This study has been conducted in order to try to clarify how one as a piano teacher, by the choice of teaching material and method of teaching, can influence the process of learning. The study deals with novice teaching and more specifically first semester teaching. I have studied three books, their methods and how they take on the task of introducing music and piano playing to novice students. I studied three groups of novice piano students during the autumn of 2005. For twelve lessons each class worked with one of the following three books: "Vi spelar piano 1" by Carl-Bertil Agnestig, "Pianogehör 1" by Åsa Söderqvist- Spering and "Spela piano med ADAM".

This Masters thesis investigates user education at academic libraries. The increased demand on students to keep themselves updated in the information society of today urges libraries to develop their user education, concerning both content and teaching strategies. The aim of this study is to examine user education at academic libraries, and the approach of librarians in their teaching. The research questions address how librarians implement the user education and what they focus on. We also want to explore what differences and similarities there are between the user educations, and if anything could be further developed within them.

The aim of this thesis is to study the teaching methods that provide the greatest learning effect for children in grades 6 in the subject of physics. One class was divided into three equal groups, each group was educated in a specific way. The three teaching methods that have been investigated are: film with reflection, laboratory work and traditional lecture- teaching. The research question of the study is: "Which method of three selected, causes the greatest understanding of the properties of air??.

The purpose of this study was to explore students' and teachers' experiences of the new pedagogical teaching tool, interactive whiteboard, which have gained increased popularity and wide spread usage in the classrooms. An observation during a mathematical lecture was conducted as a pilot study prior to the main research method of phenomenology; based on students? self-descriptions and interviews with two teachers, this methodological approach was used to investigate the subject matter. The interpretation, comparison and analysis of the results surrounding this new teaching method is explained by two theories, constructivism and socio-cultural perspective. The information shared by the students and teachers have been broken down into four categories: enjoyment & interest, practical, insight and no different.

The aim of this study is to examine how students and teachers experience full class lectures in contrast to working individually in mathematics education. Furthermore, the study explores how different ideas of individualization influence the teaching practice.The investigation uses qualitative interviews and the survey analysis is based on the phenomenographic method. The interviews took place in two senior level compulsory schools and both teachers and students were interviewed. The ambition has been to explore the teachers? perspectives regarding their choice of method in the teaching of mathematics.

The main purpose of this essay is to study how classroom interaction can take place in a class for Second Language Learners (SLL).1 I have applied a case study methodology on a linguistic method used by a Teacher in Swedish as Second Language working on a primary school situated in the Southern suburbs of Stockholm. The learning method is based on extensive reading of books which comprehend several learning techniques organized into a process that support the development of linguistic skills such as discussing in a group, writing, reading and thinking in a second language. The methodology applied is based on observations, on an interview with a Teacher in Swedish as Second Language and on a questionnaire answered by 11 students that participated on ?Boksamtal?.Based on a theoretical framework about socio cultural theories on learning and scaffolding,2 I attempt to integrate theory and practice to investigate how the Teacher succeed on applying effective methods for second language learning. Through the analyses of the data is also my intention to emphasize the advantages and disadvantages of such a method.

This study shows how two different schools use dogs as a method of education. The purpose was to find out what kind of pedagogical thoughts my informants have about children' slearning in their connection with dogs, and in which way the interaction between the children and the dogs could affect the learning ability. I also wanted to find out what kind of possibilities and restrictions the dogs could give to the education according to my informants but also to find out how the projects were financed. To be able to answer these questions I put together a qualitative study, I had four interviews with people that were involved in the projects in one way or the other. To analyse the empirical material I looked up different theories about teaching, communication, interaction and motivation.My results showed that both schools have applied the method of ?teaching dogs? as a form of resource for students with special needs.

This is a study on individual development plans (IDPs) in pre-school and their relationship with the teaching performed. Skolverket does not mention the IDPs in their steering documents for pre-school, and have in a separate memo discouraged from the use. Yet reports show that many of the pre-schools in Sweden are using IDPs. Teaching in pre-school is expected to be a mixture of care and learning without clear boundaries to the scientific topics pre-school aims to introduce children to. The purpose of this study is to investigate if the use of IDPs affect the teaching in pre-school.

This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence.

This study is about language learning and language development. The purpose of the survey is to investigate how current learning theory and language research reflect on teaching instructions for the teaching material in spanish, with focus on the student´s awareness and reflection.The survey is based on a comparative textanalysis of four teaching instructions for the seventh year in the nineyear compulsory school.The result show great variations between the teaching instructions, regarding execercises as well as instructions. A theoretical approach and an explicit connection to research is something that is constantly missing in the instructions to the teachers..

I have with this thesis sought to understand how chick lit could be useful in the classroom in the teaching of Swedish B-course in high school. Based on the model of critical literacy I am arguing that this genre would help to meet the objectives of the policy documents which, among other things, are to critically examine and analyze various types of texts.I have found that some of these texts could be used for analyzing and critically examine the ideological dimensions of texts and cultural heritage by the model of critical literacy, and also as a counterweight to the more traditional teaching of the canonical literature as a literary historical stuff that students should learn. I have also wanted to create a basis for discussions about literature in the classroom based on the chick lit genre. To do this I have, based on three themes and questions from the model of critical literacy, tried to focus on issues that might emerge from the ideological analysis and critical review. The model aims to deconstruct norms of society, and in the work of chick lit, I wanted to show how you could deconstruct norms around gender..

Meeting the pupils at work it is important to endeavor an adjustment of the education with the purpose of developing the individual person. To make this possible it requires, except for the intentions of teaching with an individual adjustment, the teacher to make oneself acquainted with the schools work and liability. This is especially important in the work with students with difficulties. for this group of students perhaps an alternative form of education would be to prefer.As method of investigation I used a qualitative case study with a teacher who uses, what I would call, an alternative way of teaching. as a teacher you should pay attention to, and be aware of, how you effect your pupils and with this as a starting point conduct oneself.

The aim of my study is to examine how six teachers discuss their choices of work methods in teaching mathematics, as well as the methods they are currently using and what they have based their choices on. This study also covers how these teachers approach educational planning and where they get inspiration for their teaching material, and finally the advantages and disadvantages of each method according to the teachers. To be able to fulfill my purpose of this study some questions had to be considered: How do these teachers approach the planning of studies of mathematics and where do they find ideas for their lesson planning? Which methods do these teachers use in the teaching of mathematics and what are the reasons behind their choices of methods? Which advantages and disadvantages do these teachers see in the methods they use during the teaching of mathematics? This is a qualitative study, mainly based on qualitative research interviews according to an interview guide. Six teachers, from five different elementary schools, grade 1- 3, have been interviewed for this study.

This essay takes its starting point in the research on digital technology and theories on learning to apply the research on history teaching. The theories on learning from Illeris and Selander are used to find out how the digital technology should be used in upper secondary school, since there is no extensive research on how the new technology should be used in upper secondary school. From that point the essay?s primary goal is to investigate how teachers use digital technology, if they choose a particular study field while working with the technology. Furthermore it investigates whether or not the technology is an appropriate mode of operation when developing abilities such as historical consciousness and historical empathy.

We studied the initial process of reading, with a focus on typography, whether it ispossible to increase childrens lust to read in the age six to seven years old, byadjusting the typography and graphic design. We conduct this study through qualitative and quantitative studies, mainlyinterviews with a main focus on children in this particular age were used. In additionto the interviews a questioniare were sent out to a selection of students. The studyalso contained an interview with a pedagogue as well as studies of the current andexisting textbooks and teaching aids that is used on the school we are looking into.During the study we consulted educated pedagogues to get an understanding of thechildren and their learning and to be able to approach them in a suitable way.The theories we have been using were mainly from a typographic point of view.Other areas we explored were theories about reading processes. This study showedthat every child needs a method that is suitable for them and that the materialprovided today is typographically inconsistent. The childrens and teachers needs andwishes in typography did not correspond with the current teaching aids design. From this study the followning points were made about how to design a textbook forchildren in the first grade:? The typeface should be a sans serif.? The point size should be bigger than 12 points.? Text should be aligned to the left.? Sentences should be short without becoming abstract.? To maintain focus on the text the layout should be simple and unbarked.? The format should be designed after the pourpose of the publication, forexample when it is a complement to the textbook, the format should be of suchcharacter that it is easy for the children to bring home.? There should be a typographical consistency through all of the materialsprovided to the children..