work related requirements and generate work engagement. Organizations need to invest into the work well-being of their employees by adding the supply and availability of resources. Although superiors can influence more on the characteristics of work and workplace they should not forget the personal traits of employees. It is important that superiors are aware of the factors relating to work engagement to be able to support these factors if possible.
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(2017)Education is one of the newer export items in Finland. Since 2010 the Ministry of Education and Culture has published a policy document on education export every third year, providing direction for the Finnish education exporters. The policies play a part in commodifying education and increasing academic capitalism, where higher education institutions become more business-like. The aim of this study was to describe how these education export policies have evolved over time, and to find out what elements of support the policies offered to education exporters to carry out their work in practice. The research questions were: 1) How have the Finnish education export policies evolved from 2010 to 2016 concerning motives, aims and the export product?, and 2) What kind of support for conducting education export in practice do the Finnish education export policies contain? The three education export policies, 87 pages in total, were analyzed using Mayring's qualitative content analysis and the QCAmap software. The analysis showed that the education export policies have become more detailed and concrete over time. During the researched period the motives in the policies for engaging in education export were to capitalize on the existing demand for Finnish education and the good reputation of Finnish education. The aims for education export in all three policies were financial, focusing on increasing turnover from education export, and related to branding, focusing on portraying Finland and Finnish education to the rest of the world. Over time the policies have become more specific and comprehensive in depicting the education export product. In the latest policy, degree programs, various types of education, technology, and a multitude of consultancy services were depicted as export products. The three policies were found to contain 207 elements of support for exporters to carry out education export. The majority of these related to productization (64), providing advice for education exporters (47), and encouraging networking and cooperation among exporters (42). The policies reflect the political ideology of the parties ruling at the time they were written. A new trend in the latest policy is to pay attention to the individuals carrying out education export activities. For the first time rewarding and motivating these individuals is mentioned in a policy. Paying attention to the actual exporters in large organizations like higher education institutions can be expected to improve future education export performance. A concern is whether there is enough resources to implement all the support.
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(2015)The tasks of this research are to identify different types of loneliness among academic students, clarify what kind of meaning loneliness is given in the students life and what kind of interpretation repertoires the student is using when talking about loneliness. In the study was identified social loneliness, emotional loneliness, fenomenological loneliness, normative loneliness, existential loneliness and physical loneliness. Typestories were constructed on the basis of Gergen and Gergens (1988) categorization of development of the plot of the story in regressive, progressive and stable plots. Students used following interpretation repertoires talk about fighting, talk about being a looser, talk about isolating herself and talk about being separated. The data consists of online discussions of loneliness on Nyytis website. Recommended measures are to improve affinity/fellowship among students and to develop activity which could prevent loneliness
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(2013)Aim. The idea of a Finnish-Swedish bilingual school has been a popular topic in the Finnish media since September 2011. The aim of this study was to analyse the construction of cultural identities in the discourses emerging in the debate and thus to increase comprehension of the cultural context of the debate. Identity was examined as a cultural and discursive construction in a post-structural framework. Cultural identity was defined in relation to memberships in ethnic, linguistic and national cultures. The construction of identities was examined in relation to difference and representations of otherness and, moreover, as connected to the descriptions of a postmodern society. Methods. The data consisted of 127 texts in four different newspapers and was analysed within a critical discourse analytical framework influenced by Foucault and combined with elements of Laclau's ideology and discourse analysis and Derrida's deconstructive reading. Conclusions. The link between language and identity was mainly comprehended as straightforward. Belonging to the Swedish minority was linked to an essential, collective identity that can be considered as an essentialist strategy for increasing the cohesion within the minority. Cultural identities were constructed in a discourse based on an established dichotomy, by producing difference and otherness. The dichotomy was however challenged in a discourse that stood up for bilingualism by talking back .
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(2013)My master's thesis is a study of citizenship and its ideals in disability policy from the perspective of critical ability studies. The main focus of ability studies is to analyze ableism and how it produces ideals of perfect humanness. Therefore, from the perspective of ableism these ideals produce disability and impairments as something intolerable as well as inherently and ontologically negative. My study focused on the disability policy paradigm as it is after the convention on the rights of persons with disabilities from the year 2006. The disability policy paradigm emphasizes both the rights of people with disabilities to full citizenship and their participation in society. The study data included 20 documents from European, national and municipal disability policies, released from 2006 onwards. In this study I explored how ableism defines the construction of full citizenship and how ableism affects individual's possibilities to participate as citizen according to the current disability policy. As my research method, I applied interpretative reading style based on the New Rhetoric. In the current disability policy paradigm the ideal of full citizenship is based on individualistic and neoliberalistic views, which emphasize self-mastery and independence. This ideal is impossible for people with disabilities because self-mastery and independence are defined as autonomy from other people and social services. Moreover, falling short from the ideal is located in ontologically negative space. Subsequently the bodies with impairments are always seen as imperfect and defective as well as economically burdening. Emphasizing the physical imperfectness of individuals defines their possibilities to participate in society because this participation is emulating the ideal. Also, the individuals with disabilities are forced to repeat their imperfectness in order to obtain social services, which enable participation. Ontological discrimination of people with disabilities is evident in the disability policy, even though it contradicts the aims of the policy.
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(2012)Aims. Imago has an important role in the business-oriented worklife. Seeing things as socially produced meets the needs to understand the interpretative nature of reality. In the study imago is defined as lingual construction which consists of different discourses. The imago is studied on the basis of ontological social constructionism which takes both the lingual and non-lingual dimension of reality into account. The research questions are: What sort of imago of nursing is constructed in the language of opinion columns in Helsingin Sanomat during the industrial action of trade union Tehy in 2007? and What is the relationship of the imago of nursing and the societal context of the time of the industrial action? Methods. The analytic method tailored for the research was analytic-rhetoric discourse analysis which takes the societal context into account. It was used to analyse both the way the discourses were constructed and the strategies of convince used and the way the discourses relate to the societal context. The data for the study consisted of 68 opinion columns published during the industrial action (1.10.-19.11.2007) of the finnish trade union of health and social care professionals called Tehy. The contents of columns chosen related for example to the argument of the rise in wages. The constraining of the data was validated from the research questions. Results. The imago of nursing was constructed of four discourses: nursing in the vertical positioning -, nursing in the horizontal positioning -, nursing as instrumental value - and nursing as absolute value -discourse. These also for their part constructed the imago of nursing as women's work. The strategies of convince used in the discourses were multiple which amongst other things included the use of extreme expressions, the use of metaphors and the quantification. The discourses were seen as in logical relation to the societal context and for their part as reproducing the prevailing practices of society. Conclusions. The imago of nursing can be seen both as demonstrating the subordinate status of nursing in the hierarchies of professions and the important role of nursing in the holistic and multiprofessional work of nursing. It also tells about the understanding of nursing as paid work and the ethical nature of the work. Thus it is seen as reproducing the traditional understanding of nursing as a women's work. The concept of calling is seen old-fashioned when used to describe nursing. The aspect of nursing as ethical professional work combining the traditional and more moderns aspects serves better the societal dialogue of the day. The quality of the study was evaluated by criteria suitable to discourse analytic research and therefore the coherence of the research report and the rising of fresh ideas were underlined as criteria.
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(2015)Purpose of the study. In today's society it becomes common for companies to develop the competence of their staff, when the need for lifelong learning grows bigger. The training can even be compulsory. In the Finnish legislation there are some competence requirements for people working with electricity and at the railways, and therefore these people have to attend compulsory competence training in order to do their work. The purpose of this study is to examine the railway workers' motivation to take part in competence training and its impact on the feeling of competence in work. Methods. The data was collected with an electronic questionnaire. The sample (N=30) consisted of railway workers at Eltel Networks Oy, 18 blue-collar and 12 white-collar workers. The data was analyzed with quantitative analysis. Results. The results showed that the railway workers had a high sense of competence in their work. They experienced a relatively high identified regulation and a low amotivation when taking part in competence training. The only variable that significantly accounted for the feeling of competence was work experience. The results suggest that even if the railway workers have a high sense of competence at work and experience a relatively high identified regulation when taking part in the training, only work experience has a significant impact on the feeling of competence. One possible explanation is that informal learning, in other words learning at work, has a bigger impact on the feeling of competence that formal learning outside of work.
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(2009)Workshops can be seen as a one kind of occupational model in the field of the social employing. The objective of social employing is to support the employment of those persons who are in a weak labour market position and to maintain their ability to function. The objectives of the workshops, which are offering work experience and learning of life management, maintain the same goal as social employment. Workshop services in Finland are relatively little scientifically studied in spite of their fairly long history. The workshop as a concept is still quite sparsely defined and also an unknown occupational model to the large part of people. The starting point for this study was to clarify what the workshops are like, what the services are like and how learning can be seen from the point of view of the workshop services. The objective of this study was to analyse how the apprentices experience the workshop services as well as learning in the workshops and thus describe how the workshops are shaped at the youth workshops. According to earlier studies the apprentices have experienced the workshops as useful periods in their lives and also they believe that other people in society appreciate the experience that apprentices have been received from the workshops. This study can be described as a qualitative study. Its methodological foundation is in phenomenology and especially in existential phenomenology. The research material consisted of seven individual interviews and two group interviews. In the group interviews five apprentices were those who had also participated in the individual interviews and one apprentice who did not participate. The interviewees' ages were between 17-22 years. The interviews were carried out as semi-structured interviews. The method which was utilised in the analysis of the research material is developed by Juha Perttula (2000). This analyse method is based on existential phenomenology. The apprentices considered that significant experiences in the workshop services were the entry to the workshop, the form of activity of the workshop, workshop community, the achieving of life management and work experience, the understanding of the significance of the education and the planning of the future. Regarding to learning the attitude, on-the-job learning, the importance of the mentors, the new information and new skills achieved were significant experiences at the workshop for the apprentices. The apprentices' experiences reflect well the achievement of the objectives which are set for the workshop services. Results of this study are also compatible to the results of earlier studies of apprentices' positive experience of the workshop services. The results can be utilised in developing the workshop services to offer more versatile experiences than before and to improve learning conditions on the workshops. The arranging of the on-the-job learning and the significance of the actions of mentors should also be noticed.
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(2016)Learning in collaboration with others with the support of a computer has been found to improve learning results and increase learner satisfaction in comparison to other methods of learning online, when implemented successfully. Many studies have, however, found that it is common that there is very little social interaction when learning online. This has been shown to be related to students dropping out, low levels of motivation and generally fails to harness the benefit of learning in collaboration with others.The aim of this study is to analyze learner's motivation to collaborate in an online course. Some studies regarding the motivation to collaborate exist in the tradition of computer-supported collaborative learning (CSCL) but very few have taken into account the situational nature of motivation. The participants in this study were students taking part in an online course on responsible business at a university in Finland (N = 179). Their motivation was sampled by triggering the Situational Motivation Questionnaire (SIMS) when they performed collaborative acts, using what is termed context-sensitive ecological momentary assessment. The students' patterns of interaction were studied using social network analysis based on their use of the chat function afforded by the learning platform. Students were found to experience more extrinsic than intrinsic forms of motivation to collaborate on a situational level. Motivation did not appear to be affected by progression in the course or deadlines. Participation in the social interaction was moderately high, varied a lot from student to student and appeared to be clustered to sub-groups within the social network. Intrinsic motivation was more likely to be experienced in positions of lower centrality and betweenness in the social network. Due to there being very little earlier research into this topic using similar methods, these results provide important new insights into why students collaborate in an online environment.
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(2016)Research in personal crises and their impact on an individual's life has largely focused on specific diseases and external tragedies. Studies on personal life crises have however, during the last decades shifted from a focus on psychiatric research to including socio-cultural and behavioural factors. Research in employment and work-life balance also shows a growing interest in incorporating the individual perspective, whereas these two disciplines have a lot to offer in studying individuals' relation to their occupation. Work impact on people's personal lives and vice versa is therefore an important topic to explore, emphasizing occupational health in relation to the individual's personal circumstances. The aim of this study is to illustrate how individuals who go through a personal life crises experience the return to work. The study is done by phenomenological research and consists of three in-depth interviews. The participants of the study were interviewed with a semi-structured interview guide and the interviews were transcribed and analysed through content analysis of life-world stories. The study results showed that the return to work was perceived as necessary for each participant as they went through their crises. Results also described that equality in role balance between family roles and the professional role was central to continue to work during the crisis time. One of the participants revealed that a non-open discussion in the organisational culture made it difficult for the individual to continue working through the crises, while the other two participants expressed that it felt more natural to address the personal difficulties in the workplace. Partly because of more flexible work conditions, partly because of more independent work–life. The study's findings propose further research in an overall perspective regarding wellbeing at the workplace and raise a further interest in researching work-life balance from the individuals' perspective. The study highlights some individuals experience in combining work life with personal life, but raises current questions about the employers' responsibility for the employees' well being as well as illustrates individuals' various social support networks.
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(2015)Aims of the study The goal of university teaching is to foster student learning. The current constructivist learning theory highlights students' active role in learning and so the students' point of view of their learning situation becomes important. The aim of this study was to gain knowledge about how university students understand excellent university teaching. The study was guided by the following question: What kind of perceptions do the students have about excellent teaching in university? The research question was elaborated from four perspectives: How do the students describe the teacher, expertise in subject knowledges' and pedagogical content knowledge, pedagogic relation and didactic relation? As a baseline for the study was the concept of scholarship of teaching, pragmatist constructivist learning theory and didactic triangle, which construe the core elements of teaching. Method The data of the study consisted of written suggestions by students of Aalto University of which teacher from their university should be rewarded, considering Aalto University's students' unions (AYY) contest "Teacher of the Year". The data of the study were collected during 1980-2011 by AYY. The data of the study was analyzed with a qualitative theory guided content analysis in which the theoretic aspect used was the didactic triangle's elements and relations. Results and conclusions In students' experience the didactic relation was emphasized. Therefore, in teaching, the students value and recognize most teacher's practical teaching action. In students' descriptions of excellent university teaching, teacher's characteristics, skills and action were more highlighted than the learning of students, although it also emerged in the data. From the aspect of the study's results, which represent the students' point of view, it becomes important to emphasize the following aspects in developing university teaching: teaching should be seen as a dynamic continuous process; in teaching and learning the close personal and learning interaction between teacher and students should be emphasized; individuality: the previous experiences of students should be considered and teacher's sufficient subject's control should be guaranteed.
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(2016)Aims: Obesity among children and teenagers in Finland is a growing issue. Compared to the national nutritional guidelines pre-school-aged children have difficulties consuming enough daily fruits and vegetables whereas their sugar intake is too high. During early childhood the home is the child's primary food environment, which gives parents the main responsibility in the development of the child's food habits. The food environment consists not only of the foods available in the home, but also of the rules and daily routines regarding food and the emotional climate during mealtimes. The current study examined the effects of parenting style and parental feeding practices on 3-5-year old children's fruit and vegetable intake and sugar intake. Methods: A sample of 173 parents and guardians to 3-5-year old children participated in the study. The data was collected in autumn 2014 using a web-based pilot survey issued by the DAGIS (Increased health and well-being in pre-schools) study. The survey contained questions regarding parenting style, parenting practices and energy balance-related behaviors. The data was examined for links between separate parenting style dimensions, specific feeding practices and children's consumption of fruits/vegetables and sugar-enriched foods/beverages. A model of mediation was also tested to see whether parental feeding practices mediated the effects of parenting style on children's food intake. Results and conclusions: The parenting style dimensions warmth and psychological control had opposite effects on children's sugar intake, which was mediated through links with specific feeding practices. Psychological control was positively related to the use of food rewards and permissive practices concerning sugar consumption and these feeding practices were both positively related to children's sugar intake. Parental warmth in turn was negatively associated with the use of food rewards. The results indicate that parental warmth has favourable effects on children's eating habits, whereas psychological control makes parents more inclined to use the kind of feeding practices that link to a higher sugar intake. Parents should therefore be supported in adopting alternative methods to control their children other than manipulating their feelings, such as reasoning with the child. Parents should also be encouraged to set appropriate boundaries for children's sugar consumption and refrain from using foods as rewards.
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(2015)Many young people in today's western society have considerable problems making sustainable decisions about their studies and career, which is clearly shown in statistics about interrupted studies, change of studies, double degrees and parallel education. There are many options and it seems difficult to form a conception of what different jobs withhold and the educational background needed for them. At the same time pressure to shorten the length of studies rises in order to get students faster into working life. The aim of this study is to survey factors which affect the secondary school graduate's decision about what to do after the upper secondary school. I want to find out if the graduates have a clear goal, and if they have a strategy to reach that goal. I also want to map out things that influence the goals and the graduate's confidence in their own decisions. At the same time this study aims to investigate if the graduates have the resources to reach their goals, and to examine how to possibly support the students with their decisions and help them find the right study orientation or career path after the upper secondary school. The data for the quantitative study was collected via an electronic questionnaire, which was sent by e-mail to the graduates in a total of nine upper secondary schools in the capital region of Finland. The data was then analysed with the statistics programme SPSS. The survey was executed in May 2014 and had a total of 81 respondents. The results of this study show that the decision is made much directed by interest in the field of studies. The majority of the respondents will apply for a place to study directly after upper secondary school, and most of them considered it unlikely that they drop the intention to study if they do not get a place at their first try. The result also shows that the more explicit the goal of the students is, the higher is their ambition and confidence in the decision, and the less effect did new information have. Internet, student counsellors and friends seemed to provide a great share of the amount of information about education options. Yet it is clear that there is a huge need for more information about studies and work. Most of the respondents were aware of the qualifications needed to succeed with their plans, and considered themselves to have the knowledge prerequisites required.
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(2013)This Master's Thesis investigates the perceptions of students of educational sciences (general and adult education) concerning plagiarism. Previous studies regarding students' perceptions of plagiarism have shown that students' understandings of both plagiarism and the principles of academic writing are insufficient. This study aimed to identify different repertoires of speech the students used when talking about plagiarism, to examine how the repertoires of speech were constructed interactively, and to look into how the themes concerning students' perceptions of plagiarism recognized in a previous study (Confusion, Fear, Perceived sanctions, Perceived seriousness, Academic consequence and Resentment) were reproduced in the students' speech in this study. 19 students of educational sciences from the University of Helsinki took part in this study, from which 6 focus groups were formed. Focus group conversations were executed with the help of a facilitator introducing the topics of conversation, with the focus group members freely interchanging their thoughts and opinions about the topics. The conversations were analyzed discourse analytically while the previously recognised themes acted as a theoretical premise to an otherwise data led analysis. The various repertoires of speech the students used concerning plagiarism were interpreted in the context of an episode they were a part of. Different types of episodes formed four (4) themes: Confusion and its consequences, Understanding of why plagiarism occurs, Stance towards an act of plagiarism, and Disadvantageousness of plagiarism. The previously recognized themes were largely reproduced in this study. It is evident that students' understandings of both plagiarism and the principles of academic writing are insufficient. Numerous previous studies and this study indicate the need of developing both the instructions given concerning plagiarism and the teaching of the principles of academic writing.
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(2017)Digital screens have come to play a crucial role in the Finnish upper secondary school context, not least because of the digitalization of the Finnish Matriculation Examination from 2017. Students' own mobile phones have become part of the digital school environment, along with laptops, smartboards and touch pads. Following the advancements in mobile phone technology, online services have become mobile and available in almost any situation, also in face-to-face interaction. The aim of this thesis is to provide knowledge of mobile phone use and in which ways it matters to what happens in social interaction. By studying how students use mobile phones as part of everyday conversation, this study provides an insight to the evolving dynamics of our digitalized society, with implications for what happens in upper secondary education. The research material was gathered at two Finno-Swedish upper secondary schools by the research project Textmöten during 2015 and 2016, consisting of video recordings and recordings of the students' mobile phone screens. Eight upper secondary school students participated as focus students in the project; of whom three participants was analysed in this thesis. Focus was on breaks during school days where the focus students showed their mobile phone screens to other students, by performing screen displays. In the study, I applied a ethnomethodological perspective and the material was analysed with conversation analysis. As was shown in the study, screen displays contributed to the interaction by enabling new kinds of activities and contents of communication. The screen display had an inclusive function, when used to expand the group for which a content was available. It also functioned in a excluding way, when used to temporarily screen off from ongoing group conversation to engage in a two-party interaction. Screen displays were performed in connection to talk, which showed that they are dependent on talk to be constituted as understandable actions. Similarly, what was said about the screen was connected to the screen content. Thus, it seems as if screens are made relevant within the realms of a conversation rather than being the determinant for social interaction as such. Also, the smallness of the screen, phone ownership and user history enabled the phone owner to make decisions about the distribution of the screen content, giving him or her higher epistemic status than others in relation to the screen content.
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(2015)The aim of this study was to through mothers stories deepen the understanding of how mothers had experienced the colic time period and how they had experienced the support in the situation. The theory in this thesis has a parental perspective and deals with subjects about the everyday life and the interaction in families with colicky infants and the support that is aimed at these families. On the basis of the theoretical frame of reference the following research issues were formulated: - How did mothers to colicky infants experience the colic time period? - How did mothers to colicky infants experience the interaction with the child? - How did mothers to colicky infants experience the support in the situation? Seven mothers to infants who had had colic participated in theme-centered interviews that took place in spring 2014. The results of the study show that the mothers experienced the colic time period and the interaction with an excessively crying child as burdening all though the mothers felt the attachment was normalized to this date. The support that is offered to parents with colicky infants was experienced as lacking by the mothers and therefore a development of both the information and the support provided is considered important.
Now showing items 21-40 of 62