AbstractIn this essay, I have chosen to examine how four teachers in a work unit think and work with linguistic development and strategies, particularly in grade 4-6. The teaching profession has gradually become more like a cooperative profession. Therefore it is in a general pedagogic interest, to know, how each one of the teachers in the work unit, are thinking about linguistic development, teaching profiles and the significances of a work unit to achieve their aims to provide for all the individuals in their classrooms. My intention was to find out if a homogeneous work unit or a heterogeneous work unit is to prefer in work with linguistic development, which initially made me focus and realise the importance of each one of my informants? answers.

The basic idea behind an extra year in school was to offer students who have not read nine years in Swedish primary school an opportunity to prepare themselves to pass a high school. This first group that went an extra year in school consisted of eleven students who completed their studies and went on to high school. During the time the group expanded, the school received students from various schools in the same municipality. During the follow-up of these groups could be noted that there were many students who registered, but only few students completed their studies and went on to high school. The purpose of this study was to explore why leadership in the classroom is important for students.

My aim is to find out about teachers? perceptions of methods concerning learning and assessment of oral proficiencies. My questions are: What perceptions are there among teachers concerning assessment of oral proficiencies? How do teachers describe their ways of promoting and assessing oral proficiency? In order to answer my questions and obtain data I have accomplished two focus groups interviews with seven language teachers. The result shows that teachers are concerned with several factors regarding assessment of oral proficiency.

This essay is based on students' growing lack of interest in science at school. Both from a democratic and social perspective, this is a worrying factor for the future. Through observation, I investigated how five science teachers conduct their teaching. This is to get a better understanding of how teachers' behaviour in the classroom can affect students' interest in science. With a socio-cultural research approach, I have tried to highlight a few pieces of the puzzle that may explain students' declining interest in science.

We live in a society that is constantly developing and where technology is getting a more major roll. The school is a very important part of our society and should therefore develop in pace with the surrounding society. Having this in our thoughts we decided that our purpose for this case study should be to study the importance of technology in a learning environment for seventh graders in a specific school. To be able to find this out, we have used constructivism and sociocultural perspective on learning. We have gathered our empirical data for the study through participant observations and a focus group interview.

The main purpose with this study is to describe teachers? use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers.

The purpose of this essay is to find out what new graduate teachers conceptions are of their own leadership in the classroom. The paper also aims to examine the different leadership styles the teachers perceive themselves to use. My study is based on qualitative data collected through interviews, where the informants are newly graduated teachers in grade 1 to 6. Using a qualitative approach has made it possible for me to get a deeper understanding of this study. I have also used previous research in this area where Arfwedson (1993), Franssons & Morbergs (2001) and Paulin (2007) presents a number of experiences that student teachers and recent graduate teachers has shared.

I have with this thesis sought to understand how chick lit could be useful in the classroom in the teaching of Swedish B-course in high school. Based on the model of critical literacy I am arguing that this genre would help to meet the objectives of the policy documents which, among other things, are to critically examine and analyze various types of texts.I have found that some of these texts could be used for analyzing and critically examine the ideological dimensions of texts and cultural heritage by the model of critical literacy, and also as a counterweight to the more traditional teaching of the canonical literature as a literary historical stuff that students should learn. I have also wanted to create a basis for discussions about literature in the classroom based on the chick lit genre. To do this I have, based on three themes and questions from the model of critical literacy, tried to focus on issues that might emerge from the ideological analysis and critical review. The model aims to deconstruct norms of society, and in the work of chick lit, I wanted to show how you could deconstruct norms around gender..

The purpose of this study is to reach an understandingfrom the teachers' perspective of their possibilities to successfully teach ina way that fulfills every child's individual needs in a classroom, according tothe idea of a school for everyone. This study also aims for an understanding ofhow the inclusion of children with special needs in the classroom effect the otherpupils. The main questions asked are:How do teachers think that the conditions of teaching adaptedto all pupils look like in practice?What are the factual conditions that affect the terms forinclusive education according to the teachers?The empirical data were obtained through qualitativesemi-structured interviews with six teachers in primary school, stage 1-3. The materialwas processed using an inductive thematic analysis.

This paper presents why and how teachers use newspaper articles in the classroom when they educate their pupils in chemistry, biology and nature science. All the teachers have worked over 20 years and are, when interviewed, at a Swedish gymnasium in Dalarna. I also have, in a small study, interviewed some of their pupils to get their view about teachers using news paper articles during lessons.The teacher?s use of newspaper articles in the classroom can be divided in different ways. They can use the articles to illustrate up to date links to everyday life.

In order to be a good teacher according to preferences from outside the school area, there are many different voices to listen to. The different roles that are assigned for teachers are colliding with the latest research from the pedagogical institutions and therefore the role as a teacher of today is in a complex state of mind. Somewhere, between the traditional role of teaching and the moderating ideal image, reality is revealed in the ambivalent role of the teacher of today. In this pedagogical essay on advanced level we are focusing on obstacles that are hindering the moderating teacher?s role, to be fully developed in the classroom.

The aim is to examine teachers own experiences of leadership, leadership styles and what good leadership is and to find out how teacher leadership can influence students according to teachers. My questions are: How do teachers evaluate leadership and their own leadership styles?What is good leadership according to teachers?How can the teachers leadership styles affect students in the classroom according to teachers?The method used is a qualitative method based on interviews with five teachers. The reason why I have chosen a qualitative research method is that I believe that this method can give me better results by understanding the world from the interviewees? point of view.I have come to the conclusion that the interviewed teachers believe that leadership and management style play a large role in the teacher's profession and that the teacher's leadership style in the classroom democratic or authoritarian have a major impact on students. The teacher should consider his management and find some sort of balance by exercising both democratic and authoritarian leadership style and adapt it to the situation. And In terms of results regarding good leadership of the interviewed teachers, I can say that good leadership is largely about good relationships between teachers and students and that a teacher can become accepted as leader by winning students confidence..

Abstract Moerkerken, Anneke (2006) Klassrumsmanagement, Fördröjd uppmärksamhet med hjälp av trafikljusmodellen Skolutveckling och ledarskap, Specialpedagogisk påbyggnadsutbildning, Lärarutbildningen, Malmö högskola Syftet med följande arbete är att bidra med en utökad insikt om begreppet klassrumsmanagement och dess begreppsstrukturer samt att undersöka användandet av trafikljusmodellen med betoning på det specialpedagogiska området. Klassrumsmanagement berör hanteringen av mål och innehåll samt genomförande av lektioner i ett socialt organiserat sammanhang i klassrumsmiljöer. Man kan med hjälp av dess teorier arbeta med de organisatoriska, sociala, didaktiska och pedagogiska färdigheter som behövs för att på ett bra sätt kommunicera med eleverna. Detta för att skapa förutsättningar för ett klassrumsklimat i vilket att lära ut och att lära in sker så effektivt, positivt och innehållsrikt som möjligt. Vid trafikljusmodellen använder man sig av olika signaler för när eleverna kan rådfråga pedagogen eller sina klasskompisar medan de arbetar självständigt med sina uppgifter. En enkät angående användandet av trafikljusmodellen var överlag positiv. Både pedagoger och elever upplevde att fördelningen av den tid pedagogerna förlade på eleverna blev mera rättvis och att eleverna kunde koncentrera sig bättre på uppgifterna.

The purpose of this study is to investigate teachers? efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:- How can teachers facilitate the learning process for students with dyslexia?- Are pupils with dyslexia included in the teachers? education in the classroom?- How do the other pupils integrate with the dyslexia pupils in the classroom?- How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia?- How do you practice when to assess and rate the students with dyslexia?The method used in this paper is a combination of participant observation and interviews with two teachers and their classes.

The purpose of this study is to search for and compare how teachers in a multicultural municipal school and in a multicultural independent school design their teaching to benefit all the students in the classroom, regardless of background.I wanted to get information about how teachers work from an intercultural perspective. To get information I used qualitative methods, which includes interviews and observations. I interviewed four teachers working in a primary school. Two from a independent school and two from a municipal school.The result revealed that both the independent school and municipal school are working from an intercultural perspective where they try to find different methods to reach every student in the class. Their biggest similarity is that the teachers put a lot of effort on language development since the Swedish language is key to the Swedish society.