Today?s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about.That?s why I in this essay have chosen to look closer at four different compulsory schools and they?re teaching of students requiring special help. I choose to look at two community schools and two open schools.The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration.In my essay I have used qualitative research interview. I have interviewed one person from each school management.The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

The purpose of this study was to examine what students themselves think about using computers in school. The study was conducted in a school in central Sweden. The students in focus were students with reading and writing difficulties, dyslexia or language difficulties such as an other native language. A total of eight students were interviewed. The interviews were analyzed using thematic analysis.

The aim of this study is to highlight the computer as a learning resource in the education and give us knowledge about how the students uses the computer in year one in a selected High School where one computer per student were introduced in autumn 2011. The aim is also to contribute to the discussion about how the computer can become a natural learning resource for all students in all subjects, including the students in need of special support.How are the High School students using the computer?Are there differences in computer use, whether the student is in academic or vocational program?Are there differences in computer use between boys and girls?Do the student experience that the digital competence is increasing together with if they experience the computer as aid?In what degree do the teachers encourage the students to use the computer?How much do the students use the computer to learn mathematic?The study is based on a survey of all students in year one in a municipal High School.The result of the study is showing that the students first of all use the computer to play music, surf the Internet and to be logged in on social media (eg. Facebook). The students have learned to use the computer for the tasks they need, although the teachers don?t encourage the students to use the computer in any higher means, not in mathematics and not in other subjects.

The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students? re-production of gender.

The aim of this essay has been to increase the knowledge of which resources there are in compulsory school, their function and how they are experienced by teachers and students. By individual interviews I have examined teachers experiences of their work with students in need of support in core subjects. I have also examined how students experiences the help that they get and if they want to change anything. In my essay I have concentrated in a few main questions, such as; which resources compulsory school uses, teachers work with students in needs of support in core subjects, the extension of students needs, how students experience the help that they get, how they feel about education in smaller groups and if there are any differences in needs, among students, connected to gender. Literature has earlier shown that there are too few resources in compulsory school and that students in need of support doesn?t get the help that they need.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

To accomplish my purpose about where bullying is emerging and how bullying utter it is self and if the educationist consideration disposes conform to the students, i chose two classes from two different schools. With the help of the students thought and speculations and with the educationalists answers, I come to a result. I want to add that my results agreed with the early scientists? research. The results also confirmed by literature and by theories that showed in my result.

The purpose of this developmental research was to test the new way of working when the students were to take part in planning of cooking during the lessons in home and consumer studies, because the aim of the school is to teach the students to take the responsibility for their studies. The two first lessons should be used by students in the group to plan and organize their meal. During the third lesson the students must be responsible for cooking ready their meal and afterwards they must evaluate the results. The results of this new way of working was new for the students and they thought it was fun to be responsible for cooking during these lessons in home economics. The students in the groups were of wixed ability and they developed their knowledge from the levels of their ability.

One must consider cost effectiveness when deciding how resources within the health sector should be distributed. Quality adjusted life years (QALYs) are used to measure the value of different medical treatments. QALY is based on utility maximization theory, which suggests that a QALY is always a QALY regardless of who receives it. Therefore, a produced QALY is worth the same regardless of the age or the initial health of the patient. Previous research has shown that these assumptions do not seem to fit the real preferences of individuals.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

The purpose of this study was to describe the level of knowledge that nurse students in term 6 have about Methicillin-Resistant Staphylococcus aureus (MRSA) and basic hygiene routines. The data collection was carried out by questionnaires. The questionnaire contained questions about knowledge regarding MRSA and basic hygiene routines. The questionnaires were handed out at an obligatory tuition occasion and all of the nurse students who were present (n=57) were asked to take part. The sample consisted of 45 women and 12 men.