Bilingualism and multilingualism have always existed in Sweden. Preschool teachers must provide a stimulating pedagogical environment adapted to bilingual children.The purpose of this examination is to study the perspective of the preschool teachers and their knowledge regarding bilingual and multilingual children. Their knowledge will be examined related to their language experiences. I hope to find similarities and dissimilarities in the preschool teachers? opinions concerning teaching and learning what they actually do when they are teaching.My study is based on qualitative method, based on interviews and repeated observations.

Abstract Abstract The aim of this essay was to investigate the level of the organizational state of readiness for receiving students with learning disabilities in classes specialized in working with students recently arrived in Sweden, called förberedelseklasser, which could be translated as preparational classes. I tried to do so by answering two questions: *What routines do principals believe that the particular School has for dealing with cases in which a student in a preparational class is suspected to have some form of learning disability? *What perception do teachers have in regards to whether or not the system at their School is well prepared for discovering and aiding students in preparational classes suspected to have learning disabilities? The first question was directed to principals currently working in schools where a large part of the students are bilingual, and many of those recently arrived in Sweden. The second question was aimed at teachers that work in preparational classes. By interviewing two principals and three teachers I came to the conclusion that the teachers believe that their students are often misplaced in preparational classes when in deed they should be placed in a special educations group. My essay also shows that both principals and teachers are dissatisfied with the amount of time the process of discovering, investigating and diagnosing a student with learning disabilities takes.

National Agency for Education for the results of national sample results show that students with another mother tongue than Swedish have low results with a larger percentage than majority students. Research shows that this depends on their mother tongue and the importance of language in the subject to learn.The purpose of this study was to examine how teachers experience, plan and implement their teaching field of mathematics in the preparatory class. The focus is on two perspectives; an intercultural perspective and a social perspective. The newly arrived pupils in the preparatory class come from different parts of the world which leads to an intercultural classroom being formed. The aim of the social perspective is understand how students integrate into the social in the classroom.I use qualitative methods through interviews.

 Abstract Study: Degree project in teacher education, Advanced level, 15hpUniversity of SkövdeTitle: A study on students' self-esteem Students' statements on the encouragement and support in a sixth gradeNumber of pages: 26 pagesAuthor: Marie Agapuu & Ingrid SvenssonTutor: Anna-Stina AhlrikDate: January 2009 Keywords: Self-esteem, encouragement, support  A good self-esteem of students will often coincide with good academic performance, but it has also shown that students do not have low self-esteem due to low academic performance. Students' self-esteem is both a complex topic and concepts. We want this study to draw attention and to discuss teachers' efforts to enhance students' self-esteem in school. Encouragement and support of the school adopted in the study contribute to strengthening students' self-esteem. The study examines whether and how nine pupils in a sixth class is that they get encouragement and support of / from their teachers in school subjects and in learning situations.

The aim of this study is to examine how teachers enable students with intellectual disabilities to participate in their own learning journey. The study is based on qualitative methods and data collection has been done through five individual interviews in another European country. The interviews are analysed with a qualitative method inspired by Bryman (2011). The studies theoretical frame is founded on thoughts of Dewey (1997; 2002; 2004). The results of this study shows, among other things, that good relationship between adults in school and students are an important base for participation. To build a good relationship to the students, the teacher has to have good knowledge of each individual student and its disability.

Abstract The goal of the study was to conduct an in-depth investigation of how conflicts are resolved in schools, from a pupil- and a teacher perspective. Our intention was to view and compare pupils and teachers different opinions in the school environment. A major focus was put on different ways teacher handle conflicts and how they try to prevent them. The material was acquired by interviews with both teachers and pupils. The study is based on Jean Piagets and Lev Vygotskijs visions about the cognitive developmental stage for children. The result of the study shows the teachers need to be attentive and also that the pupils generally do not notice when the teacher works to prevent conflicts.

The purpose of this study is to shed light on how teachers on the upper secondary Arts with Music programme use movement in their teaching of music, and how they approach movement as an educational tool, by investigating the following three issues:1. What significance does movement have for teachers on the Arts with Music programme?2. How do teachers on the Arts with Music programme regard movement as an educational tool in the teaching of music?3.

Abstract: In this study, I have searched for answers to whether teachers use pictures in their teaching with the purpose of making education easier. Can we use the pictures with a pedagogic purpose? In this study, I have interviewed middle-school teachers concerning this subject.My results show that teachers actually use pictures in order to make the education easier for pupils but they do not do it very often. They think that they do not have the time to look for the good pictures that go with their subject and that they can show in the classroom. They also think that the pictures in the textbooks are good enough and they do not discuss the pictures very much.

The aim of this paper is to define and analyze how the teacher and parents communicate during a parent conference, to acquire knowledge about how the professional conversation can be used during a parent conference. Our study has focused on the teacher?s professional skills during the parent conference. Parent conference has traditional been a time for teachers to inform the parents about the classroom work. It has always been a one- way communication (Alfakir, 2004), but the curriculum stats that parents should have more influence and be a part of the school.

Children of school age, who have just moved to Sweden can either start in a preparation class or in a normal class. There is no Swedish law or national policy that determines how new children will start and continue their education in Swedish schools. The decision is up to the schools or the communes.This study investigates what kind of educational methods teachers, from a sample of two different schools, are using to educate the newly-arrived students and if these methods are making any contribution to integrating these children into the Swedish school system. The study will raise questions like, how are the new students introduced to the Swedish school, what is the purpose of having the children in preparation class as opposed to normal class, and what methods do the interviewed teachers use to integrate the new children into the school system?Interviews were conducted with four teachers, an associate professor and a senior lecturer in education, who has done several years of research about children from abroad coming in to the Swedish school system.

The purpose of this study was to examine how four teachers with different teaching experiences treat and think about insubordination in school. The study emphasizes on questions like: When and why does disorder occur? How do the teachers manage disorderly conduct in the classroom? and Could there be a conflict between the teacher?s expectations and management, and the needs and motivation of the pupil?    It was evident through interviews with these four teachers that their statements could be divided into similar themes which subsequently could be put into the motivational structure of Abraham H. Maslow.       The conclusion of the study was that teachers may possibly have a better chance of managing disorder in their classroom if they are aware of the connection between disorderly conduct and a person?s needs and motivation. .

My purpose in this work was to find out how staff in a middle sized school uses its local Equal treatment plan in its work against bullying. But also to see how the use of a standardized anti-bullying program works to prevent bullying. I have interviewed the principal, teachers, and what we in Sweden call a ?fritidspedagog? and the members of the anti-bullying team to get answers to my questions.  The conclusion of this study is that the school follow and work according to what the Equal treatment plan states, both in terms of prevention, as in working with actual bullying cases. The school has also followed the National School Agency's recommendations on what should be the local Equality plan, but also to follow up and revise it each year. The interview shows that the staff at the school placed great emphasis on talking and discussing with students about how to behave towards each other, they also brought up things that happened at one time and talked about this. The staffs were very committed to work towards the prevention of bullying and the same was true with the school's headmaster.

The overall aim of the study was to take part of teachers' experiences and work force mother-tongue education and literacy development in the Sámi School. The study was conducted through interviews with twelve teachers who teach at two Sámi schools. The focus has been on looking how to work with native speakers teaching at the Sámi School, what factors promote / hinder students' development of their first or second language, and the importance of collaboration between the schools` various professions work with multilingual students reading and writing skills. Through interviews of various categories of teachers, I have tried to visibility problems of the education of minority language children and their reading and writing skills. I discuss the teaching, the importance and the lack / availability of communication and consensus between different categories of teachers.

The purpose with the essay was to study the school and the social welfare personnel respectively along with their perspectives and views on their collaboration in the work with socially exposed children and how the collaboration was formed.To get answers to my questions, I interviewed three teachers and three social welfare secretaries. The questions and the analysis were divided into themes: the collaboration between school and social services now and in the future, development of collaboration, and facilitation and difficulties.When analysing the interviews I found a consensus in some questions. All interviewed agreed on the importance of collaboration for the welfare of the child through continuous meetings. The relationship and dialogue between school and social services was vital. Both teachers and social welfare secretaries found it essential not to be seen as a hidden authority.

The purpose of this study is to examine the teachings of rhetoric?s in schools, more specifically within the Swedish subject; furthermore it examines how Swedish teachers work with rhetoric in the Swedish subject on a practical basis. The study also highlights teachers' approaches to the curriculum for high school. The method I have used to conduct this study, have been to use interviews and inductive ethnography. The teachers whom have been interviewed in my study have similar understandings of what oral presentations actually are, but their idea of what the term rhetoric stands for however differs. Teachers have received similar training in rhetoric; however, they have different experiences within it.