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Brobygging mellom barnehage og skole: En kvalitativ analyse av overgangsprosessen med fokus på kontinuitet og samarbeid
Full text linkSammendrag
Denne masteroppgaven fokuserer på overgangen mellom barnehage og skole, med særlig vekt på hvordan ansatte i disse institusjonene opplever og erfarer kontinuitet og sammenheng i overgangsprosessen. Studien er basert på 16 semistrukturerte intervjuer med barnehagelærere og styrere, fra både private og kommunale barnehager, lærere, en rektor og en annen fra administrasjonen i skolen. Gjennom kvalitative metoder utforskes deltakernes erfaringer knyttet til blant annet overgangsmøter, skolebesøk og deling av informasjon mellom barnehage og skole.
Problemstillingen tar sikte på å belyse hvordan barnehage og skole samarbeider for å fremme en god overgang for barna. Forskningsspørsmålene fokuserer på deltakernes erfaringer med overgangen, hvordan samarbeidet erfares, samt eksisterende strukturer for samarbeid i kommunen. Ved å analysere de innsamlede dataene, avdekkes flere hovedfunn som indikerer både positive og utfordrende aspekter ved samarbeidet.
Funnene viser at det er en generell enighet om viktigheten av strukturerte møtepunkter som overgangsmøter og skolebesøk, men det er også tydelig variasjon og uklarhet i hvordan disse møtene praktiseres. Mange deltakere uttrykker frustrasjon over manglende kontinuitet og gjensidig forståelse, samt at informasjon som deles ofte ikke blir verdsatt tilstrekkelig av den andre institusjonen. Videre peker studien på at etablerte rutiner og klare kommunikasjonslinjer mellom barnehage og skole kan forbedre kontinuiteten i overgangen. Det fremheves også at kulturelle forskjeller mellom barnehager og skoler kan forsterke eksisterende utfordringer, hvor ulike tradisjoner og arbeidsmetoder preger samarbeidet.
Studien oppsummerer med at for å fremme en vellykket overgang, må både de ansatte i barnehager og skoler jobbe mot en felles forståelse av hva skoleklarhet innebærer, samtidig som de anerkjenner og respekterer hverandres pedagogiske tradisjoner. Samlet sett fremhever studien behovet for mer strukturerte samtaler, felles forståelse av pedagogiske metoder og en anerkjennelse av hverandres praksis som sentralt for en god overgang i barnas liv.Abstract
This master's thesis focuses on the transition between kindergarten and primary school, with particular emphasis on how employees in these institutions experience and perceive continuity and coherence in the transition process. The study is based on 16 semi-structured interviews with kindergarten teachers and directors, from both private and public kindergartens, schoolteachers, a principal and one other from school staff. Through qualitative methods, the participants' experiences related to transition meetings, school visits, and the sharing of information between kindergarten and school are explored.
The research question aims to shed light on how kindergartens and schools collaborate to promote a positive transition for children. The research questions focus on the participants' experiences with the transition, how the collaboration is perceived, as well as existing structures for cooperation within the municipality. By analyzing the collected data, several main findings are revealed, indicating both positive and challenging aspects of the collaboration.
The findings show that there is general agreement on the importance of structured meeting points such as transition meetings and school visits, but there is also clear variation and ambiguity in how these meetings are practiced. Many participants express frustration over the lack of continuity and mutual understanding, as well as that the information shared is often not sufficiently valued by the other institution. Furthermore, the study points out that established routines and clear communication lines between kindergarten and school can improve continuity in the transition. It is also emphasized that cultural differences between kindergartens and schools can exacerbate existing challenges, where different traditions and work methods influence the collaboration.
The study concludes that to promote a successful transition, both staff in kindergartens and schools must work towards a shared understanding of what being school-ready entails while recognizing and respecting each other's educational traditions. Overall, the study highlights the need for more structured conversations, a common understanding of pedagogical methods, and an acknowledgment of each other's practices as central to a positive transition in children's lives
Brobygging mellom barnehage og skole: En kvalitativ analyse av overgangsprosessen med fokus på kontinuitet og samarbeid
Full text linkSammendrag
Denne masteroppgaven fokuserer på overgangen mellom barnehage og skole, med særlig vekt på hvordan ansatte i disse institusjonene opplever og erfarer kontinuitet og sammenheng i overgangsprosessen. Studien er basert på 16 semistrukturerte intervjuer med barnehagelærere og styrere, fra både private og kommunale barnehager, lærere, en rektor og en annen fra administrasjonen i skolen. Gjennom kvalitative metoder utforskes deltakernes erfaringer knyttet til blant annet overgangsmøter, skolebesøk og deling av informasjon mellom barnehage og skole.
Problemstillingen tar sikte på å belyse hvordan barnehage og skole samarbeider for å fremme en god overgang for barna. Forskningsspørsmålene fokuserer på deltakernes erfaringer med overgangen, hvordan samarbeidet erfares, samt eksisterende strukturer for samarbeid i kommunen. Ved å analysere de innsamlede dataene, avdekkes flere hovedfunn som indikerer både positive og utfordrende aspekter ved samarbeidet.
Funnene viser at det er en generell enighet om viktigheten av strukturerte møtepunkter som overgangsmøter og skolebesøk, men det er også tydelig variasjon og uklarhet i hvordan disse møtene praktiseres. Mange deltakere uttrykker frustrasjon over manglende kontinuitet og gjensidig forståelse, samt at informasjon som deles ofte ikke blir verdsatt tilstrekkelig av den andre institusjonen. Videre peker studien på at etablerte rutiner og klare kommunikasjonslinjer mellom barnehage og skole kan forbedre kontinuiteten i overgangen. Det fremheves også at kulturelle forskjeller mellom barnehager og skoler kan forsterke eksisterende utfordringer, hvor ulike tradisjoner og arbeidsmetoder preger samarbeidet.
Studien oppsummerer med at for å fremme en vellykket overgang, må både de ansatte i barnehager og skoler jobbe mot en felles forståelse av hva skoleklarhet innebærer, samtidig som de anerkjenner og respekterer hverandres pedagogiske tradisjoner. Samlet sett fremhever studien behovet for mer strukturerte samtaler, felles forståelse av pedagogiske metoder og en anerkjennelse av hverandres praksis som sentralt for en god overgang i barnas liv.Abstract
This master's thesis focuses on the transition between kindergarten and primary school, with particular emphasis on how employees in these institutions experience and perceive continuity and coherence in the transition process. The study is based on 16 semi-structured interviews with kindergarten teachers and directors, from both private and public kindergartens, schoolteachers, a principal and one other from school staff. Through qualitative methods, the participants' experiences related to transition meetings, school visits, and the sharing of information between kindergarten and school are explored.
The research question aims to shed light on how kindergartens and schools collaborate to promote a positive transition for children. The research questions focus on the participants' experiences with the transition, how the collaboration is perceived, as well as existing structures for cooperation within the municipality. By analyzing the collected data, several main findings are revealed, indicating both positive and challenging aspects of the collaboration.
The findings show that there is general agreement on the importance of structured meeting points such as transition meetings and school visits, but there is also clear variation and ambiguity in how these meetings are practiced. Many participants express frustration over the lack of continuity and mutual understanding, as well as that the information shared is often not sufficiently valued by the other institution. Furthermore, the study points out that established routines and clear communication lines between kindergarten and school can improve continuity in the transition. It is also emphasized that cultural differences between kindergartens and schools can exacerbate existing challenges, where different traditions and work methods influence the collaboration.
The study concludes that to promote a successful transition, both staff in kindergartens and schools must work towards a shared understanding of what being school-ready entails while recognizing and respecting each other's educational traditions. Overall, the study highlights the need for more structured conversations, a common understanding of pedagogical methods, and an acknowledgment of each other's practices as central to a positive transition in children's lives
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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