This paper deals with how science teachers in the Swedish secondary school choose the content in the education they give to the pupils. What are the reasons for their choices and what do they think of the purpose of science in secondary school? Through interviewing science teachers the investigation shows that there are three different views of how to choose content in the science education: one focuses on the processes of science itself, one integrates the socio-cultural aspects and one emphasizes the interests of the pupils.

Sweden  has  been  characterized  as  one  of  the world?s most  secular  countries, even though  it is  becoming  increasingly more multicultural.  This,  combined  with  the fact that pupils do  not  feel  they  have  enough  time  in  school  for  Religious  Education and that the requirements are increasing made me interested in how they talk about religion in upper secondary school. The aim of this study is to see if there are any differences between how pupils in vocational programs and academic programs are talking about religion and Religious Education. The main questions that were raised revolved around 1)  how  pupils  talk  about  what  religion  is,  2)  how  they  talk  about  religion  in  the Swedish  society  and  3) how  they  talk  about  Religious  Education  in  upper  secondary school. The questions were also about what similarities and differences I could find in the way they talked about these subjects.

Gender is a universal factor that is unavoidable in classroom interaction between pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94.Our essay is built on our studies around what teachers think on how they treat the pupils, on the basis of gender perspective.

The United Nations Convention on the Rights of the Child (UNCRC) was ratified by Sweden in 1990. Among its principles is devotion to the best interests of the child (article 3). This principle is hard to define, and it is difficult to find studies on how children express themselves about how the convention should be realized. The Swedish government wants local councils to introduce routines that follow the proposed rights. The Swedish school system is an important arena where UNCRC?s rights can be put into practice.

Objective: The aim of the study is to describe pupils' understanding of the mathematical concept of function. How do pupils define the concept of function? What images of the concept of function evoke when they solve tasks, which involve identifying and constructing functions?Theory: A student's thinking about a mathematical concept depends on more than just the formal definition of the concept; therefore Tall and Vinner introduce the term concept image to describe the role cognitive structures play when students learn about concepts. The cognitive structure includes all mental images, associated properties and processes that an individual associates with a given concept. According to Sfard, an individual's understanding of mathematical concepts may have different character: an operational conception, where a concept is conceived as a process and a structural conception, where the given concept is conceived as an object, that is, as a whole.Method: 16 pupils at the Science Program at two different upper secondary schools inSweden answered a questionnaire on the mathematical concept of function.

This study is about different teacher?s ´conception of remedial classes and its function in Today´s School. ?A school for everyone? the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different.

In this thesis I'm trying to investigate how good educational computer programs work in elementary school. I delimited the study to contain one elementary school in the stages of 6 to 9. The method I used was qualitative and the approach was inductive. I interviewed four teachers and five pupils as the way to collect data for the study. The theories I used were parts from different books with authors, which have done similar studies and researches.

The purpose of this study is to describe some primary school teachers understanding of language development and approach of first and second language speakers with Arne Tragetons Writing to reading, for pupils in early ages.By using a qualitative method with interviews and participant observations and informal conversations, the basis for the survey was collected. Four teachers in three schools participated. The proportion of second-language pupils at each school was 35%, 17% and 0%. My theoretical starting point in the study was the hermeneutic research tradition, which has been used to interpret and understand the collected material. Theories of behaviorism, constructivism and socio-cultural perspective has been used in the analysis part of this study.

In Sweden the latest curriculum, Lpo 94 was released in 1994. This document revolutionized the teaching profession. The school system was changed from a governmental control into a communal control. The earlier curriculums were controlled by rules; Lpo 94 is controlled by aims. This has led to a big spectrum of teaching styles which all of them agrees with the Lpo 94.Our purpose with this report is to illustrate two different leadershipstyles regarding the subject Swedish.

The purpose of this paper is to examine how the term "pupils in need of special support" is defined in Swedish central policy documents. The essay is based on a social constructive contribute knowledge about the term?s definition and interpretation with support in a range of scientific texts. The method for achieving the purpose based on qualitative textual analysis of Skollagen 2010:800, Läroplan för grundskolan, förskoleklassen och fritidshemmet- Lgr 11, Salamancadeklarationen and analysis of the result of three scientific studies.Neither Skollagen 2010:800 nor Lgr 11 gives a clear definition of the term ?pupils in need of special support?.

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.

How schools handles threat and violence among pupils could have an effect on the surrounding world, since schools reflect society at large. This study attempts to explore how this is handled within two schools, one secondary school and one upper secondary school. How do the schools work with violence and threats amongst pupils? Who is responsible for what? Is this work based on school guidelines? Why/why not? The theoretical starting-points have been Lundquists implementation-based control-model and an organizational point-of-view using theories about open and closed systems, primarily Meyer and Rowans neo-institutionalism. To gain validity, the study has been carried out by way of triangulation, i.e.

This study aims to increase the understanding of how some teachers and special education teachers work and relate to pupils with difficulties, and in which way they use guiding documents in their daily work. Over the last four decades the curricula in Sweden have aimed at creating a school for everybody though, without any significant success. Today, many students leave the comprehensive school without grades in the subjects Swedish, Maths, and English. Since the obligatory school was introduced, pupils that have been considered un-normal have been sorted out to other groups and classes, where teachers with special competence have been working.The designation ?a school for everybody? is described in perspective from four different definitions.

The integration policy in Sweden shall encourage individuals to support themselves and take part in society. It shall alsocontribute to equal rights and opportunities for women as well as for men. In Borlänge this has resulted in a program ofintroduction for new arrivals from other countries. However, at the unit responsible for economic support, they havediscovered that women with immigrant background more often than men seem to have trouble starting or became to anending of the program, which then especially leads women to a long-term dependence for economic support. The purpose of this study has therefore been to investigate what factors affect immigrant women?s participation in theintroduction, and what significance this participation has for their possibilities to become economically self-supporting,and integrated into Swedish society.

The purpose of this study is to investigate how teachers work with Autism pupils in two different schoolforms: a traditional elementary school and a language school. The study was based on three questions: 1. How do teachers in elementary school prepare, plan and implement reading and writing instruction to Autism pupils? 2. How do teachers in the language unit prepare, plan and implement their reading and writing instruction to Autism pupils? 3.