Do teachers? expectations of their pupils become a part in the judgement of which grade a pupil will receive in the end?Several of the polical parties in Sweden have recently been argueing that teachers should be able to give pupils a grade in how they behave in school. Several newspapers also have reported that pupils today have gotten lower results for the last few years and more pupils do not get approved in all subjects. Because many of the studies about pupils results focus on the pupils? skills, I deciced to focus on the teachers part in how a pupil get a better grade or not.In the study I have been looking at a small community in the south of Sweden.

The purpose of this study was to investigate how pupils with social dysfunction were defined and described and how the responsibility of the school concerning the needs of these pupils was apprehended. For this matter, in depth interviews with four headmasters and four teachers at three different schools were carried out.The possibilities to help pupils with social dysfunction were regarded as limited due to limited resources. The school can be described, as a huge refined apparatus of classification where some children very early are eliminated and there does not appear to exist any back up plan for these individuals. In this respect the function of the school is very similar to that of yesterdays school where the elimination process worked just as well, the denotations change but the problems remain the same.The material used in this study is too small to make general conclusions but the results give some indication of the problems of the interaction between the school and its staff and pupils with social dysfunction. We strongly believe that the results warrants further investigation as to in what way the school can improve in helping pupils with social dysfunction..

The purpose of this study is to examine what pupils in the ninth grade eats for lunch and also whether there is any connection between their lunch habits and perceived ability to concentrate and fatigue. A further aim was to study pupils' experience of dining environment in schools.The study is based on a quantitative method with questionnaires. The study was implemented on four schools in elementary school in themunicipalityofKristianstadand Tanum.Our results demonstrate, in accordance with several previous studies conducted in the same age group, that it is about half of the pupils who eats school lunch every day and that the majority are eating school lunch 3-5 days a week. Furthermore, our study shows that the pupils who rarely eat vegetables in school feel tired and distracted to a greater extent than the group of pupils who eat vegetables almost daily. Our result also shows that the group of pupils who eat the main course 3-5 days a week feel both tired and distracted to a greater extent than the group of students who eat the main course more rarely.In accordance with previous studies our study shows that differences exist between boys and girls regarding food that is eaten instead of school lunch.

Pupils learn in different ways, varied teaching is needed to encourage all pupils. Aesthetic can be a good tool in this work and dance is one of the aesthetic subjects that can be used in the education. Dance gives the pupils an awareness of their bodies and what they can express through it. The essay discusses diffrent angel of incidence of dance in school and its positive effects and examines what kinds of dance there are in the schools of Vänersborg?s municipal.

The purpose of this thesis is to explore pupils' motivation for participating in Physical Education. The thesis also investigates the definitions of sport and health and to what extent pupils make any connection between the school subject physical education and their own physical and health status. A semi-structured interview was carried out with thirteen upper secondary school pupils with special needs on the Individual Programme. The interviews were recorded digitally and then analyzed. The results show that there is no unified definition of the school subject among the pupils.

The aim of this thesis was to investigate whether the selection of products in the school cafeterias in Uppsala county high schools' comply with NFA's (National Food Administration) recommendations. Furthermore, the intention was to examine pupils´ eating habits before and during the school day, and their views on the school cafeteria´s selection of products. To investigate this, an inventory of school cafeterias in six high schools in Uppsala County, and a survey among 60 pupils were carried out. The results showed that the NFA's recommendations not always were followed. The survey showed that there were healthy products in the cafeterias but unhealthy products nevertheless constituted a large part of the selection.

Homework is and has always been a part of school work. It may take a lot of time from the pupils? leisure. Despite this, you cannot find anything written about homework in the curriculum. How can this be? Is homework necessary and what is its function?The purpose of this study is to find out how a few teachers in primary school reason about homework.  What are their attitudes towards homework and what functions do they see?To get an answer to this I studied literature and research reports, and did four qualitative interviews with teachers who teach grades 1-6.The results show that all the teachers give homework to their pupils, but their opinions about homework differ.

The purpose of my work is to investigate the experiences in school for pupils with Asperger syndrome around the question, what is a good school for them. I´m also interested in what experiences the staff has about this question. I made a qualitative interview study. I have interviewed three pupils with Asperger syndrome, a teacher and a pupil assistant. To give the reader background information I have written about what the researchers say about what it is like to have Asperger syndrome.

The purpose of this essay was to examine pupils who leave the Swedish nine-year compulsory school system without reaching the requirements for the Swedish senior high school, and then to compare with those who reach the requirements. I used the following questions to help me reach this purpose:- Where in life are those pupils who reached the requirements for the Swedish senior high school?- Where in life are those pupils who did not reach the requirements for the Swedish senior high school?- What differences are noticeable between these two groups?The method that I used to examine these questions was to send out a questionnaire to the pupils. I also tried to make an explanation to the results with the help of Erwin Goffmanns theories.The result of this essay shows that there is not a big difference between the two groups. They both did equally well after they finished the Swedish nine-year compulsory school..

Homework is and has always been a part of school work. It may take a lot of time from the pupils? leisure. Despite this, you cannot find anything written about homework in the curriculum. How can this be? Is homework necessary and what is its function?The purpose of this study is to find out how a few teachers in primary school reason about homework.  What are their attitudes towards homework and what functions do they see?To get an answer to this I studied literature and research reports, and did four qualitative interviews with teachers who teach grades 1-6.The results show that all the teachers give homework to their pupils, but their opinions about homework differ.

AbstractHow do pupils with intellectual disabilities experience participation and involvement in school work? It was a question I had in mind when I was formulating the thesis statement. I wanted to catch pupils? experiences and analyze them from the sociology of childhood. Do pupils want more involvement and what obstacles and opportunities do pupils find to exert participation and involvement?The study is based on six interviews conducted with pupils enrolled in the compulsory school for pupils with intellectual disabilities.

In this study I have brought up what pupils within vocational training, with focus on upper-secondary school have apprehended about the course ?Projektarbete 100 p? (Project job 100 point). In my analysis I interviewed twelve pupils from upper-secondary school who had 20 % or more truancy during their three years of studying in upper-secondary school and achieved a result to these pupils had problems with absenteeism then primary school. The pupils agreed about the school?s existence but they need schools of practical type.

The purpose of my work is to study what attitude pupils with immigrant background as well as native pupils have towards the subject Physical Education (PE). An other purpose with my work is to contribute in a way that all newly graduated PE teachers think of making the subject PE to a subject that all pupils regardless gender or background can get advantage of.During the whole work I compare pupils with immigrant background to native pupils and boys to girls. The reason why I compared boys to girls is that I want to study how satisfied girls are compared to boys when it has to do with the subject PE. I consider that boys take more and more space in PE lessons.The method I have used is both interviews and surveys. I chose a school in Stockholm.

This thesis is about School libraries and the honour "School library of the year". I have examined the questions - Whats to say about school libraries in the curriculum and the library law? - Who administer the honour "School library of the year" and whats demanded to get it? - What have made the school libraries I have examined to school libraries of the year"? As theory I have used the Taxonomies of the School Library Media Program by David V. Loertscher. I have given a background to and defined the school library as a function, a room and in the teaching among others.

The aim of the study was to understand how an elementary school interpreted and worked with the law Skollagen (SFS 2010:800) concerning special needs in school additionally in which way a neuropsychiatric diagnosis might interact with the interpretation. To answer the aim we used following research problems: How does the school define the term special needs and special resources itself? How does the school identify pupils with special needs and work with them? In which way does the neuropsychiatric diagnosis affect the interpretation of the law concerning special needs when it comes to deciding whether a pupil is in need of special recourses? Skollagen (SFS 2010:800) does not define special recourses and does not indicate how the school should use them. We were therefore interested in how an elementary school defined the term and decided to work with it. We based our study upon interviews with 6 respondents whom are central in the process of providing special resources for children in school.