Arbetet är en studie kring hur några lärare i årskurs 4 arbetar med learning study. Flera studier påvisar att teorier och forskning om lärande och undervisning endast når fram till lärarna i begränsad utsträckning. Learning study är en metod för forskning och syftet med denna studie är att undersöka hur några lärares sätt att undervisa förändras efter att man arbetat med learning study i sin undervisning.För att kunna ta reda på hur lärare arbetar med learning study så har lärare från olika skolor intervjuats samt att professor Ference Marton har intervjuats för att ta del av hans kunskaper.Resultatet från intervjuerna är att lärarna i studien idag oftare använder variation och skillnader i sin undervisning samt att lärarna i första hand fokuserar på vad som ska läras..

Most studies on parenthood and learning difficulties focus on mother and child, and very little is know about fathers with learning difficulties. Moreover, people with learning difficulties are rarely asked to tell their own narratives. The aim of the current study is to identify the role of the father in families where one or both of the parents have learning difficulties. Laws and regulations concerning the rights of people with learning difficulties in Sweden are accounted for and the he social support system for all parents in Sweden are described .The empirical study is a qualitative phenomenological interview study, inspired by narrative traditions, and describes how fathers with learning difficulties experience these support systems. The main data are two life stories of fathers with learning difficulties and one observation in a family.The findings suggest that although Sweden has a highly regarded disability policy and social support system, and even though fathers with learning difficulties are assured equal rights as members of the society and as parents by the Act of Human Rights, they are not treated equal but still faces structural inequalities.

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 purpose of this essay was to study what students at the upper secondary levels thought that they learned in physical education and if there were differences between girls and boys learning. The purpose was also to study different factors that could affect the learning and to show how curriculum and prior research relate to the students learning. In this essay we used the three aspects of health that are mentioned in the description of physical education: the physical, the social and the psychic. The study was based on a quantitative research where 165 students answered questionnaires about their learning. Our research showed that the students did not get the knowledge that the A-course in physical education should provide and that the goals for the course were not accomplished.

This study rises up an untouched area of ??research where the relationship between newly arrived parents and teachers is examined from a structural perspective. Previous research has looked only at the interaction between parents and teacher; this study is thus a theoretical contribution to the research. The aim of the study is met by examining the perceptions newly arrived parents have of their meeting with the Swedish school, the relationship with their children?s teacher, cooperation, collaboration between home and school, as well as their own influence in their children's learning.

In this paper I have examined how aware teachers are of their influence on pupils development. The method I´ve used are interviews with three teachers and one pupil each aboutMusicality - how do the teachers and pupils look at the concept musicality generally and personally?Influence I- do the teachers believe that their thinking about musicality influence the pupils self-confidence and development?Influence II- do the teachers think that other pedagogues have influenced them in their teaching and thinking?My main results show that both the teachers and the pupils have similar apprehensions as their teachers, which points towards that influence can exist. The basis is however too limited to make any extensive generalizations.The conclusion of the paper is that we have to be aware of how we influence our pupils. They carry this ?knowledge?, whether it is positive or negative, all their life..

This examination paper defines how educators work with esthetic, and esthetic learning in pre-school. I have done research by interviewing four pedagogues. The result shows that the pedagogues does work with esthetic and practice esthetic learning processes, but their work shift. Some pedagoues practice strong esthetic and some practice more modest esthetic. Some of the pedagogues are more aware than other of the esthetics influens of the childrens life long learning.

The aim of this study was to analyze the assessment of the primary school, from the teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.

The purpose of this study is to investigate how much influence children perceive and feel that they have in terms of after-school activities and offerings. I have also tried to find out how much influence the children in the selected after-schools feel they have. This is to highlight how children themselves perceive their influence and if the children are aware of their rights in terms of participation and influence. The study also wants to highlight the forums and the ways in which children feel that they are heard. The study used questionnaires and group interviews were made of 15 children aged 8-9 years from two after-schools, located in two different schools in the same municipality.

The purpose of this study is to investigate the children?s mathematics learning through play. The questions to be answered are: how can teachers facilitate children?s mathematics learning through play? How can play affect children?s math learning? Are the children aware of the role of play in their mathematics learning?My method is based on interviews and observations. My informants are three teachers who work in two different preschools.

The focus of this study is children´s influence and participation. This is an important part of preschool, according to the Swedish curriculum (Skolverket, 2010). Hoping to see another perspective of working with children´s influence and participation, my study took place in Nepal. The method used for this study is qualitative interviews. The interviews are made with teachers with insight in preschools in Nepal.

In 1990 the education training program for teachers working with children with special needs was changed. One major difference in the new program compared with the former one is that the specialized teacher is now mainly supposed to supervise teachers instead of teaching pupils who have learning difficulties. The aim of this qualitative interview study has been to find out what the specialized teachers think about there education, and how this could influence children with cognitive disabilities in special schools. I have interviewed six teachers who specialized in teaching pupils with cognitive disabilities. Three of them where educated prior to 1990 and the others were educated after 1990.

This research paper has the aim of examining Swedish and Australian teachers? knowledge base and use of learning strategies in their language classes. After conducting qualitative interviews, the interviewees? answers are tabled to corresponding descriptions of how strategies are communicated in current curricula of the two countries. The answers confirm that teachers? understanding of learning strategies partly agree with previous research on strategies.

This essay is written about how the physical environment affects teachers? own learning. The purpose is to see how the teachers? work is affected by various factors, such as the uses and placement of the teachers? offices, common room, or any other places where a meeting may occur. The survey was conducted using both interviews and observations of the teacher?s office.

The study´s purpose is to investigate the underlying norms of how the concepts of language development and learning, used in the preschool curriculum. Knowledge of the concepts underlying norms can help to make visible what approach preschool teacher is expected to have to children's language, in relation to development and learning. The results of the study may in turn provide a picture of societal norms on children in preschool and a deeper understanding of the importance of preschool to review and analyze the content of the curriculum, then it is not a foregone conclusion.Theoretical basis is curriculum theory, which involves studying curricula in order to create a knowledge of a society and its cultural, social and economic demands. Norman Faircloughs critical discourse analysis is used as a method, in order to achieve the study´s intention and answer the questions at issues in the study. The critical discourse analysis considers that the discourse is creating the social world through language.The results of the study show that there is a language in the curriculum as normatively may influence preschool teacher.