AimThe purpose of the study was to investigate how upper secondary school students experience performance demands during their physical education and health classes (PE-classes). The questions were as following: Are there differing perceptions between the sexes whether students experience performance demands? In what situations do the students feel that the demands on their performance are high during PE-classes? Do the students experience of demands on performance differ whether the physical education and health teacher is male or female? Do students feel unfairly treated by the physical education and health teacher during PE-classes?MethodSeven upper secondary schools in Stockholm?s administrative district were randomly selected to participate in the survey. The principals were contacted for further information and to set a date for performing the survey. The project leaders were present during the days the surveys were taken by students in the social science and natural science programs.

The aim of this essay was to understand how teachers identify and deal with the problems surrounding economic vulnerability among their students.  A qualitative study method was conducted by seven semi-structured interviews with teachers from a big city in Sweden. When analyzing my result I found support in Goffman's stigma theory as well as in previous research. The teachers identify economic vulnerability amongst their students through their material belongings, when the class does something extraordinary, and through how the students communicate. Problems that the teachers can see in the classroom for economically disadvantaged students are that they can be aggressive, unruly and become introverted. Problems with studies and shoplifting are also common.

The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student?s participation in school and in the progress with their own IEP.I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school.

This paper investigates how students in the humanities in four universities in Sweden reflect on their education and the current view on the humanities as an education and a science. I want to investigate what impact the past few years public debate about the humanities have had on the students. What kind of beliefs and identities do the students of the humanities form and how do they discuss the universities, the choices they made in life and how do they feel about the future.This study is based on interviews with seventeen students in Sweden from four different universities. The research is also based upon a report that The Confederation of Swedish Enterprise (Svenskt Näringsliv) published in 2011 and the debate following that report. I have also made participant observations on the four universities to make a broader description for the reader.

This study investigates how assistive technology tools are used in the classroom by students in reading and writing disabilities in the school years immediately prior to moving to gymnasium. Through observations and interviews with two students and two teachers this study also considers if the use of these tools can lead to increased accessibility and goal fulfilment, and whether these elements are prerequisites for success. The result shows that the students use laptops in the classroom, primarily for writing longer texts, and that in order to be successful, an early start, equipment, time and positive attitudes towards the tools are important. The students use the tools in the classroom, but they have very different feelings about how included they are in the class. The participants see a clear link between the use of assistive technology tools and increased goal fulfilment. .

The aim of this thesis is to seek understanding to how a national identity is constructed. Five women and five men at the age of 21-37 years old have been interviewed during November 2005 and January 2006. All of them lived Oslo at the time. The informants have been divided into two groups, `Swedish immigrants` and `Norwegian immigrants`, none of the people interviewed is ethnic `Swedish` or `Norwegian`. The empirical material has been analysed with the help of Billig´s theory about banal nationalism and Laclau and Mouffe´s discourse analysis.

The purpose of this study is to explore the concept of the immigrant-writer. By studying the literary criticism on four debutants, all of whom have been categorised as immigrant-writers, I have come to the conclusion that the critics tend to focus on the authors' otherness. By using postcolonial theory I've analysed the role as representatives of a supposed other reality that is imposed on these four authors by the literary critics. The theories of Pierre Bourdieu, especially his concepts of symbolic capital, literary field and position, have been used to contextualise these conclusions. Although the otherness that the critics accentuate seems to work as a negative symbolic capital in a bigger societal perspective, in the author's position within the literary field it grows their positive symbolic capital.

AbstractStudy: Degree project in teacher education, Advanced level, 15 pUniversity of SkövdeTitle: Competence ? Self image ? InclusionA study of a couple of students in need for extra education and theirexperiences of their studies at school in a special class.Number ofPages: 43Author: Britt HellqvistTutor: Gunvi BrobergDate: 01-2008Keywords: special class, extra education, competence, self image, inclusionStudents who have difficulties in school or in the social contact are the main subject of this thesis. The students that I have interviewed attend the upper high school in a special class, separated from the major school. My purpose has been to investigate how such students experience their studies at school, with emphasis on competence and the feeling of participation. Moreover, the self image of these students was investigated.

AbstraktHaving influence over questions that concern us is a part of the society that we live in, where every individual have the right to make her voice heard (Danell, 2006). For many decades, the school has had many different ways to give the students influence. Rönnlund (2013) is giving a historical overview of the history of students influence and enlighten us how the influence has changed over time. The influence from the students is very important and it is the students right to make their voices heard about things that concerns their work environment but also to affect their curriculum. The education in school should be fitted to every individual student (Danell, 2006).   According to Aaron Antonovsky (2007) our wellbeing is based on that we all can take part and deicide about the things we are meant to do.

The aim of this study was to investigate what formative assessment means and get information about how teachers? assessment practice in formative assessment can look like, based on five key strategies. I have observed five teachers in grade 4 to 6 during a week of their mathematics teaching. Formative assessment is assessment for learning and has the purpose to support students? knowledge development.

Although I myself haven?t been bullied per say during my school years. I?ve sure been teased and occasionally felt left out. On the other hand ? who hasn?t? And that as well is my point.

The purpose of this thesis is to investigate how students writing their master thesis seek information, how they reason about their information seeking behaviour and how their studies in LIS could have affected their information seeking behaviour. The result was analysed with Roger Säljö?s theory about the sociocultural perspective about how individuals learn in relation to their context and the social practice that they act in. The following conclusions were drawn from analysing the result. The students didn?t really reflect over their information seeking behaviour.

The purpose of the study is to examine different situations and behaviors for students diagnosed with AD / HD and see if there are times where their diagnosis will be extra visible. This will ultimately see how and where these children may need support in their daily lives, and about the support they receive is relevant to their needs. Questions I intend to examine: Are there situations for students throughout the school day in which ADHD diagnosis becomes extra visible? If so, what situations? How is the diagnosis in these situations?It is estimated that about 3-6 percent of school children have AD/HD. It causes difficulties with concentration as well as impulse and activity control.

The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:- How does Ideskolan cope with and support students with reading and writing difficultiesThis has in turn generated the following questions:- How is special education organized at Ideskolan?- Is a diagnose always needed in order to deploy extra support?The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan.

Since studies points out declining interest in science among students in Swedish schools, I have in this paper chosen to examine how some students at the Social Science Programme are experiencing the lessons in Natural Science and how to make lessons more interesting according to these students.The purpose of this study was to gain a greater understanding of how teachers would develop new perspectives and tools to make lessons in Natural Science more interesting. I also wanted to investigate whether an intercultural perspective could be a possible tool to increase students? interest and motivation.As a theoretical framework, I have assumed Vygotskij's sociocultural perspective, Habermas's theory of deliberative conversations and an intercultural perspective. Through a qualitative approach, I conducted interviews with students and teachers. The main results showed that students felt that natural Science lessons were too theoretical and undemocratic and that they wanted to have more student interactions, such as discussions and group works.