AimThe purpose of the study was to investigate how upper secondary school students experience performance demands during their physical education and health Classes (PE-Classes). The questions were as following: Are there differing perceptions between the sexes whether students experience performance demands? In what situations do the students feel that the demands on their performance are high during PE-Classes? Do the students experience of demands on performance differ whether the physical education and health teacher is male or female? Do students feel unfairly treated by the physical education and health teacher during PE-Classes?MethodSeven upper secondary schools in Stockholm?s administrative district were randomly selected to participate in the survey. The principals were contacted for further information and to set a date for performing the survey. The project leaders were present during the days the surveys were taken by students in the social science and natural science programs.

The aim of the study was to evaluate the social integration amongst newly arrived students in the two different school systems Sweden welcomes them into. The first school system takes in newly arrived students into preparation Classes whilst the other integrates the students directly into ordinary classrooms. The examination is based on qualitative observations in the classroom, canteen, and playground, and interviews with teachers and a select few students from each school system.The result of the study showed that newly arrived students in ordinary Classes are socially integrated more into the school than the newly arrived students that are welcomed into a preparation class. Newly arrived students are offered a larger chance of being integrated into the school environment if they are introduced directly into an ordinary class. In preparation Classes, social integration is narrowed down to between the classmates.

The aim of this piece of work is to highlight and investigate young female?s motivation in participation of P.E Classes and the degree to which the content of Classes affect their motivation. To support this piece of work two theories have been utilized, the Self-determination Theory and a gender related perspective theory. The research consists of six qualitative interviews of young females who are perceived to be less motivated. These interviews focus on their views and attitudes in relation to P.E within the Swedish high school setting.

In the following study the author compares two methods of teaching history, the thematic approach and a more traditional chronological approach. Aiming at distinguishing the perceived notions of strength and weaknesses of each method, from the perspective of teaching, the author uses semi-structural interviews with four teachers in order to shed light on the reasons why each method is chosen. The perceptions of the thematical and chronological method in teaching history are further compared with the result in students? grades. The result shows that the thematic method is perceived as being better at teaching the student about causality and different understandings of changes in history, which would have positive impact on higher grades.

The main purpose of my essay is to inquire into the situation in the preparatory Classes. The focus of interest in the essay is to see how new arrived pupils/children from Iraq integrate in the new school environment, foreign culture and what difficulties they come across during their period at the preparatory class. Such as language difficulties and how they manage with the traumatic memories from the war and the effect of that in their learning.I choose to do a qualitative survey and taking part in observing a preparatory class to see how they work. Thereafter, to see from a different perspective and understand the pupils more and perhaps go deeper with some questions I choose to interview some of the pupils. The responds I received gave me a more comprehensible idea of the struggle these children have been through and still go through in a daily basis.The result of this study illustrates the character of a preparatory class, and the central factors that occur in their education.

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.

To regularly remove woody vegetation along the roadside of forest roads is an important part of the road maintenance, since the vegetation binds moisture in the road side and, thus, the removal makes the road drying faster with results in improved bearing capacity. Vegetation removal also makes it easier to upgrade the road by material recycling from the ditch and, moreover, the visibility along the road is maintained.The aim of the study was to evaluate what type of chain flail is the best and most cost-effective for removal of different kind of woody vegetation along forest roadsides.Time studies were made on two chain flails when removing woody vegetation in three different Classes; easy-, middle- and heavy shrub removal. The studied flails were one light and rather simple flail named Optimal M160 and a heavier and more advanced flail named Slagkraft H210. The removal was made according to Holmen Skogs? specification and the quality of the cleaning was measured by objective belt inventory.The productivity was higher with the heavy flail within all cleaning Classes.

 My goal with this essay was to find out what makes certain teachers more successful than others to hold good and well functioning Classes. This is important because this in turn affects the learning of the students. I wanted to find out what factors people within the world of research have pointed out as important aspects when creating a good teaching situation, with focus laying on the teacher?s behaviour in the classroom. In my investigation I have used qualitative research, observing two upper secondary school Classes, for a total of nine lessons during a two-week period. In my observations I wanted to see if the class as a whole was behaving differently when interacting with different teachers.

This study investigates whether teachers working with children ages 6 ? 9 are including an LGBTQ perspective in their teaching methods. The purpose is to critically examine sexuality and gender as part of the teaching methods in Swedish schools; whether teachers are working with LGBTQ questions in their Classes, and if so, how. The following research questions are answered: Are the teachers incorporating an LGBTQ perspective in their Classes, and if so, in what sense?Are LGBTQ questions relevant and of interest in the education?Do teachers feel like they have gained the right tools in their pedagogical education and/or in their workplace to work with LGBTQ questions in their class room? And if so, in what way? The method used is qualitative research in the form of interviews and observations.

The present study deals with the usage of the school library for upper secondary school students. Is it a place for working or studying? The questions are:? What do the students say they use their school library for?? Are there any differences between students in theoretical programs and students in practical programs with regard to their use of the school library?? What are the features of the ideal library from a students? point of view? My study represents a user?s perspective. The investigation is both quantitative and qualitative. Eighty-two inquiries from four different Classes, representing two theoretical and two practical programs were carried out.

The purpose of this study was to examine how teachers in primary schools experience the situation of teaching newly arrived immigrant pupils in their regular Classes and also how they plan their teaching for these pupils. The empirical study did intend to answer the following two questions; how do teachers experience the situation of teaching newly arrived immigrant pupils in their regular Classes? How is teaching of newly arrived immigrant pupils in regular Classes being formed? A qualitative method was used in the form of interviews with five primary school teachers from two different schools. The overall perspective I have assumed in this study is the sociocultural perspective, but I have also taken up a second language perspective and an intercultural perspective. All the teachers in the study have described their experiences of teaching newly arrived immigrant pupils in terms of difficult, tough and demanding at the beginning, but nowadays somewhat easier.

This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm?s suburban, Sweden, interpret and absorb the contents of school-room Classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil?s interpretations, including their values and perceptions as regards to the content, are central to our study.Firstly, Classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study.

The study aims to evaluate how teachers in my research have reasoned regarding gender and gender equality, notions on ethnicity, and specific conceptions or constructions on ?swedish-ness? and ?immigrants?. The vital point in this study will be to examine the relationship be-tween gender equality, ethnocentrism and racism. The question formulation that I have ap-plied are: On what grounds teachers conceive the concepts of gender and gender equality? How do teachers experience their work with gender equality in remedial Classes? Do the teachers that work in remedial Classes experience any obstacles in the pursuit of gender equal-ity in their daily work? I have used the method of qualitative interviews with five teachers in remedial Classes from five different schools.

The aim of this study is to investigate into the use of discussions in the classroom to help the pupils develop a deeper understanding of mathematical concepts and operations. The empirical data contain interviews with two teachers and observations from their lessons. The purpose of the interviews was to find out what importance the teachers ascribed to the ability of their pupils to talk about mathematics, and how they organised their Classes to encourage mathematical discussions. With the observations, I was able to see the interaction in the classroom and hear discussions between the teacher and the pupils, as well as between the pupils themselves.The interviewed teachers proved to share my own belief in the results of researchers like Malmer (1999) and Löwing (2006) about the importance of verbal discussion, argumentation and reflection during mathematics Classes. But convictions derived from the research of others are one thing, the practical application of the wisdom in the classroom another.

The purpose of this study is to investigate how important computers are for text production in upper secondary school level, and to find out what attitudes some students have towards computers in writing Classes. I have let 44 students in the Swedish gymnasium course Swedish B write an argumentative essay. Half of the group wrote using paper and pencil, and the other half used computers. The essays were graded, and the language and length of the texts were analyzed. The students also filled in a questionnaire with questions on computer aided writing Classes.The results showed that the texts that were written with computers contained a significant larger amount of words and fewer spelling mistakes.