The purpose of the study is to explore preschool teachers experiences of how immigrant parents become involved in the preschool activities and how their linguistic and cultural background appears in relation to participation.The survey was conducted through individual interviews with eight preschool teachers working in various multicultural preeschools.The results of this survey shows that the preschool teachers perceive that parents with different cultural and linguistic backgrounds are reluctant to participate in various forms of cooperation, such as parent meetings. Preschool teachers believe that the lack of parental participation depends on the parents linguistic and cultural backgrounds, such as different approaches to understand the pre-school educational activity or the view of parenting, and other things such as language difficulties.Another result reveals also a great lack of written methods, because teachers sometimes face difficult dilemmas. To seek itself the right approach in a current situation can be both difficult and time consuming, therefore, the preschool teachers wish that there were already complete methods for use..

This study deals with religious independent schools and its impact on society. The purpose of this essay has been to examine what various teachers from both religious independent schools and public schools have for perception of religious independent schools. The questions highlighted in the study is the teachers´ general view to religious independent schools, teachers´ perception of the Education Act " a denominational education, but a non- denominational teaching", and what teachers believe to be segregated or inclusive.The study has consisted of five qualitative interviews with different teachers, where three of them work at religious independent schools, while the other two teachers work in public schools.The study shows that there are prominent differences of approach to religious independent schools. Teachers who work at religious independent schools avert criticism of religious independent schools and argue that teaching in religious independent schools do not differ appreciably from the public schools. Instead can religious independent schools serve as a good alternative to the public school.

Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing difficulties?What methods do they use for student´s with reading and writing difficulties?What difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews.

This thesis is about Swedish and Serbian teachers and their views on how literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching literature.

This study aims to show how teachers talk about their teaching with regards to gender in relation to literature.We have interviewed four teachers of Swedish for upper secondary school to discover how they feel about, and understand, the fact that gender is a factor in the teaching of literature and that they should present to the students literature written by both male and female authors. To analyze the interviews we use Sannersted's (1991) theory about teachers as street-level-bureaucrats ("närbyråkrater"). He states that teachers are persons who have to follow what politicians have decided but they are fairly free to choose how they do it, but to be able to follow a decision as closely as possible three qualifications have to be met. The teachers have to understand the decision, be able to follow it and want to follow it. We find that the teachers that we have interviewed are aware that they discuss gender issues with their students and they all claim that they present a variation of authors to their students.

The purpose of this study was to examine how pre-school teachers in Montessori inspired and traditional preschools can work with build and construction with the older children, and what views the pre-school teachers might have on the subject.  The study was implemented through qualitative semi-structured interviews with pre-school teachers. The investigational method was chosen due to the fact that I wanted to gain knowledge about the pre-school teachers? views and perspectives on build and construction activities, and how they might work with it. Another reason was to examine how the view on, and the work with build and construction can resemble and differ between Montessori inspired pre-schools and traditional pre-schools.The result shows that there is both similarities and diverseness between the Montessori influenced pre-schools and the traditional pre-schools, when it comes to how the pre-school teachers reason and work with build and construction.

The aim with this thesis was to study how primary school teachers perceive their mission in working with inclusive education. The aim was also to study their thoughts and experience of the Special education support. To conduct the inquiry twelve primary school teachers from two different communities in Sweden were asked to give their views of inclusive education. The central issues was how the primary school teachers interprets the concept of inclusion, the opportunities and obstacles they perceived and how the Special education support was formed in the work with inclusion in their schools. The result shows that the majority part of the primary teachers interprets the concept as a spatial or social inclusion.

AbstractMany pupils struggleto read. Teachers must therefore know how to motivate these pupils. In this qualitative study the aim is to investigate what some teachers do to motivate pupils to read. Data were collected through interviews with four teachers from two schools. The teachers said that the choice of book was extremely important for making pupils interested in reading, and that reading aloud and cooperation with parents and libraries are of great importance.

It is of increasing importance to in the most effective possible way, manage and control all the transactions of raw materials, products and information that are exchanged between an organization and all its operators. These flows and the need for strategy and managing the processes of planning, implementing and control of the supply chain, has given name to the concept supply chain management. Supply chain management involves all movement and storage of raw material, and all the processes that is needed to manufacture a product from origin to consumption. Globalization, technology and increasing time and quality-based competition are all driving forces behind the concept and reasons for an increasing interest in supply chain management.The purpose of this essay is to by using a qualitative case study examine which decisive success factors that can be identified for effective supply chain management. We have compiled different theories on the subject to use for analyzing a case study Li & Fung, who is a successful supply chain management company.

Abstract The aim of this study is to find out how teachers view the importance of reading in the teaching of foreign languages. In relation to this, we wish to gain understanding of what teachers want to achieve with reading, how they choose texts and what difficulties they encounter in getting their students to read. Six teachers from three different upper secondary schools in southern Sweden were interviewed for the study. We also examined the text-materials that they were using for their instruction. The findings show that students read mostly adapted texts from textbooks and, to a limited extent, authentic materials.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual.

In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are andafter that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation.

AbstractThe main purpose of this essay is to examine if media-sport influence pupils in their physical education and if the teachers understands it. At the same time the aim has also been to investigate how the teachers can get along with the media influence in their teaching. We have also investigated what teachers in physical education think about the curriculum and if there is space for a teaching method that respect the pupils will.The essay is an empirical qualitative study built on open-ended interviews with 3 respondents from two schools in the county of Värmland, Sweden. The range of qualified teacher is restricted at this school. We asked 5 teachers to join, but only 3 were accepting to join our study.

This study is about the preschool environment. Earlier studies show that preschool environment affect children?s development and learning. This study will exemplify the perspective of active preschool teachers of how they see at preschool play environment. The aim of this study is to bring insight and understanding on how preschool teachers see upon their play environment and the play that occurs.

The aim of this study is to examine the opinion of teachers as to the situation of young people suffering from Aspergers syndrome in the Sixth Form(gymnasium. In order to find this out I have chosen to interview four teachers with work experience of Aspergers in three different gymnasium in middle Sweden. They were confronted with the following questions: What resources are available for these pupils in the gymnasium? How do they experience that the school situation functions and how would they as teachers like the school situation to function for these young people at school?The result shows that special teachers have an extremely important function to fulfil. Those interviewed felt that there are sufficient resources available, for example guidance and further education for techers as well as both support and means for helping the young people.However, every teacher does not understand this handicap.