The aim with the study is to get an understanding of why pupils read literature in upper secondary school from four Swedish teachers´ thoughts and attitudes towards fiction in upper secondary school. Some of the theoretical starting points that lay as a foundation to the study are Lpf 94, the curriculum for Swedish and different literature oriented researchers as Lars-Göran Malmgren´s subject construction, Louise M. Rosenblatt´s transaction theory, Jan Nilsson´s view on fiction as a source of pleasure and a source of knowledge and Gunilla Molloy´s dialectal questions. To reach the aim in question qualitative interviews with four Swedish teachers in upper secondary school were carried through. The result shows that the teachers see the literature?s part in school as meaningful and claims that it deserves to have an even higher value in all subjects, not only in the subject Swedish.

The purpose of this paper is to examine how four teachers treats and teaches aboutxenophobia and right-wing extremism. A further aim of this study is to investigate whetherthere are any differences in how a teacher at a vocational high school treat and teachabout xenophobia and right-wing extremism against the teacher at a preparatory school, theydo. To achieve my purpose I have used qualitative interviews of semi-structuredform.These interviews were done with two social studies teacher at a vocational high schooland two social studies teacher at a preparatory school.My results show that teachers all too often respond to xenophobic views directly into theclassroom by reasoning and discussions with students. In my resault is also evident thatthere is a big difference between the teachers at the schools how much time you devoteto xenophobia and right-wing extremism in teaching.The conclusions show that these differences largely depend on which group of students thatteachers have.The conclusions will also be that there are great similarities between the way teachers reasonabout how to deal with xenophobia and the means to do, they also are relatively similar..

This report describes a study of how the teachers in Sweden are working with the dialog in their classrooms. The aim was to find out how the teachers are using the dialog in their teaching. And if they think that the dialog has a meaning for the pupils learning, and how they think the pupils learn. Even the difficulties whit the use of dialog in the classrooms and which in the classroom should speak the most was examined. The methods that I used in this qualitative report were interviews and observations of four teachers in the primary school.The research questions in this report were:Which meaning do the teachers think that dialog affects the pupils learning?How does the teachers work whit dialog in their classrooms?Who is leading the dialog in the classroom?Which are the difficulties when working with dialog in the classrooms?I found out that the teachers view on knowledge belonged together with how they worked with the dialog.

The purpose of this paper is to examine how teachers comprehend LUS as a development program, but also how they think about one of the points in the program. The study is based on interviews with five teachers working with ages between preschool to ninth grade.The results show that the development program is splendid, it doesn?t come with a lot of paperwork and it has a humanistic approach. When it comes to point 18a which is the main examination, the teachers mainly agree with each other. They all talk about preunderstanding, reading speed and the amount of literature as the main characteristics to be placed at point 18a.

This study aims to examine play as a phenomena from a phenomenological approach. This I do by discussing a dominant approach to play, an perspective which is reproduced in the context of pre-school and in where the play and learning is in single focus. Using alternative perspective on play, mainly by Gadamer and Bakthtins philosophical thoughts about the feast or the carnival, contents differ significantly from educational or developmental psychology perspectives. I open up for an understanding of what play as ontology can be understood as, and thereby enable second readings. I illustrate this thought by an empirical example from a pre-school context which where created alongside with the children in the study.

Research has shown that students with another mother tongue than Swedish terminate elementary school with lower grades in all subjects, compared to students having Swedish as a mother tongue. This fact justifies further research on the forms of teaching Swedish as a second language. Attention has been given to the fact that the students with another mother tongue than Swedish have to cope with "dual learning". Parallel to the learning of a second language they need to obtain knowledge in all other subjects. The purpose of this thesis is to investigate how the School organise the work with students having another mother tongue than Swedish, and to find out how teachers in other subjects solve the problem of having students that struggle with "dual learning".

The purpose of this Bachelors thesis is to investigate teachers' work and attitude to life in relation to the curriculum. Furthermore, how teachers look at students' emotional/social development in their general development. The thesis also reviews the criticism from The Swedish School of Authority on various programs primarily SET (social and emotional training)Three qualitative interviews and four observations at three different schools with teachers have been conducted. Using theories of social constructivism, deliberative conversation and social and emotional skills, the intention is to interpret the gathered material.The results show that the teachers see knowledge of life in school as important in the foundation of students´ emotional/social development. One teacher follows the SET program and two teachers? took inspiration from various other programs and ideas.

The aim of this study is to examine Swedish teachers? role and attitude in the Swedish subject towards motivation and reading fiction at upper secondary school. We are also interested in investigating whether or not there are any differences regarding the way teachers motivate students? depending on their choice of education or not. The method we chose in order to achieve this was interviews with teachers.

Background: Pupils? responsibilities are presented in the curriculum Lgr11 as a given thing. There has been some research in the field of pupil responsibility, but research covering school grades 1-3 could not be found. The study investigates theories of responsibility, pupil responsibility, power and pupil influence.Purpose: The purpose of this study is to find out the teachers? views on pupil responsibility.

This work studied the information flow and information handling among different parties. The study focused on how educational materials on national tests from The Swedish National Agency for Education is managed by school principals and teachers and how the information is passed on to students. The data material was based on observations and interviews at two different high schools. Six teachers and their classes and principals participated in the study. The Agency was also interviewed.

Since the 1990?s the Swedish school system has undergone major and recurring structural reforms. Two of the most comprehensive changes has been the shift of primary schools as an integral part of the welfare state to the responsibility of the municipalities as well as the introduction of free school choice for the students. Through two months of participant observations and semi-structured interviews this thesis seeks to answer the question of how these reforms has come to effect the work of teachers in a medium sized public school in a small municipality in the outskirts of Stockholm. Earlier research has shown that public schools in socio-economically vulnerable areas are disadvantaged due to the reformation of the school system (Beach & Sernhede, 2011; Östh, Andersson, & Malmberg, 2013).

The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students? re-production of gender.

The aim of this study was to get insight into refugee children?s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant?s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children?s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction.

The purpose of this study is to discuss various approaches to group work and the importance of different approaches in relation to group work in schools. The study also looks at the results of the children working in different groups and constellations.This study is based on what previous research, literature and the tree teachers say about the subject group work and group divisions. Issues: Is there any kind of group work that always works? Does the structure of the tasks have any effect on the outcome? Is there any good reason to choose the teamwork approach that? The method I chose is a qualitative study with a phenomenological approach to the analysis. Three teachers were interviewed; result is presented in themes and concludes with a brief summary.

The aim of this qualitative study was to examine and understand how teachers see and handle the signs of child poverty within a classroom context. The paper is based on an interview study involving 8 teachers in 2 Swedish schools for children between the ages of 6 to 12 years old. Poverty is a complex word and there are many definitions of it. What do teachers interpret as signs of child poverty in the school context? How do they act when they think it?s necessary to protect a child from being affected by it, and how can we understand their choice of action with the help of action theory? We discovered that the teachers notice different things as signs of child poverty, and they all react in both different and similar ways.