The purpose of this essay has been to investigate if the national test results, in the subject of Swedish B at upper secondary school, are affecting a student?s final Grade in varied degree among different teachers. The purpose has also been to investigate if the assessment of these tests is equivalent among different teachers. This particular investigation showed that there are big differences between how teachers Grade, in relation to achieved results on the national test. According to the Swedish National Agency for Education, the teacher should take all performance information available into consideration for each particular student.

National tests has been carried out in fifth Grade since 1996. Spring 2011 is the first year since the start, when it is no longer mandatory for Swedish schools to carry out the tests in fifth Grade. Instead the tests will be moved to sixth Grade, starting in spring 2012. This thesis investigates what effects the national tests has got on the teachers planning, but also what attitude the educators have to the tests. To solve the subject, teachers that are active in fifth Grade and have recently carried out nationel tests in their class, were interviewed.

The purpose of this study is to give a description of how six pedagogues in the third and fourth Grade teaches mathematics and which working methods they use. When using the term working methods it is implied that it can for example be outdoors pedagogic, laboratory material, problem solutions et cetera. This material can both be an everyday material or a pedagogical material. The research was carried through by interviews and observations. Six pedagogues were interviewed in two different districts.

The aim of the study was to investigate how four pupils in sixth Grade use language when writing narrative texts, examined in relation to the typical structure and linguistic features of a narrative text. Another aim was to explore the similarities and differences between texts which received an A or B Grade and texts with a D or E Grade. The pupils? texts are analysed from a systemic-functional perspective on language and on the basis of the typical structure and language of a narrative text, with the focus on expressions of time, processes, descriptions and nominal groups (cf. Johansson & Sandell Ring 2012).

AbstractAim: The purpose of this study was to describe and compare education in swimming in Grade six in two different schools. Another purpose was to investigate students? perception of their swimming skills and their attitudes to education in swimming. The more précised questions were: (1) How is the education in swimming organized in each school? (2) How do the teachers control that the students reach the goals to attain in swimming in the 5: th Grade? (3) How do the students judge their own swimming knowledge? And (4) What attitudes towards the education in swimming do the students have?Method: A quantitative method, a questionnaire, was used to answer the purpose and questions of the study.

The study?s aim was to examine reading ability in secondary school students. The participants; 30 Grade 7 students (13 years old) and 30 Grade 8 students (14 years old) without literacy problems, and eleven Grade 8 students whom either had documented literacy problems or received special education for it, were selected through convenience sample. Text comprehension was tested by three texts which are called the Skobigotexts. Three reading settings were applied: listening, silent reading and silent reading with textsupport.

The aim of this study was to investigate the knowledge of caries and gingivitis among third to fifth Grade school children. A questionnaire was distributed to 117 children of a primary school in the south of Sweden. The result of the study indicate that the children had good knowledge regarding development and prevention of caries and gingivitis. However, the children did not know the meaning of the words caries and gingivitis. The children also appeared to lack important information about dietary measures to achieve good dental health.

The evaluation and assessment of a pupil?s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (Grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in Grade 3. One of the purposes of this research has been to find out the teacher?s opinions of the written assessment in Grade 3.

I have conducted a study and examined the significance and extent of bullying. I will also examine whether any students in Grade eight have been victims of bullying during the past year and where bullying was carried out in school X. The second objective is to explore what students think about the concept of "taunting". I have used various theories of researchers to get an understanding of what bullying is, where it occurs, causes, and suggestions for measures. To get an answer on the purpose and issue a quantitative method was used in the form of a survey. Target group for the survey consisted of students from Grade eight schools in X which is located in a suburb of Stockholm. Two classes of Grade eight in School X carried out the survey during the same day.Results showed that bullying occurs at X school, but that the proportion of boys has been more subjected to bullying than girls. The majority of the students in the both classes believed that most cases of bullying occur in school hallways, playground and cafeteria. It may be one reason why school X does not have guards or other members of staff. The majority of students also considered in the survey that the concept of "taunting" is to call each other by words of ?genitalia". I think that the use of foul language has become common in today's schools.  .

The aim of this essay is to create an understanding, of how teachers comprehend knowledge, Grades and tests in a school context. It is important to get a grip of the different parts of the teacher?s reality. The test, the Grades and knowledge are deeply connected as a part of a whole. The teachers view on knowledge can not be understood without asking about the practical parts of their work and understand how the different parts are dependent on each other.The main material consists of interviews with four teachers that work in a public mandatory school in the south suburbs of Stockholm.

The school is under constant change and school reform on the conveyor belt. In 2009 the Swedish government introduced new directives for the elementaryschool, including multi-national sample, written testimonials from Grade one and Grade with several Grades rose from Grade six. The purpose of this study is to examine currently active primary teacher perceptions of the pupils' learning and development might be affected by those earlier and clearer knowledge assessments, and how teachers perceive this reform on the basis of the Swedish school's motto "a school for all". The study was carried out with a phenomenological approach where the method has been depth interviews with five active primary teachers from Grades one to six in a school. The results show that teachers perceive that the earlier and clearer assessments will affect students differently according to student performance and knowledge.

AimThe purpose of this study is to, from a perspective of a PE teacher, look at how teachers of physical education in elementary school designs and assesses the teaching of swimming. The issues underlying the study are as follows:Which elements are included in the swimming education and how do teachers work with these operations?What does the PE teachers classify as swimming ability and what do teachers experience as obstacles for the students development of swimming ability?How do the PE teachers interpret the knowledge requirement in Lgr 11?MethodThe study is based on six interviews of qualitative nature, with PE teachers from various municipalities in the region of Mälardalen.ResultsThe result yielded by the study is that the swimming classes can take different forms depending on whom the teacher is. Common to all the teachers in the study is that they teach emergency management and lifesaving. When it later comes to teaching how to swim and practice, the teachers who teach in the younger age groups work more concentrated and continuously with swimming, while the teachers who work with the older age groups just checks whether students can swim or not.

This study examines if children in 5th Grade experience any speech anxiety about speaking when everyone in the class will hear but while sitting down either by their desks or in a circle. I also want to find out how much the children speak; do boys or girls speak more than the other sex? Is there any difference in space of speech in the classroom, and if so is it connected to speech anxiety? Gender perspective is the theoretical outlook that this study has which is used to find out if there are any differences between boys and girls in the amount they talk in the classroom and the way the children themselves describe how it is to talk in the classroom. To find out if children in 5th Grade experience any speech anxiety while speaking sitting down in everyday activities I interviewed six boys and six girls and to find out how much they spoke I observed the Grade for a total of nine lessons. The result shows that some of the pupils do experience speech anxiety when sitting down and speaking so that everyone can.

AimThe purpose of this study is to, from a perspective of a PE teacher, look at how teachers of physical education in elementary school designs and assesses the teaching of swimming. The issues underlying the study are as follows:Which elements are included in the swimming education and how do teachers work with these operations?What does the PE teachers classify as swimming ability and what do teachers experience as obstacles for the students development of swimming ability?How do the PE teachers interpret the knowledge requirement in Lgr 11?MethodThe study is based on six interviews of qualitative nature, with PE teachers from various municipalities in the region of Mälardalen.ResultsThe result yielded by the study is that the swimming classes can take different forms depending on whom the teacher is. Common to all the teachers in the study is that they teach emergency management and lifesaving. When it later comes to teaching how to swim and practice, the teachers who teach in the younger age groups work more concentrated and continuously with swimming, while the teachers who work with the older age groups just checks whether students can swim or not.

This thesis investigates strategies used to include students with language disabilities in schools and whether they differ depending on the age of the students. A interview guide for qualitative interviews was used to interview two groups of respondents (teachers with longer and shorter experience) The material was categorized according to students ages (Grade 5 and below respective Grade 6 to 9) The results show that there is no common plan for how to work with children with language disabilities in the investigated municipality. However, similar strategies are used for both groups of students, but how the strategies are applied differs..