Relevant bibliographies by topics / Folkskolor

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  2. Dissertations / Theses
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Academic literature on the topic 'Folkskolor'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Folkskolor"

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Klinge, Louise. "Lärar-elev-relationens betydelse och lärarens relationskompetens." Venue 6, no. 1 (February 12, 2017): 1–4. http://dx.doi.org/10.3384/venue.2001-788x.1762.

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År 2013 berättade en lärarstudent för mig att hon två gånger hade kissat på sin stol medan hon gick i folkskolan. Hon var nämligen så rädd för sin matematiklärare att hon inte vågade be om lov att gå på toaletten.
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Edgren, Henrik. "Skandinaviskt och nordiskt i under 1800-talets avslutande decennier Läsebok för folkskolan." Norsk pedagogisk tidsskrift 102, no. 02 (June 1, 2018): 157–70. http://dx.doi.org/10.18261/issn.1504-2987-2018-02-06.

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Fredriksson, Johannes. "Från undervisning till lek. Barnet, folkskolan och förskolepedagogikens förändring, ca 1860-1900." Studies in Educational Policy and Educational Philosophy 2005, no. 3 (January 2005): 26850. http://dx.doi.org/10.1080/16522729.2005.11803911.

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Dissertations / Theses on the topic "Folkskolor"

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Karlsson, Mats. "Ordning, reda och reglementen : en studie av disciplinen i tvågotländska folkskolor." Thesis, Gotland University, Department of History, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-341.

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Questions about discipline have always been current within the Swedish school system, from the sixteenth century until today. The purpose of this study is to compare the discipline in two old-time elementary schools, located on Gotland, with each other.

This study will compare an old-time elementary school from the countryside with an old-time elementary school from a town to show the differences in discipline between the coun-tryside and a town. This study will also focus on how questions about discipline changes from 1847 to 1937/1941. In order to do so I have studied the regulations from the two schools and compared them with each other. When I discuss discipline I will use Michel Foucault’s theory concerning the development of power and discipline in modern society.

My study shows that it did not differ much in questions of discipline between the two ex-amined old-time elementary schools. However, changes in discipline between the two ex-amined periods are evident. Changes in society that follows in the footprints of liberalism and democratic progress are prominent in the latter period that I have studied. These changes in society have obviously effected questions about discipline as they appear in the regulations. The early form of discipline, often in the shape of a salient teacher using force to discipline the pupils, has transformed into a more subtle form of discipline. A new way to carry out dis-cipline, that uses other indirect forms of discipline such as grades and examinations, are tak-ing form during the nineteenth century and are probably still doing so.

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Angberg, Emma. "Befriad från sång : om upplevelser av musikundervisningen i folkskolan." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1324.

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Detta examensarbete är en kvalitativ studie om känslor, tankar och minnen av musikundervisningen i den svenska folkskolan mellan cirka 1925 och 1950, med särskilt fokus på de personer som kände sig utestängda från musikundervisningen, samt deras förhållande till musik senare i livet. Studien är baserad på intervjuer med 13 personer födda mellan 1914 och 1942.På den här tiden såg samhället och skolan helt annorlunda ut än de gör idag och det speglas naturligtvis i synen på musikalitet, sångförmåga och begåvning, och även pedagogik.Resultaten pekar på att undervisningen i musik vid den här tiden skilde sig från dagens undervisning ganska mycket i några avseenden. Idag strävar lärare mot att alla elever ska nå målen i kursplanen och det är en otänkbarhet att utesluta någon från undervisningen, men mellan 1925 och 1950 kunde detta förekomma i skolorna. Resultaten visar också att de personer som blev ”befriade” – som de själva säger – ofta har känt sig hämmade och osäkra på sitt eget sjungande i hela sina liv, trots försök att komma över detta som vuxna.
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Bergman, Inostroza Andres. "Herrhagskolan och Karlstads skolmåltidsreform : En studie om organiseringen för införandet av tillagade skolmåltider i Karlstads folkskolor mellan år 1949 och 1954." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77821.

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Bergman, Maria. "Absoluta betyg, betygsättare och subjektivitet i svenska folkskolan : Betyg i Modermålets delmoment Tal-och läsövningar vid Trysunda mindre folkskola 1921-1939." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-117025.

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The aim of this study is to gain a greater understanding of how marks were distributed among pupils within the early Swedish compulsory school system in regards to gender, age and grade. The primary intention is to compare marks in Speech- and reading, one of the two marks in Swedish, between two teachers, Lindis Berglund and Julia Söderberg, employed at Trysunda elementary school in Nätra parish in-between 1921-1939. Additionally, the study also intends to map the early development of the school and its teachers since who actually marked the pupils are equally important in understanding the distribution of marks at the time. The study therefore employs both a qualitative and aquantitative approach as both are needed to contextualise the issue of the marks, the teachers utilising them and the marking system itself. The results showed a strong tendency of female students being marked higher than male students and that marks were strongly connected to grades. Pupils in the lower grades seldom reached higher marks, but as students moved up a year, they slowly progressed to the upper scales of the markingsystem. In comparison, the two teachers followed a similar marking tendency, but this was more noticeable in Söderberg’s marking as she used an extended marking system. The study concludes that the development of minor parish schools and employment was a local concern and not governed by state interests, clearly exemplified by employing local teachersand falling behind in implementing state regulations. As the development of the school was affected by Trysunda’s remote geographical location, so was the marking as the teachers practiced their occupation in a very specific context.
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Olsson, Martin. "Impopulär skola : En studie i hur den svenska skolan har använt sig av populärkultur i undervisningen 1919-2011." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-42696.

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The purpose of this study is to use a qualitative method to investigate the Swedish curriculums of 1919, 1962 and 2011 in search of attitudes and different usages of the popular culture of the time. To reach these conclusions Antonio Gramsci’s theories about cultural hegemony have been applied to prove how the superior classes, in this study these classes are represented by the Swedish school as an institution, use popular culture to maintain sovereignty of the lower classes. Ergo the problem highlighted in this study is whether the cultural class society exists in a fixed state since the 1919’s with the school as the institution to implement the tradition of cultural hegemony. The study shows that, as the usage of popular culture has not become a more frequent tool recommended from the Swedish government, it has become more accepted that teachers do use it in various forms and that the demand of a canonised aesthetical selection has become almost eradicated.
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Hedvall, Maja. "Nya Folkskolan." Thesis, KTH, Arkitektur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187738.

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NYA  FOLKSKOLAN Hur lär vi? Och i vilka rum? Frågorna ställdes som ingång till vårens kandidatprojekt och ledde mig in på vilka som har tillgång till den befintliga skolmiljön. Några som står utanför den svenska skolan är barn till eu-migranter och till viss del också asylsökande. Utbildningen är en central del av ett demokratiskt samhälle och utbildning betraktas som en mänsklig rättighet. Byggda lärande miljöer påverkar på vilket sätt vi undervisar, men fungerar också som symboler för vårt samhälles värderingar och prioriteringar. I min utopi skulle det samhället bygga om parkeringshus till fungerande skolmiljöer för de som idag inte har tillgång till den svenska skolan. Genom att utnyttja en befintlig byggnad och prefabricera nya element förkortas planprocess och nybyggnad.  Nya Folkskolan rymmer en skola med takgård för åldrarna 7-18 år. Här har rummen utformats för att ge möjlighet till en blandning av teori och konstnärliga ämnen. Totalt är skolan 6125 kvm.Miljön är mångsidig med många olika typer av rum. Stora verkstäder, ljusa studierum och  trygga vilorum.
NEW ELEMENTARY SCHOOL How do we learn? And what kind of room is best for this? The questions were as the input to the spring candidate projects and led me into who has access to the existing school environment. Some who are outside the Swedish school are children of EU migrants and to some extent also asylum seekers. Training is a key element of a democratic society and education is regarded as a human right. Built learning environments affect the way we teach, but also serve as symbols of our society’s values ​​and priorities. In my utopian society we would rebuild the car park to the functioning of the school environment for those who do not have access to the Swedish school. By utilizing an existing building and prefabricate new elements we shortens the planning process and construction. New elementary school is open for children in ages 7-18 years. It consists of rooms designed to allow for a mix of theory and artistic subjects. Overall, the school is 6125 kvm. The environment is versatile with many different types of rooms. Large workshops, smaller studyrooms and secure resting place.
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Rössle, Erik. "Historia​ ​för​ ​Folkskolan ​ ​​ ​​ ​Eller Hur​ ​man​ ​gör​ ​sina​ ​undersåtar​ ​till lojala​ ​lutheraner : En​ ​undersökning​ ​om​ ​religioner​ ​i​ ​Läsebok​ ​för​ ​folkskolan." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-329515.

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In​ ​the​ ​late​ ​19th​ ​century,​ ​Sweden​ ​went​ ​through​ ​many​ ​social​ ​and​ ​political​ ​changes​ ​which resulted​ ​in​ ​the​ ​establishment​ ​of​ ​an​ ​educational​ ​system​ ​for​ ​the​ ​broader​ ​masses.​ ​The educational​ ​system​ ​was​ ​designed​ ​to​ ​put​ ​Christianity​ ​at​ ​centre,​ ​or​ ​more​ ​specifically​ ​the Lutheran​ ​faith,​ ​which​ ​was​ ​the​ ​state​ ​religion​ ​of​ ​19th​ ​century​ ​Sweden.​ ​This​ ​paper​ ​focuses​ ​on the​ ​other​ ​religions​ ​that​ ​made​ ​its​ ​way​ ​into​ ​the​ ​school​ ​books​ ​during​ ​that​ ​time,​ ​that​ ​were​ ​not typically​ ​a​ ​part​ ​of​ ​the​ ​religious​ ​education.​ ​Was​ ​any​ ​other​ ​religions​ ​mentioned​ ​at​ ​all,​ ​and​ ​if they​ ​were,​ ​then​ ​how​ ​and​ ​if​ ​possible​ ​why? During​ ​this​ ​study​ ​it​ ​was​ ​clear​ ​that​ ​the​ ​best​ ​place​ ​in​ ​the​ ​books​ ​to​ ​find​ ​informations​ ​about other​ ​religions​ ​was​ ​in​ ​the​ ​history​ ​sections,​ ​and​ ​it​ ​was​ ​clear​ ​that​ ​the​ ​ways​ ​they​ ​were mentioned​ ​was​ ​very​ ​different​ ​from​ ​how​ ​they​ ​mentioned​ ​Lutheran​ ​Christianity.​ ​The “heathen”​ ​religion,​ ​as​ ​it​ ​was​ ​called,​ ​was​ ​portrayed​ ​in​ ​a​ ​national​ ​romantic​ ​light,​ ​but​ ​the Catholic​ ​faith​ ​was​ ​seen​ ​as​ ​an​ ​outdated​ ​version​ ​of​ ​Christianity.​ ​The​ ​way​ ​that​ ​it​ ​was​ ​explained in​ ​the​ ​books​ ​makes​ ​it​ ​clear​ ​that​ ​the​ ​ruling​ ​class​ ​wanted​ ​the​ ​ruled​ ​class​ ​to​ ​know​ ​that Lutheranism​ ​was​ ​the​ ​true​ ​and​ ​real​ ​Christian​ ​faith.
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Anerland, Sjögren Nina, and Edwin Åhman. "Folkskolan : En diskursanalys av prästeståndet och bondeståndets folkskoledebatt 1840-1841." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100407.

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During the nineteenth century the liberal ideals were spreading across large parts of mainland Europe, and the Swedish parliament of 1840-41 is sometimes considered to be the first one embossed by the ideology. Liberal ideas such as the prison reform, the poor relief reform and the school reform were all on the agenda. The state was composed of the king and four political orders tasked to represent each respective social group, the peasantry, the town folks, the clergy and the nobility. All of these with different rates of representation and policies. Sweden had also for the last decades experienced an increase in crime, poverty and drunkenness. The before mentioned reforms were all made in an attempt to better the situation and make way for a better future. In this study we will look at the parliamentary debates of two of the four political orders, the peasantry and the clergy for the parliament previously mentioned. Our goal is to find out what the two orders thought about the establishment of the first national grade school, that would mean considerable changes for both parties which is partly why they are specifically chosen for this study. The two sides frequently had their differences and would not often cooperate with one another. Although liberalismen was a big part of the reason the king proposed the changes, we will instead focus mostly on Michel Foucault’s theory of biopower (or biopouvoir in French) and social discipline. What general themes can be found in the debates? What was the purpose of the grade school? And lastly, are there any similarities and differences between the reviewed orders? What we can see at the end of the study is that the two orders have different focuses. While the peasantry mainly focused on implementing a school to steer the younglings in the “right” way, the clergy emphasised a spiritual teaching that would foster the individual.
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Dahl, sonja. "Folkskola under utredning : Kommittéer och kommittéförslag inför 1840 års folkskoleproposition." Thesis, Mittuniversitetet, Institutionen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-19569.

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Rooswall, Persson Gun. "Bildning och livslångt lärande : Folkskoletraditionen och läroverkstraditionen speglade i två svensklärares bildningsgång." Thesis, Mid Sweden University, Department of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-9202.

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Books on the topic "Folkskolor"

1

Isaksson, Christer. Grundskolan 50 år: Från folkskola till folkets skola. Stockholm: Ekerlids Förlag, 2012.

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2

Hansén, Sven-Erik. Folkets språk i folkets skola: Studier i modersmålsämnets mål- och innhållsfrågor i den svenska folkskolan i Finland 1866-1927. Åbo: Åbo akademis förlag, 1988.

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1924-, Richardson Gunnar, ed. Ett Folk börjar skolan: Folkskolan 150 år 1842-1992. Stockholm: Allmänna förlaget, 1992.

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