Syftet med detta examensarbete var att undersöka användandet av drama som pedagogiskt verktyg i gymnasieskolans undervisning och elevers attityder till det. För att ta reda på detta användes en enkätundersökning bestående av kvalitativa och kvantitativa frågor på en gymnasieskola i Mellansverige. Resultatet från undersökningen visar att drama som pedagogiskt verktyg upplevs ha flera olika effekter för eleverna, både pedagogiskt som individuellt. Slutsatsen är således att drama inte bara är ett verktyg förbehållet läraren för att skapa en lustfylld undervisning utan drama är också ett betydelsefullt redskap som elever kan använda för sin sociala och emotionella utveckling..

Syftet med arbetet är att undersöka om IKT implementeras på förskolorna, på vilket sätt verktygen används och om läroplansmålen som berör IKT området följs. Fokus i undersökningen är pedagogernas syn på användandet av IKT i förskolans verksamhet. För att få svar på syfte och frågeställningar utfördes en enkätundersökning på fyra förskolor. Av 53 utdelade enkäter kom 22 besvarade tillbaka. Dessutom har en litteraturstudie gjorts för att se vad det står i litteraturen om implementering av IKT i förskola och skola.

The overall aim with this study is to elucidate outdoor education as an education method and on the basis of that illustration to examine active educators vision on it as a way to motivate students' learning. This study is based on a literature component and a qualitative study through interviews five teachers.The results of the interviews show how to interpret the motivation and how to work with students' motivation. As well as outdoor education as part of the activity.  The interviews show the importance of outdoor education can be to increase students'motivation for learning. They also show the importance of outdoor education is for student learning and test scores have shown the effectiveness of student learning through outdoor education.

AbstractThis text deals with one of the preschool everyday routine chores, and the phenomenon I have chosen to investigate is the hallway situation. The purpose of the study was to see if the hallway situation offers good communicative interactions between children and teachers, and investigate if the teachers use special strategies to make the hallway situation work. The method of this study was survey, qualitative interviews and observations. The three methods have deliberately been selected to best suite and reply to the different issues.Today?s groups of children in preschool are very big, and some of the preschools are not adapted to these large groups of children that we have today.

Objective: The aim of this work is to find out how a number of educators work when giving children support and opportunities for language development.Questions:What have preschool for policy to monitor/assess the children?s language development?What experiences do teachers have of children who need support in language development?How do educator?s regard support from specialised educator?s? Do these efforts support the children to enhance language development?Methods: Qualitative methodology, Interviews with six teachers and two specialised educators from three kindergartens in the municipality.Summary of conclusions: The municipality in which the survey was conducted has a document that provides guide lines on how to work with children?s language development in school and preschool. Pedagogical documentation is a tool that teachers use in nursery school which educators and parents can follow, which shows children?s learning processes and learn strategies. Research shows that through play, music, creative activities, photos, etc.

This thesis is about Swedish and Serbian teachers and their views on how literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching literature.

Persons suffering from Attention deficit/hyperactivity disorder (ADHD) struggle with complications within the functions that regulate and control the brain activities, due to deficiencies in these functions within the affected nerve-paths. ADHD is a cognitive function impairment characterised by inattention, impulsiveness and over activity. According to Diagnostic and Statistic Manual of Mental Disorders, American Psychiatric Association (DSM-IV), certain diagnostic criteria of ADHD must be fulfilled in order for a person to be diagnosed with ADHD. The everyday problems caused by ADHD are individual and medication can have positive effects relieving the person?s impairing behaviour.

Abstract   In this thesis, my aim was to investigate how preschool teachers view their involvement in children's free play. In order to answer this, I chose to do semi-structured interviews with four preschool teachers in three different preschools. My interviews has revealed similarities and support for as how history of research looks at the involvement of educationists. Both research and my results stresses the importance of being active in children's free play and to be a supportive teacher, particulary in conflict situations. For those children who have difficulty entering into the free game its the educationists task to co-play and help the children find the game.

The main reason for the study was to find out how much naturscience is used in the daily situation in the preschool/school environment with the younger kids. I have studied the teacher`s educations background, if this had any role in the teaching of naturscience. To get my answers I interviewed ten teachers with different teaching background.The result showed that science was present both in the preschool and school for the early years. Everything from teamwork to outdoor play and small experiments. To play out in the woods is most important part teaching in naturscience.My study showed that a teacher`s educations background had no part in the teaching of everyday life in the nature.Keyword: experiment, primary, school, science..

The main reason for the study was to find out how much naturscience is used in the daily situation in the preschool/school environment with the younger kids. I have studied the teacher`s educations background, if this had any role in the teaching of naturscience. To get my answers I interviewed ten teachers with different teaching background.The result showed that science was present both in the preschool and school for the early years. Everything from teamwork to outdoor play and small experiments. To play out in the woods is most important part teaching in naturscience.My study showed that a teacher`s educations background had no part in the teaching of everyday life in the nature.Keyword: experiment, primary, school, science..

This study intends to examine teacher´s thoughts and perception of esthetic activities at preschools. I have chosen to restrict the esthetic area to the significance and function of clay to the teachers and children. On the basis of the belief that children can, and need access to a variety of ways to express themselves, we used the interviews to take part of teachers work and thoughts concerning clay, and the esthetic work. I have in this qualitative study addressed four questions: How do the teachers use clay in preschool activities? What do the teachers think about clay as a tool in the educational work at the preschool? Are the teachers working from the perception of children?s rights to express themselves in different ways and with the help of different tools? What function does clay fill for the children?I have interviewed eight teachers and taken part of both older and more recent theories around children and the creativity in esthetic contexts.

The overall aim with this study is to elucidate outdoor education as an education method and on the basis of that illustration to examine active educators vision on it as a way to motivate students' learning. This study is based on a literature component and a qualitative study through interviews five teachers.The results of the interviews show how to interpret the motivation and how to work with students' motivation. As well as outdoor education as part of the activity.  The interviews show the importance of outdoor education can be to increase students'motivation for learning. They also show the importance of outdoor education is for student learning and test scores have shown the effectiveness of student learning through outdoor education.

This essay is about literature instruction in the last three years of Sweden?s compulsory school from one teacher?s and six of his pupils? perspective. The research is analysed from a socio-cultural perspective on learning and literature reception.The empiric material is based on interviews with the teacher and six of his students.The research shows that there is a difference between what the pupils read on their spare time and what they read during Swedish instruction. It also shows that the pupils wants literature full of action where descriptions of people and the setting don?t slow down the reading experience.The teacher is successful in finding literature the pupils appreciate but sees the value of literature on another level ? in the processing of the reading experience.

The purpose of this master?s thesis is to examine the activity at the library and preschool at Kristineberg (a part of the town of Borås) and its underlying approach. How do the activities agree with the ideological attitudes of the 1970s? To answer these questions I have carried out a case study based on qualitative interviews. The theoretical background includes ideas of the library, the community center and the cultural activity at the library.

This case study examines how upper secondary schools in a municipality in the northern parts of Sweden structure their special pedagogy with students who have ADHD and dyslexia, students? and parents? experiences of this, and what regulates the schools management in this particular aspect. The results show that all the schools have special pedagogues and other support staff employed, though in varied extent. Furthermore, the resources are distributed differently from school to school. The focus, however, is always around communication between the concerned parties.