Students who regularly cause trouble in school, how can they learn anything? That is what we asked ourselves after having visited a special school for ?troublesome students? (in Swedish resursskola). Our main purpose has been to find out how these students have experienced the help they have been given in those schools.We have interviewed students, parents and a social worker in order to find out if the alternative pedagogical methods used by those schools give the students better opportunities to perform their schoolwork. The interviews have been made two or three years after the end of their studies in compulsory school (grade 9). We have used a qualitative method with semi structured interviews and also an evaluation model.

According to pre-school curriculum, the children´s needs and interests from the basis for the design and planning of the educational activities. The curriculum also highlights that all children should have the opportunity to satisfy their increasing ability to influence the content and approach. The purpose of this study is to examine whether and how teachers work in involving children's influence and interest in forest excursions.The essay is based on a qualitative approach in which we have chosen to carry out unstructured observations by a team of three educationalists. The study includes children of 3-5 years of age.The results show that the educationalists take advantage of children's interests and needs foremost in conversations. The children are given the possibility of influence that of which concerns only themselves and nobody else.

Syftet med den här studien var att undersöka, belysa och exemplifiera hur en svensk grundskola arbetar med elever som har dyslexi, dels i generella termer, dels med inriktning mot engelskundervisningen, vad gäller stöttning, hjälpmedel, bedömning och betygssättning samt i vilken mån den undersökta skolans dyslexiarbete harmonierar med styrdokumentens föreskrifter.     För att kunna undersöka det valda området användes semi-strukturerade intervjuer med tre lärare och en specialpedagog på skolan. Intervjuerna sammanställdes och analyserades.     Resultaten på studien visade att skolan arbetar medvetet för att underlätta för elever med dyslexi genom hjälpmedel och nivågrupperingar, men att lärarna ändå till stor del står frågande när det gäller vilka metoder som fungerar bäst, hur de ska handla vid misstanke om dyslexi samt bedömning och betygssättning. Resultaten visade också att engelska är ett ämne som lärarna och specialpedagogen upplever som extra svårt för elever med dyslexi. Under engelskundervisningen arbetar lärarna dock inte annorlunda med elever som har dyslexi, trots att det ämnet anses som svårare. De anser sig inte ha verktygen..

AbstractThe aim of the study was to describe how school nurses experience the work with overweightchildren and youths from the compulsory school to upper secondary school and what kind ofnursing interventions they perform. The study had a descriptive design and ten school nursesfrom a municipality in the middle of Sweden participated. Data were collected by semistructured interviews and analyzed using qualitative content analysis. The result is presentedin six categories and one theme. The category to identify and investigate describes how theschool nurses, based on the result from the health interviewing, identified and investigated theoverweight children.

Background: Studies have shown that 66 children and teenagers in Sweden suffers from brain tumor every year. Children and teenagers who can´t participate in the regular school for a longer time for whatever reason, have by the school law the right to education in hospitals or institutions. Education that take place in other places than school most try to follow the same guidelines as his/hers usual school.  This applies to students in elementary school, compulsory school, special school, Sami school, secondary school and upper secondary school.Purpose:  The purpose of this study was to find out how three teachers at a hospital school plans their work with children in grade from 1 to 3, who suffer from cancer, especially brain tumor.  How can the teachers at the hospital school plan and organize their teaching so that it´s possible for the children whit brain tumor to feel as normal as possible. How does the common work between the consultant nurse, teachers at the hospitals and their ordinary school prevent the children to feel like an outsider?Method: I have chosen to do a qualitative study followed by three interviews whit three informants who works at a hospital school.

During the later parts of the 20th century there occurred several changes to the Swedish public sector. These changes aimed to effectivize and decentralize the governance model in the public sector. One of these changes was the municipalization of the school system, put forward and proposed by the social democratic government in the late 1980s and early 1990s. This study aims to examine and compare that times different parliamentary parties' opinions on the municipalization of the school system. The source material consists of government bills, and in direct relation to the municipalization of the school system.

This work is about the expanded conception of text and takes off in the use of this expression in the high school curriculum. The work begins with a theory chapter, where a few different definitions of text are the basis for reasoning about factors which can have contributed to an expansion of the conception. Hereby other important expressions, related to the expanded conception of text, as hypertext, multimedia and intermediality, are brought up. Further, is examined empirically how the expanded conception of text is interpreted, rhetorically and practically, by a few teachers in the High School. Finally, covered scientist?s theories are discussed and compared with the concluded empiric data.The study shows however, that the expanded conception of text in the curriculum has not become a conception for the teachers who were interviewed.

Background: Studies have shown that 66 children and teenagers in Sweden suffers from brain tumor every year. Children and teenagers who can´t participate in the regular school for a longer time for whatever reason, have by the school law the right to education in hospitals or institutions. Education that take place in other places than school most try to follow the same guidelines as his/hers usual school.  This applies to students in elementary school, compulsory school, special school, Sami school, secondary school and upper secondary school.Purpose:  The purpose of this study was to find out how three teachers at a hospital school plans their work with children in grade from 1 to 3, who suffer from cancer, especially brain tumor.  How can the teachers at the hospital school plan and organize their teaching so that it´s possible for the children whit brain tumor to feel as normal as possible. How does the common work between the consultant nurse, teachers at the hospitals and their ordinary school prevent the children to feel like an outsider?Method: I have chosen to do a qualitative study followed by three interviews whit three informants who works at a hospital school.

This study examines a primary school teacher?s ambitions within science education and how those ambitions manifest in the classroom. This is being examined by interview with the mentioned teacher and by observations as a participant within four of the teacher?s science classes. The results of this study is categorized and analyzed with assistance of scientific literacy, vision I and vision II, fundamental scientific literacy and Roberts? curriculum emphases.

Human rights have been added to the new curriculum which came into force the 1st of July 2011 in the Swedish Upper Secondary school. The purpose with this master thesis is to compare the old and the new curriculum as part of an examination of what way they affect the Social Science education. Further the analysis focus on what is affecting discourses in the Social Science about human rights, as well as its communication and incorporation in its education. The empirical material consists of the schools steering documents and interviews with Social Science teachers. The theoretical framework is based on human rights education (HRE) and curriculum theory.

Today, student influence is an important part of the school?s activities and is anchored both in Lgr 11 and the school law. Student influence has gained a larger and more important role thru out the years. Previous research points out that teachers and management at school?s have had difficulties with interpretation and understanding the education plan (curriculum) and to know in which way and how much influence the student should have.

Equal treatment in school is an on-going debate in the Swedish society. At the same time teachers around the country struggles to make ends meet because of a heavy workload. Voices have been raised that teachers no longer have the time to actually be teachers since they get piled up with paper work and other administrative tasks. However, schools are bound by law to take action against harassments and discrimination of any kind. There is also an overall policy in the Swedish national curriculum that every school must embrace diversity and actively teach students about solidarity and respect.

The aim of this paper is to study if implementation of a school library management system called FreeLib has created favourable conditions for the school librarians to cooperate with other professions and become a more forward working place. I have studied relevant literature about school libraries, organisation, digital libraries and documents that regulate school and library activities today as well in the past. In order to fulfil my purpose I have done a qualitative survey with six school librarians from Swedish primary schools with pupils at the age of 6 -16 years old. To identify strengths, weaknesses, threats and opportunities I found in the material I used a method called SWOT analysis. According to this study the use of the digital FreeLib system has developed a better teamwork between school librarians at different schools.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support.All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students.The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it. .

AbstractThe aim of the present study was to investigate if and how pre-school teachers reach the objectives in the national curriculum concerning the environmental issues.Another angle of this study is to find out if there are any involvement amongst the preschools regarding the environmental issues and if the teachers encourage the children to join in and make them a part of discussion.I have randomly chosen 10 preschools throughout Sweden and interviewed one staff-member from each school. Most of the preschools were well aware of the goals to follow according to the national curriculum.After comparing the answers my conclusion is that preschools act quite differently concerning environmental issues. Some worked almost exclusively with the children involved. Others occasionally involved the children whereas a few didn?t include the children at all.In every case the teachers would want to dedicate more time to environmental issues.