The purpose of this investigation is to see if there is any difference in how long pupils are staying in the activity of the music- and culture schools in the country. I have compared this with how large the teachers engagements are in average at each school, how many teachers each school holds and if one teacher is teaching within different areas, e.g. on different instruments. Thru mail contact with the headmasters at the music- and culture schools I have gathered data concerning the length of which the pupils are staying at the schools, the number of teachers at each school, the size of the teachers services and in how many different areas each teacher is teaching.It has been hard to get to any results in the investigation since the music- and culture schools don?t compile statistics on how long their pupils are staying at their schools.

The aim was to investigate three anti-racist groups of pupils, their thoughts about respectively their work against racism. The aim was divided into the following questions: - What is, according to the groups, racism and what does the situation look like at the schools? - What does the dynamics in the group look like? - What courses of action are the groups using and how can they improve their work? - How can the groups be described according to the terms work group and basic assumption group? To answer these questions I made three group interviews, one with each group. I analysed the results partly according to earlier research and literature, partly according to the group theory of WR Bion, using the terms work group and basic assumption group. My conclusion is that the word racism seems to have been affected by inflation, since the groups include bullying as well as anti-racists.

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.

AbstractThe purpose of this essay is to investigate the views Swedish elementary school teachers produce on the subject of ethics. The teachers? thoughts on selection among ethical notions is described and also how these notions are assessed. The essay proceeds from the central content and the knowledge requirement in the syllabus of religious knowledge.The empirical survey is based on qualitative scientific interviews with four teachers employed in grades 4-6 at different schools.The teachers find ethics in its current state of the syllabus hard to define and they find encounters with parents and pupils difficult in their tasks. The selection of ethics is decided by previously planned basic values education or from conflicts erupting during schools hours.

This study focuses on teachers? and pupils? experiences of their use of one-to-one computers in civics education in Swedish upper secondary school. The experiences of teachers and pupils will also be put in relation to the content of the formal curriculum. The aim of this study is to investigate whether the access of one-to-one computers has changed teaching and learning within civics. The theoretical approaches used are both Tomas Kroksmark?s theory about traditional versus innovative learning and Ruben Puentedura?s SAMR-model.

In today?s´ multicultural society increasing numbers of school librarians are faced with a relatively new target group of pupils. This group is linguistically less homogenous than previously and this requires modern adaptations of pedagogic methods.Information literacy and reading promotion are two important topics that school librarians work with. Information literacy is essential for problem based tuition and to increase it requires a well developed language. This study is focusing of the school librarians work with reading promotions.

In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.The study is based on interviewes with four leisure-time pedagogues, who all have been working before?and therefore have experienced the time before?during and after their establishment moved in to school.These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school.

AbstractEmma Hjalmarsson, teacher studentMaria Talevska, teacher studentTitle: So different yet so alike â A comparative study focusing on the pedagogical leadership in two different cultures.Växjö University, Fall Semester 2005, Department of the HumanitiesGIX 192, Degree project/Religious Studies in Secondary EducationThis paper compares the pedagogical leadership in Thailand and Sweden. By performing interviews, handing out questionnaires and observing class rooms we wanted to compare the relationship between pupils and teachers from one school in Sweden and one school in Thailand.From the pupils we wanted information about their view on teachers; what characterizes the best teacher, what the worst teacher is like and how they would like a teacher to be.From the teachers on the other hand we wanted to know what kind of relationship they would like to have with their pupils and how they work to accomplish that purpose. We also wanted to find out if they put more emphasis on upbringing or knowledge and if there are any religious influences in the education.Finally, we also wanted to see if there was something from the pedagogical view in the Thai school that we could use in education in Sweden..

In my essay I'm studying what aspects of the school environment that influences the pupils experience of safety and what aspects that strengthens the experience of safety. I'm introducing three different dilemmas from three different places in the school environment. The three dilemmas have that in common that they focus on safety. I'm introducing the after-school centre commission according to the National Agency for Education, presenting results and theories from various researchers and authors about how you can work with safety regarding children's development and learning. My conclusion is that safety is a very important aspect when it comes to learning and for the overall development of children.

As in society in general, exclusion of individuals takes place in the school system. Even though schools ? according to the curriculum ? are supposed to cherish diversity, many children are left outside of the community formed during school activities. In order to gainknowledge of how schools can prevent and inhibit exclusion, this work aims to study how the problem is interpreted and managed. The study included six pedagogues: three pre-school teachers and three 1?7th grade teachers.

This masters thesis examines the reading environment during "booktalk", with special reference to a reading project in compulsory comprehensive and upper secondary schools in Stockholm. The main question is: What does the reading environment look like during booktalk? Three questions are asked: Which factors affect the reading environment? Which are the conditions concerning book selection and book availability? How do the librarians perform as enabling adults? Different groups of pupils, together with their teachers and the librarian, are studied during booktalks in five schools. The study uses a qualitative approach, which takes the form of open observations during 15 booktalks and one interview with the two librarians involved in the project and studies of literature. The theoretical framework is Aidan Chambers theory relating to reading environment and its effects upon the reading process.

The main purpose of this study is to analyze texts written by pupils during the national test in the subject Swedish for grade 9 in order to identify and illustrate how they have met the instructions for the writing task including genre. The texts have been analyzed using Palmér & Östlund-Stjärnegårdh?s (2005) model for student text analysis. This model has been supplemented by studying word and sentence length, as well as indexes for level of readability (LIX) and word variation (OVIX) in order to illustrate possible differences in a gender perspective. The results of this study are in line with previous research, as the girls? texts are longer and more descriptive, while the boys? texts are shorter and show a wider range of word variation.

AbstractThe purpose of this essay is to investigate the views Swedish elementary school teachers produce on the subject of ethics. The teachers? thoughts on selection among ethical notions is described and also how these notions are assessed. The essay proceeds from the central content and the knowledge requirement in the syllabus of religious knowledge.The empirical survey is based on qualitative scientific interviews with four teachers employed in grades 4-6 at different schools.The teachers find ethics in its current state of the syllabus hard to define and they find encounters with parents and pupils difficult in their tasks. The selection of ethics is decided by previously planned basic values education or from conflicts erupting during schools hours.

This paper is about teachers ?attitudes towards their pupils, both today and in the past. It describes various events with Adam, Elsa and Kajsa which I have observed at my preschool. Via a retrospective analysis I have attempted to understand how teachers ?views of their pupils has changed from the beginning of the century to the present day.

This essay will treat questions regarding why we should read literature, more specifically fiction, in schools. My issues regards how the curriculums of the swedish school subject legitimizes reading of literature, and my main focus is on the curriculums themselves. As a complement, I have completed three interviews with professional teachers to see how they legitimize reading for the pupils and for themselves. I have also discussed the potential democratic values of teaching and reading literature in schools, and I discuss my results in relation to the "values" of the swedish schools. My study is based on a study of the old curriculums, completed by Magnus Persson in 2007.