The purpose of this qualitative study is to investigate how some teachers make use of the results of the national tests in mathematics to plan their teaching. The questions are how they plan their teaching in mathematics and if they use the results of the national tests to compare with their own teaching.   Five teachers in mathematics has been interviewed. I have used unstructured interviews with open-ended questions, and I have been able to ask follow-up questions based on their answers. The analysis of the survey is made from a systems theory approach.  The result of the survey shows that teachers make use of student performance to look at their own teaching of the current group of students. However, there is not enough time to rehearse and repair the deficiencies discovered in the national tests, which for some is perceived as a stress factor.

The purpose of this essay is to investigate Swedish as a second language acquisition in a group of students with diverse culturul backgrounds. my intension is to find out if a dialogical posture in teaching with focus on the students earlier knowledge,experianses, thoughts and feelings, will contribute to a teaching enviroment where the students can express them selves and listen to each other. the teachers task is to help the students to explore their own thinking.According to the theoretical base of the essay, sucessfull second language asquisition occours in a meaningsfull context through dialogue and interaction between students and teacher as well as between student and student.I have used a qualitative method consisting in participating as a teacher in this group of second language learners during four lessons, observing, taking notes and writing diary. The teaching material used during the lessons was a book (fiction but based on a true story) and the dialogue in the group proceeded from the story we read together..

Regarding school-teaching most people have had the traditional idea that the teacher is the owner of all knowledge and the student is the receiver of that knowledge. Tradition tells us that the way the student receives the knowledge has been by listening, repeating, reading and memorizing what the teacher has taught. Research about teaching from the last decades show that there are other strategies, ways, and qualitys for helping students in learning. One of those ways is by integration of different school subjects.According to research every human being creates her own knowledge based on personal experiences. Johan Krantz and Pelle Persson (2001) wrote that learning is a process with experiences, ideas and opinions.

The main reason for the study was to find out how much naturscience is used in the daily situation in the preschool/school environment with the younger kids. I have studied the teacher`s educations background, if this had any role in the teaching of naturscience. To get my answers I interviewed ten teachers with different teaching background.The result showed that science was present both in the preschool and school for the early years. Everything from teamwork to outdoor play and small experiments. To play out in the woods is most important part teaching in naturscience.My study showed that a teacher`s educations background had no part in the teaching of everyday life in the nature.Keyword: experiment, primary, school, science..

The main reason for the study was to find out how much naturscience is used in the daily situation in the preschool/school environment with the younger kids. I have studied the teacher`s educations background, if this had any role in the teaching of naturscience. To get my answers I interviewed ten teachers with different teaching background.The result showed that science was present both in the preschool and school for the early years. Everything from teamwork to outdoor play and small experiments. To play out in the woods is most important part teaching in naturscience.My study showed that a teacher`s educations background had no part in the teaching of everyday life in the nature.Keyword: experiment, primary, school, science..

In Sweden the latest curriculum, Lpo 94 was released in 1994. This document revolutionized the teaching profession. The school system was changed from a governmental control into a communal control. The earlier curriculums were controlled by rules; Lpo 94 is controlled by aims. This has led to a big spectrum of teaching styles which all of them agrees with the Lpo 94.Our purpose with this report is to illustrate two different leadershipstyles regarding the subject Swedish.

The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg?s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed.

The aim of this paper is to examine which attitudes and experiences teachers have around the wide text concept, which is found in the course plan for the Swedish subject, and to find out which function films have in their teaching. The starting point of the paper?s theoretical part is the Swedish subject?s course plans and current research concerning the wide text concept and film in teaching. In order to achieve the formulated aim, qualitative interviews have been performed with three Swedish teachers active in the later years of compulsory-school.The result shows that there are divided opinions of the actual meaning of the concept. However the three teachers agree that film has something to enrich the teaching of the Swedish language and they are for most part positive to using film in their teaching.

The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg?s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed.

This study is about how the dialog can help students with special needs to feel participation and inclusion in the class and the teaching. My purpose with this study was to look for how the students with special needs interact with other students and teachers through the dialogue. I also wanted to know if there is any positive and negative effects to teaching students with special need in the classroom compared with the teaching at the special teacher.I have taking purpose of the sociocultural theory in my study because it says that children learn together when they communicate with each other. The theory central words are dialog and scaffolding in the zone of proximal development. I also describe central words like participation, inclusion and students with special needs in the special teaching.I have investigated in four interviews, two of them were with a teacher and a special aids teacher, and two of them were students with special needs.

AbstractThis study is based on my work as a secondary school teacher of literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching literature in order to both cultivate young people?s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching literature.I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003.

The purpose of this study is to compare an inquiry-based teaching method for natural sciences in municipal schools and special education and to find out if this way of teaching may be helpful when working with students with Attention Deficit Hyperactivity Disorder (ADHD).The Swedish national curriculum of 2011 states that teaching methods should be fitted to every student?s needs and preconditions. The implication of this is very important for all students, especially for children with special needs. The theoretical framework that has been applied as a foundation for this study is Vygotskijs "Zone of Proximal Development" and Deweys "Learning by Doing". The method applied for the study is a semi structured interview and five teachers where interviewed.The result of the study shows that teachers with a higher education in natural sciences are more confident with regards to teaching natural sciences and the application of the inquiry-based way of teaching.

AbstractThis examination is about how pedagogue can teach language in junior school first year with element of the arts of learning. The purpose of the examination is to take a piece of how pedagogues in two classes in junior school first grade can use the arts for a way of working with the language teaching. The observation of Swedish- and English language training in two classes have give a insight in how two teacher work with the language teaching in first grade. The class teachers who were interview received questions about the observation and what they think about language teaching. The questions were about their basic view on language teaching and arts of learning.

The purpose of this study was to investigate how Islam and Muslims are portrayed a) in results from studies on Swedish teaching materials, and b) in articles in Swedish media newspapers. The study was conducted through two separate studies. In the first study, five previous research reports on how Islam and Muslims are portrayed in Swedish teaching materials were analysed in order to discern the main results regarding the portrayal of Islam and Muslims. In the second study, newspaper articles from 11 Swedish newspapers were analysed in order to discern which central themes emerge in the description of Muslims and Islam in said newspaper articles, as well as which properties and features are attributed to Muslims and Islam in the articles studied. In both studies, the data was analysed inductively through a qualitative content analysis.

This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence.