According to the Läroplan för förskolan, Lpfö 98, are pre-schools suppose to introduce the written language and embrace childrens curiosity about the ability to communicate with the written language. The purpose with this research is therefor to study the attitudes of pre-school teachers towards three- to five years olds writing and also to shred some light over which role teachers and other adults have when children learn to write. The earlier research contains different theories about how children in pre-schools conquer the written language and the teachers role in this process. Teachers attitudes towards and thoughts about childrens early writing could be made visible through interviews with teachers who all currently work at pre-schools. The results indicate that pre-school teachers have different attitudes towards childrens early attempts to write.

Pupils learn in different ways. It?s up to the teachers´ to give pupils the knowledge they need to live and work in society. The teacher should be aware of the ways of children learn in the classroom and should teach accordingly. Pupils work individually but should even be offered some kind of group work regularly.

This thesis has the purpose of developing a normative theoretical framework based on different political philosophers and scientists view on deliberative democratic theory, discourse ethics and a modified norm of citizenship. This framework is supposed to contain the ideal communicative situation for people seeking asylum. Hence, the thesis argues that political influence is best practised through communicative rights, and that people seeking asylum are in title to such rights. We conclude that the standards needed to be met in order to reach the ideal are: translators, translated information, arenas for- or channels of communication, language education, and deliberative education. Once the framework is established we focus our interest on the Swedish state.

Most of my 16 students show a negative attitude towards mathematics and have difficulty understanding why they need mathematics to work as cooks. Their lack of knowledge has a negative effect on their work in the kitchen because they cannot master relatively simple mathematical solutions. The purpose of this study is to examine if an integrated working method of the subjects mathematics and cooking can change students? attitude towards mathematics and increase their understanding of the value of it in restaurant work. An integrated working method means to integrate the core subjects with programme specific subjects and that teaching is directed towards the main features of the vocational programme in order to create a holistic view.A theory of action research has been applied in this study, aiming to change something perceived as problematic through combining theory and practice in the cooking subject.

The investigation has taken starting point in the Swedish school history by a look back at the last three curricula and its rating system in order to see the differences and similarities between them. Furthermore, the focus was on the implementation of lgr11 and how it has worked out both on the national and local levels, with the help of, among other things Imsens "five faces of the curriculum" and Lipsky theories of grassroots bureaucrats. The aim of the study was to investigate teachers' perceptions of differences in teaching and assessment in grades 7-9, during the changeover from Lpo94 both on lgr11.The questions developed for this purpose was: How do teachers say that their teaching changed in conjunction with curriculum change? Has there been a refocusing about the concept of knowledge in the curriculum shift, and if so, how?How the assessment and grading did change with the curriculum change?Data collection has been made using a quantitative survey with qualitative elements. The survey consisted of 10 questions that everyone faces the transition to lgr11.

Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family?s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education?s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply.

This essay is about integration's discourses in newspapers. It compares four different newspapers with each other and it compares them also in a time perspective. The four different newspapers that the essay compares are Aftonbladet, Svenska Dagbladet, Dagens Nyheter and Expressen. These are Swedish newspapers and they are distributed all over the country. The time perspective is a two months period, one month in the year 1994 and one month in the year 2002.

Denna studie handlar om språk och statusskillnader mellan språken. Syftet var att ta reda på om flerspråkiga grundskoleelever upplever att deras olika språk har olika status. Undersökningen är deskriptiv till sin karaktär. Sex stycken respondenter från åk 9 blev intervjuade. Intervjun består av två delar en skriftlig del och en muntlig del.

ABSTRACTThe purpose of this essay is first to get a general idea about a group of working teachers thoughts of mathematics and the teaching in mathematics. I also would like to find out what they think affect pupils relationship to the subject. The surveys main purpose is to compare teachers in grade 4-6 and teachers in grade 7-9 view of what you as a teacher can do to further the learning in mathematics. I have done eight interviews. Four of them are with teachers in grade 4-6 and the other four interviews are with teachers in grade 7-9.Concerning the result of my examination it is difficult to come to a general conclusion.

The purpose of this thesis is to investigate whether or not capitalism, viewed here as the system that is currently the dominant economic system in the Western world, can be seen as a modern myth or not. An author, Brian Tracy, of several popular self-help books is the target of this investigation and the language he uses in his books have been scrutinized in order to see whether or not he uses a religiously influenced, and more importantly, myth-creating language. In order to do so, Bruce Lincolns theories of myth have been used in correlation with Stefan Arvidssons definition ov myths. Also of interest is whether or not Tracy in his books uses any of the instruments of power defined by Michel Foucault to support his claims.The investigation shows that capitalism indeed can be seen as a modern myth. This claim is supported by the facts that Tracy not only uses a language heavily influenced by Christian texts and belief but furthermore because he descirbes himself and the people he claims to have helped in a way that strongly resembles the narratives of myths.

This essay focuses on four different aspects of readability: voice, causality, advanced words and the LIX-value of words. Each of these four facilitates or aggravates reading comprehension for students, which is further defined in the paper. The study is an analysis of textbooks in history for 8th grade from a second language perspective. In terms of voice, causality, advanced words and the LIX-value of words, the study shows that books with higher grades of causality and voice and lower grades of advanced words as well as a low degree of LIX-value are better for students to work with..

No matter what subject or which grade you are active in, the teachers in Sweden have incommon that they are provided with governing documents that states the guidelines and goalsregarding each subject. Along with these governing documents every teacher has to findmaterial that will be used as the foundation of the teaching. This thesis is a study of howSwedish history teachers define what material they are going to use in their teaching, andwhich the factors are that is affecting these choices. The question whether a child?s ethnicaland cultural background is a factor that affects this choice of material is concerned, as well aswhat is current in Sweden and the world.

During the past decade Information Technology (IT) and Information and Communication Technology (ICT) have become the main tools in teaching. Authors and early educators who are treated in the study talks about how technology has come to change the school's approach to teaching and didactic tools. The technology has also affected students´ and teachers´ ways to work because the technology's versatility makes demands on the user's expertise and competence. The technical skills have long been associated as a male domain, where men are expected to master the technology´s versatility. These expectations are not the same for women.

The purpose of this thesis is to describe how principals apprehend the school library. In order to respond to this I formulated three questions: How was the improvement of the school libraries carried out in one municipality? Is the school library experienced as a part of the schools organization? How is the use of the school´s library experienced? To be able to answer these questions, for the purpose of this thesis, I have studied relevant literature on school libraries, the school organization and literature on qualitative methods. I have made six qualitative interviews. The objects of the interviews were three librarians and three principals.

According to the curriculum for primary schools, pre-school and after-school Lgr11 says that students should experience different feelings and moods using different forms of expression including drama (Lgr11 2011:10). The purpose of this study was to examine how educational drama is used in three elementary schools and for what purpose in teaching. The aim was also to examine the four teachers' perceptions of what educational drama means to them.I have used a qualitative approach with interviews and contacted four teachers from three different schools to get different information for my study. Three of them were educated teachers and one of them was an actor. The information provided in the interviews was analyzed using educational drama theory and previous research. The interviews with the teachers and the actor showed the use of different methods of educational drama in education.