The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication.

In this thesis, the results of a survey regarding grade progression between secondary and upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest upper secondary schools in said municipality in an attempt to gauge their experiences of grades, grade assessment, teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their grades differed between the various groups.

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

 The upper secondary school has a responsibility to give every student enough knowledge for a healthy life after they finished school, this is stated in the curriculum. Although the way of reaching this knowledge or what knowledge that is to be obtained regarding health is not stated in any way, this is the teacher's job to figure out. This knowledge shall be the same regardless of where you live, this could prove to be a problem as different teachers interpretation of health will reflect the pupils knowledge of their own health. This work points out some of the problems that can arise due to the complexity of the concept of health as there are no guidelines in the curriculum that could be of help for teachers'. Through interviews with active physical education teachers and questionnaires for their pupils this work illustrates several aspects of problems most likely occurring in school regarding the health education..

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

This study is about different teacher?s ´conception of remedial classes and its function in Today´s School. ?A school for everyone? the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different.

The study aims to examine some teachers' and students' conceptions of drama in schools and in after-school centers. ?Educator? in this study refers to after-school leaders and drama teachers.  The study is limited to three educators and three students at a public school in the Stockholm area. This study considers the following questions: How do educators use drama in schools and in after-school centers? How do students perceive drama in schools and in after-school centers? What importance do educators think that drama has for students?The study draws on the socio-cultural theory on teamwork and social interaction.

Diagnosis of adhd, the cause and consequence. A study about the teachers thought about it.The purpose of this study was to examine teachers experience and views about children diagnosed with adhd, and what implication and effects it gives to the pedagogy strategies in the classroom.This is a qualitative study based on the experience of six teachers from primary school. My results have been compiled and compared to special educational research about adhd, from three different perspectives.The results showed that the teachers who have been working as teachers for a longer period, think that the problems of adhd occur primarily due to environmental causes, but then also say that they think the individual causes matters. It is also these teachers that talks very well about medication as a treatment to cure adhd symptoms. The teachers who have worked the shortest time, most of them have some special education from the teacher education.

This paper studies the philosopher Ludwig Wittgenstein during his years (1920?26) as an elementary school teacher in remote Niederösterreich, Austria. The paper gives a survey of his life, and also a brief account of three of his main works: Tractatus Logico-Philosophicus, Philosophical Investigations and Remarks on the Foundations of Mathematics. Attention is given to his alphabetical word list, Wörterbuch für Volksschulen, published for educational use in elementary schools. The study is focused on Wittgenstein?s educational practise, and establishes a connection between his experience as a teacher and his late philosophy..

The aim of this study is to become aware of how the children at the after-school care perceive the adults at after-school care. The most interesting parts are to find out what they thought made a good teacher, which qualities were preferable and how the children expressed their opinions. The children often spend long time at the after-school care which means that the children?s work environment matters. The children look at adults from another perspective and see other qualities than adults see in each other.

The purpose of this study is to illustrate teacher humor by critically examining it from an interpersonal- and humor communicative-perspective; and to discuss teacher interpersonal humor communication-skills in relation to the Swedish high school curriculum, collegial relationships and pedagogical aspects. The study?s empiric material consists of semi-structured interviews with six high school-teachers currently working at the same school, but of different age and gender. The interviews indicate that the informants all have developed humor competence, an interpersonal communicative-skill that allows them to use humor efficiently. Moreover, the result demonstrates that the teachers have various humor approaches but that they all use humor in the classroom for much of the same reasons.

In the thesis we discuss South African teachers? conceptions of democracy in general and school democracy in particular. The essay is based on interviews with twelve teachers, working in South African high schools. We have asked questions concerning different views of democracy, such as what the term means to the teachers and how they define a democratic school. We take our stand in different theoretical approaches such as school being the ultimate link between a state and its people to make the citizens think and act democratically.

The question how teaching should be organized in order to give the students the help and support they need to reach their goals is always of vital interest. All students are unique individuals with different prerequisities, possibilities and needs. Streaming in mathematics could be one solution.The first week at upper secondary school a diagnostic test is carried through. Thereafter, the result is used as a basis for dividing the classes into different teaching groups. Thus, the groups working with mathematics become more homogeneous and the students? previous knowledge is approximately at the same level.

The purpose of this paper is to examine what opinions parents have of the after school-centre, if they know that it has an objective and what that objective is. This will be examined by surveying parents with children in after school-centre. The questions posed in the study are as follows: Do parents know the objective of after school-centre? What is the general view of after school-centre among parents? The results show that 41 percent know that there is an objective while 39 percent don't. Only 6 percent can describe what the objective is.

The purpose of this essay was to find out whether the students, which had moved from the school of Gustaf Adolf to the school of Elineberg, had been integrated into their new environment. We chose to analyze the degree of integration concerning their schoolwork, how they interacted with the students from the new school, the school of Elineberg, and their level of wellbeing in their new school. We have used two methods, surveys and interviews, to be able to obtain the general picture of how the integration of the students has succeeded.Our conclusions are that the student has adapted well in their new school despite many obstacles along the way. Our essay shows that the students get along well with their new school friends during class, but they don´t socialise in their spear time. Although they seem to have accepted the closure of their old school some students express that they wish the school would be reopened.