In today?s school in Sweden the assignment of community encompasses mediated values and education of democracy as well of single subject matters. What does it mean then, that teachers have a certain kind of idea of democracy, and what implications may biology have for the assignment of community? In upper secondary school there are quite many courses in biology with a national curriculum, and findings show that students of teaching perceive or think of biology as helping to promote the dual-purpose of teaching. In this study, the author of the paper has interviewed four future teachers of upper secondary school with biology as one of their main subjects.

This essay examines the 1962 Swedish parliamentary debate preluding the proposition to introduce a uniform compulsory education for all Swedish children. The proposition aimed at ending the previously heterogeneous educational system and replace it with a more equal and democratic system.A widespread debate ensued, regarding the status of Christian religious education (kristendomskunskap) and its new emphasis on scientific objectivity. This essay will examine the relative position of Christianity within the new uniform school system, as it was articulated by the members of the Swedish parliament. This analysis will be achieved through the use of a discourse analytical study of the parliamentary records, the recorded motions and bills. From these records a substantial disparity in the parliamential members articulation of the concept of Christianity can be ascertained, even within the discourse of an educational regime.

The Lugnetgymnasium in Falun has a graphic education that supplies a color printer, which is availablefor the students in their hall. The printer is a Ricoh AFC 6513 and it is a model that can handlevariable data. It was bought in the autumn of 2002. The teachers of the graphic education want to makeuse of the variable data function and procure a variable data software. The purpose of this project is toevaluate variable data software?s, so that the most suitable choice of software can be made for the graphiceducation.

This study has examined how teachers in Swedish upper secondary schools work to foster a critical perspective through the education in the subject of Swedish. The study is based on qualitative interviews conducted with three teachers, who have given their views on the role of source criticism and critical analysis of literature in the subject of Swedish. Furthermore, they have described how they incorporate these views into their own teaching.The study has shown that the teachers find that source criticism and literary analysis are interconnected, since both depend on a general critical approach, which they both help foster. The main question the study examined was how Swedish education could help foster a critical perspective. The interviewed teachers' ways of working point out a way: teacher C has integrated source criticism and referencing into most of their education, which makes them central to the education in Swedish.

This paper deals with how science teachers in the Swedish secondary school choose the content in the education they give to the pupils. What are the reasons for their choices and what do they think of the purpose of science in secondary school? Through interviewing science teachers the investigation shows that there are three different views of how to choose content in the science education: one focuses on the processes of science itself, one integrates the socio-cultural aspects and one emphasizes the interests of the pupils.

This essay is about my meeting as an educator at a preschool with a child who is deemed to be in need of special assistance. I have worked in preschools and schools for nearly fifteen years and have met a great many children with different needs during these years. I tell in this essay about my relationship with Lucas who is a child I feel need special support in his everyday life. Lucas has what we in the preschool world call impulse controlled behavior. I also feel that he is disturbed by external stimuli such as sound and he has difficulty with social interactions with friends.

The purpose of this essay is to examine how some individual PE teachers view knowledge and what they think about the status of physical education whitin the school. The method used in this examination was both sudies of literature and a qualitative investigation. Six PE teachers, from three diffrent schools in Sweden, were interviwed from a phenomentographic research approach. I made the analysis from a sociocultural approach. The result indicates that th teachers had difficulties to describethe conception of knowledge, but that the pupils/students achieve knowledge in physical education.

The main purpose of this thesis is to examine whether the ISP (the Information Search Process) as defined by Carol Kuhlthau is applicable to Swedish University students. Qualitative interviews were carried out with students enrolled in their thesis course at the end of their university education. The selection is based on convenience sample of students visiting the university library. The questions are mainly about how to find out the experiences of the students when they look for documents at the beginning of their thesis work. Other relevant questions are about user-education, information literacy and what the students' opinions are concerning a thesis as a part of their education.

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..

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..

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..