The survey aims to highlight and describe how the schools' teaching strategies look like in the work of pupils from the neuropsychiatric disability AD/HD (Attention Deficit / Hyperactivity Disorder). The pedagogical strategies have been investigated in an integrated and segregated teaching method. The study is qualitative in nature where the interviews conducted, first with a student who has been diagnosed AD/HD but also with teachers from each school who is well versed in student teaching and work. The results of the study show that knowledge and commitment about AD/HD is crucial to students' role and function in school. If knowledge and commitment is sufficient for the student teaching tailored to student needs and the risk of misunderstandings occur decreases. Security is a key factor for students who have been diagnosed AD/HD and learning form in itself is no guarantee that students will feel safe. Students have in the two teaching methods stressed that they feel safe at school and with their education and therefore has no teaching method preferred.

Författare: Fredrik Rosdahl Titel: Elevinflytande Nyckelord: Elevinflytande, intervjuer, Lgr-11 Syftet med denna undersökning är att undersöka hur eleverna på en skola upplever elevinflytande. Elevinflytande är något som alltid har intresserat mig, att få möjligheten att påverka ens utbildning och arbets-/lärningsmiljö upplever jag som något väldigt viktigt. Under min egen skolgång var det inte förrän i högstadiet och gymnasiet som elevinflytande togs på allvar av skolan. I denna undersökningen kommer jag undersöka hur elevinflytande ser ut och fungerar på en låg- och mellanstadieskola. Undersökningens syfte är att upplysa hur elever upplever att elevinflytande fungerar på deras skola. Jag har tagit del av olika teorier om elevinflytande och hur man som pedagog kan arbeta med elevinflytande i skolan.

The purpose of this thesis is to contribute to the understanding of the work of school librarians with pupils with dyslexia. In addition, the study investigates the cooperation between school librarians and pedagogues concerning the pupils with dyslexia. The two theoretical points of departure are: theory of profession and a model of cooperation built upon Louise Limberg?s and Lena Folkesson?s three categories of librarians? experiences of cooperation with teachers. Qualitative semi- structured interviews with eight qualified librarians constitute the empirical material.

The purpose of this study has been to investigate the views of five teachers on their own leadership, and on the way they make it work in the classroom. The method was a qualitative investigation consisting of separate interviews with five elementary school teachers from three different schools in the southern part of Stockholm. The results showed that a good pedagogic leadership, successful with the pupils, can be characterised as at the same time democratic and "situation adjustable". This includes the ability to formulate the rules of conduct clearly, to take decisions and to create a good working atmosphere in the classroom, so that the pupils can feel secure, and be able to learn and develop. That however, cannot be accomplished if the teacher only maintains a negative communication, reminding the pupils of what is forbidden.

For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary School of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis.

This study aims to examine the regard paid to the use of Assistive Technology (AT) when assessing the knowledge of Year 9 pupils with dyslexia in the subject Swedish. A starting point was to examine the knowledge of a group of teachers in the areas of dyslexia and AT. The issues then developed as to which AT a dyslexic pupil is allowed to use in an assessment situation and how the use of these tools affects the assessment. There was an examination of the guidelines that the teacher group can use as support when assessing the knowledge of dyslexic pupils on the basis of AT. The method used was qualitative semi-structured interviews.

The main aim of this essay was to find out what kind of advantages and/or disadvantages giving marks in pupils order and behaviour can cause for their development of knowledge and emotional and social skills. We let teachers answer a questionnaire about giving marks in pupils order and behaviour. We have also interviewed one person that was involved to prepare the latest curriculum in 1994, Lpo 94, and they decided that Swedish teachers do not have the right competence to judge ones order or behaviour. We have also looked at different theories about: mark as motivation, mark as information, mark as control, self-fulfilling prophecy, emotional disorders and gender, with whom we analyse the fact to give marks in order and behaviour.What we can establish is that giving marks in pupils order and behaviour seems to bring more disadvantages than advantages. Boys mature later than girls and have there for, in general, not as good behaviour as the girls have in the classroom.

The purpose of this study is to describe some primary school teachers understanding of language development and approach of first and second language speakers with Arne Tragetons Writing to reading, for pupils in early ages.By using a qualitative method with interviews and participant observations and informal conversations, the basis for the survey was collected. Four teachers in three schools participated. The proportion of second-language pupils at each school was 35%, 17% and 0%. My theoretical starting point in the study was the hermeneutic research tradition, which has been used to interpret and understand the collected material. Theories of behaviorism, constructivism and socio-cultural perspective has been used in the analysis part of this study.

The aim of this study was to investigate how disabled pupils feel about school lessons in physical education. Previous studies in the area show that many disabled pupils think that this is a problem. Drawing on data from one-to-one semi-structured interviews with six students in the age of 11-14 years, this study focused on how students with disability cope with their impairments and physical activity in school. The interviewees? background displays a wide range of sport related activities and besides school the interviewees seem to be engaged in different sports associations on their leisure time.

The aim of this essay is, firstly, to ? through a text analysis ? compare the curriculum of Waldorf education in Sweden (in the essay referred to as ?WL?) to the Swedish national curriculum ?Lpo 94?, to uncover possible differences and similarities between these documents, and, secondly, to present the roots and educational philosophies that these two curricula, respectively, are based upon. The purpose hereby is to be able to trace, describe and explain the differences between the pedagogical practices of Waldorf education and that of conventional Swedish schools.In the essay, a historical investigation of the main traditions of ideas behind the Swedish national curriculum is briefly carried out, where I swiftly present the educational philosophies of John Dewey (1859-1952) and Lev S. Vygotsky (1896-1934). Next, an investigation of the worldview and philosophy of Rudolf Steiner (1861-1925) is effectuated, where I attempt to bring to light Steiner?s anthroposophical and holistic worldview ? a worldview that throughout the 20th century has developed into an international and wide-ranging anthroposophical movement ? as well as his concepts of knowledge, science and educational philosophy.

Mitt examensarbete handlar om hur grundskoleelever ser på sitt lärande och sin motivation i ett musikalprojekt. Syftet är att beskriva detta, sätta det i samband med skolans värdegrund och få en förståelse för relationen mellan lärandet och motivationen. Undersökningen grundar sig på kvalitativa intervjuer med tio elever från två olika skolklasser i skolår åtta. Metoden har även stöd av observationer. Intervjusvaren är strukturerade efter teman.

The purpose of our essay was to illustrate how pupils in a medium-sized Swedish town in the 9th grade apprehend and explain bullying. We wanted to compare the pupils' opinions with student teachers' in college.Our questions were: How do the participants in the study define bullying? What are the characteristics of the bully and the victim of the bullying? Where, when and how does the bullying take place? What is the reason for the bullying? Are there any gender-related aspects of bullying? What is the participants? view of the teachers? role? Are there any differences between the pupils' and the teacher students' opinions about bullying, and in that case; what are the differences?We used a qualitative method by interviewing groups of pupils and teacher students. Our survey showed that the pupils' and the teacher students' opinions about bullying were similar in most cases. Bullying is when a pupil is exposed to negative actions several times.

We are two students at Malmö Högskola, writing our final essay for obtain our teacher diplomas. On our partner schools, we have been facing but little information about how to invite the parents to collaborate with the school. Our thought is that the schoolwork is favorable to the pupils if both school and home are working together side by side. Therefore, we decided to dig deeper into this matter of how one particular school is working with parental collaboration, to be able to see if their method is useful. This particular school is offering studies in a course form so called family class. Here the pupils can get extra help from remedial teachers and their parents are also invited.

Individual lessons in singing and different instruments are a big part of music education. The teacher and the pupil are meeting each other face-to-face in this kind of lessons. The interaction between these two individuals, in singing lessons, is the main subject of this thesis. The identity and acting of the singing teacher has a central part and advises are given for successful teaching.The study is based on literature on the subject and interviews with teachers and pupils..

Abstract People who have problems with the written language will face serious difficulties in todays society. Our social structur is based on the criterium that every individual has to be able to read and write, and for this reason it is important that pupils with learning difficulties receive help. The purpose of my investigation is to examine how children with reading- and writing difficulties can benefit throught creative methods. Children with reading- and writing difficulties are in need of these creative methods that exist today. Amongst all of our public healht issues, dyslexia is one of the biggest problem we have today and children are therefor in need of these creative methods. Through  qualitative interviews with two educationalists there has been established thad the creative way of working benefits children in many ways if it is preformed correctly.