The purpose of this study is to generate knowledge about how teachers relate to students with language impairment in learning situations, with particular focus on working memory. The questions are: What kind of knowledge do teachers have regarding language impairment and working memory?, What experience do teachers have regarding lack of working memory abilities among students with language impairment and which consequences do the teachers believe such defects may have for the students? and How can teachers create a learning environment that reduces the working memory demand for students with language impairment? A review of the field shows that there are gaps to fill regarding students with language impairment and working memory. Language impairment has so far been neglected by researchers and within the public debate. How working memory capacity affects the students has only recently begun to receive attention in school and research.

The aim of this Bachelor´s thesis is to contribute to theunderstanding of the headmaster´s view of his role when it comes to developing the school library and in particular the work of integrating the library into the teaching. The basis is three questions: What views do the headmasters express regarding the libraries´ main functions? What views do the headmasters express regarding their own importance for the school libraries´ pedagogical role? How do the headmasters regard the interaction between teachers and librarians, as to how the interaction works? To get answers to these questions we conducted semi-structured interviews with headmasters of secondary schools. As a theoretical starting point, we used our own taxonomy for headmasters. The basis of our taxonomy are from the points by the ?Svenska biblioteksföreningen? and ?Kungliga biblioteket?, which together form a description of a school library integrated in the school curricula.

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.

The purpose of this study has been to investigate students? perceptions of the content inthe Swedish subject and current syllabus for Swedish in the third year of uppersecondary school. The purpose has also been to analyze if students are familiar with theaims they are working towards, how explicit they are and if they have any significancefor the students? results and motivation. This investigation is based on a socio-culturalperspective and was made with help of a quantitative method by using questionnaires,but has also been studied to some extent qualitatively, which have been analyzed from astudent angle.The analysis of the results shows that the students have very good perception ofwhat they should study in Swedish year three in upper secondary school.

AbstractThis study explores how well teachers think they succeed in their mission to include children with special needs into their ordinary groups of children. Interviews were carried out with five teachers in practice of the public school (year 2,3,5 and 6). The teachers were asked what support they have got from the schools manager, initially and ongoing, (information, necessary education, supportive expertise personnel, assistant teacher to the child and schoolmaterial.) The teachers were also asked how inclusion is arranged by three indicators of participation: physically, socially (interaction) and didactically -in educational situations of reading and writing. One finding of the study was that inclusion is difficult to arrange if  parents of included children demand secrecy of the diagnosis their child has. Three cases reveal severe problems of acceptance for the included child by the peers.

In this study I?ve examined bilingual high-school students? experiences of their education held in their native language. The purpose of this study is to examine bilingual high-school students? experiences of how their school organizes the education that?s held in their native language, and how the students feel that the education in their native language has helped their overall language development and also in terms of learning in general. To complete this study I?ve interviewed six high school students and analyzed their answers using other studies and theories on this subject.

This thesis aims to examine how teachers who teach the Swedish subject, uses film in their education. The survey was given to 30 of these teachers in Nykoping, half which are working in junior high schools, and half which are working in high schools. One importantcondition to this works implementation, is the existence of the widen text concept that points to that all media is a concept that can be read and analysed. This is the attitude that The National Agency for Education aims at in different govern documents. The National Agency for education also request teachers to give the students tools to the media literacy that the society demands.

Aim of this work was to determine teachers' ideas about how to encourage lifelong learning in primary school in year 3, so that students can continue learning throughout life. To get answers to my purpose, I used the following questions: What are the teachers' perceptions of the concept of lifelong learning? What are the main aspects teachers emerged as important in education, to encourage students to lifelong learning? Is there potential barriers to teachers for the promotion by the term of lifelong learning?The method used, is qualitative interviews and as a starting point I used the hermeneutic approach. Theoretical part included Ziehes modernity theory of learning and Vygotsky socio-cultural perspective.The results revealed that lifelong learning is interpreted on the basis of active teachers in many varied ways. Teachers' perceptions of the concept of lifelong learning have been very varied.

The aim of this study is to investigate how chemistry teachers at secondary school anduniversities work with learning strategies and models of perception. This thesis leans on theworks of Lev Vygotskij and his likes but also on the theory of conceptual metaphors by GeorgeLakoff and Mark Johnson as a tool to analyze the collected data.The Empirical data that this study is based upon have been collected through semi-structuredinterviews with teachers as primary respondents.The study has resulted in a two practical assignments for secondary school which are builtaround the concept of open assignments. This thesis has also generated a suggestion for a newstructure of the bachelor programme in chemistry at KTH..

AbstractThis examination is about how pedagogue can teach language in junior school first year with element of the arts of learning. The purpose of the examination is to take a piece of how pedagogues in two classes in junior school first grade can use the arts for a way of working with the language teaching. The observation of Swedish- and English language training in two classes have give a insight in how two teacher work with the language teaching in first grade. The class teachers who were interview received questions about the observation and what they think about language teaching. The questions were about their basic view on language teaching and arts of learning.

This paper examines how remedial teachers and subject teachers in two secondary schools talk about pupils with special education needs (SEN) both in general, and more specifically about boys and girls who need special education. The study is based on 6 interviews with teachers in two secondary schools in the Stockholm area. In the analysis of the interviews, two different theories have been used. Firstly, the teachers´ speech has been analyzed based on three perspectives; a compensatory-, a critical- and a dilemma perspective (see Nilholm, 2007). Secondly, discourse analysis has been used to examine how the teachers in the study talk about boys and girls in the special education.

The aim of this essay is to get a view of the contemporary approach to children´s learning and how children´s learning and development are influenced by the preschool year for six- year olds, by analyzing the Swedish curriculum. What is the purpose of the preschool- year for six year-olds? What does the curriculum say about what children need when entering primary school? I also wish to investigate how through the curriculum common norms and standards, as far as children´s learning are concerned, are shown and discussed. My result show that the curriculum does not mention much about the preschool year for six-year-olds at all. It seems that this year in school is not given priority, which makes it difficult for the teachers to work with the children of this age and to know what their assignment is.

According to the curriculum for primary schools, pre-school and after-school Lgr11 says that students should experience different feelings and moods using different forms of expression including drama (Lgr11 2011:10). The purpose of this study was to examine how educational drama is used in three elementary schools and for what purpose in teaching. The aim was also to examine the four teachers' perceptions of what educational drama means to them.I have used a qualitative approach with interviews and contacted four teachers from three different schools to get different information for my study. Three of them were educated teachers and one of them was an actor. The information provided in the interviews was analyzed using educational drama theory and previous research. The interviews with the teachers and the actor showed the use of different methods of educational drama in education.

This study aims to give an account of five teachers? views and understandings of second language (L2) learners? previous knowledge, as well as, their linguistic and cultural backgrounds. This is carried out by the means of qualitative interviews, where the sampling consists of five primary school teachers at various schools. The findings are presented and analyzed using a thematic analysis. Furthermore, the study indicates that teachers in general have a positive attitude to learning more about their L2 learners? prior knowledge and backgrounds, both for the pupils, as well as, their own sake.

Pupil achievement and behaviour in schools was earlier seen as given by socioeconomic and biological factors. But since the late 1970s the school effectiveness research has come to give school factors a much greater role for pupils? attainments. Research has shown that schools´ pedagogical and social climate, which is to be seen as a complex product of deeply felt values and norms held by school principals and teachers and developed through practical actions, can explain variations in effectiveness between schools. Effectiveness is here to be seen as a higher mean cognitive and non cognitive student outcome than is expected with regard to initial attainment or family background.