The aim of this graduate essay is to elucidate and compare the approach to learning that emerges in texts about the two educational practices Montessori and Reggio Emilia.The guiding research questions in this study are:What do Montessori and Reggio Emilia that learning is about?The mean Montessori and Reggio Emilia that learning goes to?How do you describe the Montessori and Reggio Emilia justification why it is important to learn? Through a poststructural theoretical framework and text analysis the study focused on what has been written about learning in the traditions of Montessori and Reggio Emilia.The results of the study indicate that both Montessori and Reggio Emilia look at the child in a similar way in which the child have the desire to explore and learn. Both pedagogy traditions think that the child will develop into independent people who can change society in the future for the better and with a democratic basis.The study also reveals how the Swedish curriculum (Skolverket, 98/10) is inspired both by the Reggio Emilia and Montessori traditions through describing how preschool should stimulate and challenge the child's development and learning, utilize and strengthen the interests of children to learn to conquer new experiences, knowledge and skills..

The new technology brings new opportunities for the language. The language, which is used when chatting or messaging, is full of linguistic devices, which facilitates writing and saves time and space. The purpose of my investigation is to find out if the chat- and- messaging- language is affecting the students' way of writing in school.To find out about this I have examined 79 essays written by students in grade 9 during the national test 2006. I have also to found out if the occurrence of these features differed between boys and girls. In addition, I have let the same students who have written the essays answer questions regarding their chatting- and messaging- habits.The conclusions I have attained through my investigation shows that 58 % of the students are using features which are typical in chat and messaging language.

Gendered reading has a history of intense debate and negotiation. In this essay I will examine how feminine and masculine reading was construed in the early 19th century through three Swedish texts that all give a didactic, moral and instructive opinion about gendered reading. They consist of an advice manual, a collection of letters and a periodical featuring an assortment of suitable reading material, all published between the years of 1808-1815 and directed to a female audience. As the male sex was generally considered the invisible, desirable norm and the female sex tended to be viewed as deviant and problematic, gendered discussions are inclined to focus on the latter. I will argue that female reading is largely construed in relation to the bourgeois marriage while the male is construed in terms of citizenship.

The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children?s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were:What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool?Which role does the teacher believe that they should take regarding children?s learning?What differences and similarities can be identified in the teachers' perceptions?To carry out this study, I used a qualitative research method.

Syftet med följande arbete är att undersöka om och hur Learning study som är en metod att granska, analysera och utveckla pedagogiken, kan förbättra undervisningen i teater på gymnasiets teaterestetiska inriktning. Jag vill säkerställa att kommunikationen i undervisningen fungerar och förbättrar deras kunskaper gällande begreppet närvaro inom teaterämnet. Enligt den ryske teaterpedagogen Stanislavskij så innebär närvaro en överensstämmelse mellan skådespelarens övertygelse i karaktären och det uttryck skådespelare och regissör vill förmedla. (Järleby, 2001, s. 174-175.) I detta arbete har jag även reflekterat och redogjort för tidigare forskning genom två studier inom Learning Study och en studie i teater.

The aim was to examine writing ability and some of its underlyingfunctions in adults with intellectual or communicative disabilities at dailyactivity centres by comparisons with children and adults without disabilities.66 adults with intellectual or communicative disabilities, 39 children and 14adults without disabilities were included. The following tests/tasks wereexecuted: Test for Reception of Grammar-2, graphomotor task, nonwordrepetition, Rapid Automatized Naming and Writing elicited by pictures. Thepicture elicited narratives were examined regarding length, spelling,syntactic complexity, interpunctuation, content and general impression. Theresults demonstrated that adults at daily activity centres performed lowerscores than adults without disabilities. The group generally didn?t differ fromthe children, but they made a smaller proportion of phonologicallyacceptable misspellings and achieved lower scores on nonword repetitionand Rapid Automatized Naming, which could indicate limitations inphonological processing ability.

SammanfattningMed hjälp av intervjuer har jag studerat vad nio lärare på sex olika skolor anser om skönlitteraturens betydelse för den tidiga läs- och skrivutvecklingen. I forskningen finns inget svar på vilken metod som anses bäst för att lära sig läsa och skriva. Där beskrivs däremot att mycket beror på lärarens personliga kunskaper. De svar jag fått beskriver ett mycket stort engagemang hos samtliga lärare men att synsättet skiljer sig åt en del. I olika hög utsträckning arbetar man med skönlitteratur i undervisningen.

My essay begins with two stories showing two different perspectives when looking at learning in preschool. These two different learning styles I have chosen to call, the measurable and the difficult to measure learning. As a pedagogue I am involved in both events. In these events I describe how different we pedagogues interpret our governing documents on children's learning. By describing how the educational activities are designed differently in the two events, I try to highlight the pedagogues views on learning in preschool.

The purpose of this paper is to examine the narrative in You are a bad man, mr Gum! to be able to understand and explain the intermedial aspects of the work. I assume an intermedial, narratological and reception theory perspective in my analysis. The method of close reading is used combined with a reader-oriented perspective. I examine the medial aspects of the chosen work through the pictures, the text, and the iconicity of the typographical pattern of the text. To reach my goal, the following questions are dealt with: What is the character of the narration? How do the various media interact in the production of meaning? What is the relationship between the text and the implicit reader? What is the narratological difference between reading the book aloud and silently? The theoretical framework f the paper consists of narratological and intermedial theories.

The aim of this Master?s thesis is to investigate the factors of children?s voluntarily reading in their spare time. We also want to know if the children choose non-fiction books for their voluntarily reading. The method as well as the empirical basis of this study is qualitative, with interviews of twenty-eight children in ages between 9 and 12 years. We conducted nine interviews with 3?4 children in each group.

In this essay i present a study on political learning of a minority ethnicity whose political history in the institutional form began in 1993. The ethnicity in question is the Sami?s and in 1993 the Sami Parliament was established. The establishment of the Sami parliament radically changed the preconditions for political work. Sami politics came to be pursued in an organized manner in the form of a public authority and democratically elected units.

The role of small businesses is fundamentally important for the economic development in countries. Within this context, business incubation is used as an entrepreneurship development instrument to promote and support new firms in the early stage of their existence. However, research in the field tends to disregard the perspectives of incubatee entrepreneurs. The performed investigation is based on interviews with entrepreneurs from two different business incubators at Swedish universities. This study uses a Situated Learning Theory (SLT) as a theoretical framework, to examine the entrepreneur's experience of the learning environment in a business incubator.

The intention of my studies is to explore the field of musical learning from the pupil's point of view. This master thesis is the second of two Grounded Theory studies based on interviews.In study no1 Learning of music from the pupils' point of view (Pemsel, 2009) I asked ten pupils, soon to be graduates, to express their own experience of musical learning. The selection of informants was made after reading a questionnaire an- swered by a group of 60 pupils attending different programs at a typical Swedish upper secondary school. The ten selected informants had all chosen several music courses their latest years in school. The questionnaire had two purposes; one was to construct musical profiles of the pupils, the other was to select informants for the interviews.

The purpose of this master?s thesis is to examine how pupils with Swedish as a second language and school librarians perceive the concept of pleasure of reading and the feeling of being a part of society. Our research is based on qualitative interviews with eight students in grades 6-9 and from two different schools. We have also interviewed two school librarians in these two libraries. As a method of analysis, we used phenomenography because it is the informants' perceptions of the phenomenon of pleasure of reading that we investigate.

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.