The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007.The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics..

The aim of this essay is to study five teachers' perceptions and experiences of a multicultural class. I want to find out how they relate to intercultural education and how they experience that they may apply it.Sweden is a multicultural society. This fact is even reflected in the school and this imposes on teachers finding new ways to educate and prepare their students for the multicultural society.I chose to carry out a qualitative survey and interviewed five teachers having contact with a multicultural class. The study also offers suggestions to future teachers who can benefit from it in terms of adopting convenient attitudes in multicultural classes with better understanding.The outcome reached shows that the interviewed teachers try to make use of intercultural pedagogy by addressing differences between students, adapting teaching to supply for the needs of students, and also by having good contact with parents. But teachers also experience difficulties.

As Sweden has become a multicultural society the need for developing new educational approaches rises. The preschool is a crucial piece in this as it is the one of the first institutions where the children start to develop the language skills. The aim of this study is to investigate the language development approach as practiced by teachers, in their preschool programs, and determine if the teachers work methods can be considered intercultural. This is done to gain a deep understanding on several language development methods and analyze the teachers' approach within the framework of intercultural pedagogy perspective. The theoretical framework used in the study is the intercultural perspective.

The purpose of this paper was to look into how the individual has been portrayed in the different curriculums for Swedish compulsory school from the 60?s to the 90?s. This was done in order to see what type of discourse ?monocultural- multicultural- or intercultural- the understanding of the individual has led to.The purpose was divided into five questions: Who is the individual in the curriculums? How is the individual portrayed in relation to education in the curriculums? How is the individual portrayed in relation to society in the curriculums? What type of discourse - monocultural- multicultural- or intercultural- is mirrored in the different curriculums? Is it possible to see tendencies in the discourses that lead closer to, or farther away from, an intercultural perspective? The material that was analysed consists of four different curriculums: Lgr 62, Lgr 69, Lgr 80, and Lpo 94.The method used was a discourse analytic approach based on the theory of social constructionism. The answers to the questions asked were structured with the support from definitions of monocultural discourse, multicultural discourse, and intercultural discourse, derived from Pirjo Lahdenperäs (2008) descriptions of different organizational cultures.The main conclusion drawn from this analysis was the fact that the intercultural discourse about the individual has not been obtained.

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.

In this composition we will treat issues about intercultural approach and managing diversity in Swedish municipal/public school. This survey includes several theories and conceptions as ethnicity, culture, multiplicity/managing diversity and intercultural approach/multiculturalism.We studied two different schools and their awareness concerning intercultural approach and managing diversity . The study is concentrating on two schools in two different communities. One of the schools had a greater ethnic multiplicity than the other school, and therefore, we thought, it seemed easier for them to accept an intercultural approach and managing diversity. But that was not the whole truth.

The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn?t mean that teachers make of this relationship means in their teachings.

The aim of this essey is to examine how teachers´ work with individual development plans (IDP) can contribute to an intercultural leadership and inclusion. The interwied teacherss ay that IDP forces them to reflect critically on their thinking on aspects as learning methods, gender and ethnicity. It makes them listen to -and think - in new and more including ways to adapt to each pupils individual possibilities to achieve the curriculum standards within the common area. That requires lots of resources like extra teachers and new material.An active reflection can make ethnocentrism develop into intercultural competence. That is a listening, critical and diversified thinking prepared to deconstruct and create new ways of thinking in relation to different pupils and situations.

This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils? possibility to a shorter time of introduction to the compulsory school..

This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture?.

ABSTRACTThis essay has as its main purpose to examine how teachers handle teaching in art, after the governments steeredocuments and goals to reach.To find out about it I have done interviews with four teachers. I have made a study of litterature to introduce some different teaching methods that is more or less meaningful and useable. The result of the examination was different from what I expected. The interviews showed that the four teachers work in varios ways after their own conditions. They have different experiences and also have different opinions about what is most important in the art teaching.

The purpose of this study is to investigate whether and how some teachers in primary education in a multicultural area discussing the interculturality in their teaching with students from grades 1-3. It also aims to examine how students? cultural interactions in the classroom are expressed..

The purpose of the study is to investigate the communication between exchange students and their host student trough Facebook. The study shows the importance of social cues and self-disclosure to maintain a relationship. The students? everyday use of Facebook helps them to remain connected to their social life locally and create new friendships. Cultural differences were shown in the way the students formed their expressions trough their messages to each other.

The aim of this thesis is to explore from a cultural diversity perspective, students 'views on teachers' leadership styles in the classroom and what style of management students prefer. The study uses a qualitative methodology to interviewed focus groups of students consisting of a total of twelve students at a secondary school in Botkyrka municipality. The corpus was divided into three different groups. Overall, results showed that students seem to prefer an intercultural situational leadership style. This is based on the students expressed need of wanting to be understood on the basis of their cultural background.

Background: Sweden has become a society with a multicultural population. Many children start preschools with different backgrounds and experiences. Teachers today face the task of meet those children in the best way. Södertörn University has a special profile on their teacher education, the intercultural profile.Aims: My report focuses on teachers who have been working in preschools for about one to two years after graduating from the intercultural education at Södertörn University. The report aims at finding out more about their experiences and thoughts about the intercultural approach after having worked in the Swedish preschool with a special focus on the intersectional perspective on cultural phenomena class, gender and ethnicity.