This survey is a qualitative study about how teachers see on the concept student leverage and what they say about how they in practice work with it. We have chosen to examine the subject from a teacher?s perspective, because almost all investigations and literature, that we have found, discuss student influence from a student?s perspective. That?s why we are interested to examine what teachers think of the subject.

The aim of this study was to analyze discursive patterns in publications and attitude researches on bullying published by The Swedish National Agency for Education. The focus was largely on whether there is a pattern in the narration of how teachers and Pupils are portrayed as perpetrators in a situation where bullying occurs. The empirical material of the study was acquired by use of a qualitative method where publications published between the years of 2002 and 2014 were selected. Dictums concerning teachers and Pupils as bullies have been compared and surveyed where differences in how they were depicted was the object of analysis. To enable such a study, Foucault's theories on discourse and power were applied on the empirical material in the analysis.The result shows that bullying in general almost always refers to the Pupil as the perpetrator while teachers are under-represented in the same context.

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 study takes place in the capital of Sweden, Stockholm. It focuses on how the past reforms since the 90s have changed the teachers? occupation as a profession.The study is partially based on analysis of prior research and documents related to the thesis. The cornerstone of it is based on four immerse interviews carried out in three different schools. Two of which were private schools and the third is a municipal school.

Föreliggande studie syftar till att belysa skolsköterskors upplevelser av att stödja elever med hörselnedsättning som inkluderas i hörande klass i egenskap av skolsköterska och sin roll i Elevhälsan. Där av genomfördes intervjuer (n=8) med skolsköterskor verksamma i Kronobergs län vilka analyserades enligt metoden för kvalitativ innehållsanalys. Resultatet identifierades i två kategorier Att identifiera elevens behov och Att samverka kring elevens behov med fem tillhörande subkategorier. Konklusionen var att skolsköterskor behöver information från andra samt att hörselscreening, utredningar och förebyggande arbete är viktiga verktyg för att finna och kunna stödja elever med hörselnedsättning. Skolsköterskor anser att kunskap och samverkan både i Elevhälsan och mellan kommun och landsting påverkar eleven i skolan..

The aim of this study is to describe how Pupils in fourth grade talk about their attitude of reading fictional narratives in school and on their spare time, their motives to read and how the school promotes fictional experiences. The study is based on interviews with 18 Pupils from the same class, divided in four groups. The interviews were analyzed from a literature reception theory. The result shows that some Pupils are very engaged in reading fictional narratives, while others more or less, are forced in to reading, because their teacher wants them to. All the interviewed Pupils would like to read exciting, interesting books, but they feel that they don?t get the right support neither from their teacher, parents nor their friends. They describes that they don?t discuss the meaning of reading or things that the reader can read between the lines.

The Swedish curriculum points out mathematical communication as one of the importantabilities that students need to develop. Previous studies show that students have not been given the right conditions to develop this ability sufficiently. The purpose of this study is to investigate how some Swedish teachers interpret mathematical communication and how the work with this takes place in their classrooms.The investigation consists of qualitative interviews with six teachers in the grades of Fk-3. The interviews have been focused around the teacher's interpretation regarding mathematical communication, how this is reflected in their work in the classroom and also if they see any advantages or difficulties in working with mathematical communication with their Pupils.The result of the study shows that the teachers are well aware of the importance of communication and they have a will and an intention to let the Pupils communicate mathematically. Mathematical communication is emphasized mainly as important for the Pupil's learning and understanding.

The purpose of this report is to investigate teachers views of whether Pupils with Asperger Syndrome, autistic symptoms or ADHD shall go in ordinary classes or special groups. The study tells you about what difficulties these Pupils often have, what adjustments they need in their schoolsituation and the positive and negative effects of joining a special group.A teacher for special needs, two teachers in special groups and two teachers in ordinary classes have been intervjued and earlier made researches have been studied.The conclusions of this study are that the decision of whether a Pupil shall go in a normal class or a special group must be made individually. Most Pupils who are capable to profit from the training in a normal class and pass their examination, shall go in a normal class. The greater part of the recommended adjustments are possible to do in a normal class. But it requires more resourses and teachers with better knowledges about theese handicaps..

Gender is a universal factor that is unavoidable in classroom interaction between Pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between Pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the Pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the Pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94.Our essay is built on our studies around what teachers think on how they treat the Pupils, on the basis of gender perspective.

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.

Syftet med studien är att undersöka och sammanställa hur utvecklingssamtalet inom skolan, samt samtalet mellan hem och skola har förändrats genom åren. Syftet är också att visa på hur pedagoger och föräldrar upplever dagens samtal. Jag har i denna undersökning använt mig utav intervjuer som arbetsmetod, och som underlag till studien ligger intervjuer med fyra föräldrar med barn mellan sju och tolv år, samt fyra pedagoger med olika lång erfarenhet inom läraryrket. I intervjuundersökningen framgår det att utvecklingssamtalet upplevs olika beroende på vilka egna erfarenheter och vilken roll man har i samtalet. Både lärare och föräldrar upplever att utvecklingssamtalet är en samverkan mellan hemmet och skolan, där elevens utveckling kommer främst. Nyckelord: skola, hem, samverkan, utveckling, samtal, utvecklingssamtal..

International studies show that literacy skills have deteriorated among Swedish students. Empirical evidence states that before being able to learn to read it is important to have phonological awareness. From this perspective, an intervention study was launched to examine whether Pupils´ phonological awareness could be enhanced through the work of a special model during a limited time. The aim of the study is to investigate whether six Pupils in preschool develop phonological awareness based on Bornholmsmodellen during a limited period of time. The control group was made up of the remaining Pupils in the preschool class.

AbstractThe purpose of this study is to find out how Pupils give expression of a water cycle model and if the model causes any misunderstanding. Two problems constitute the starting point for this investigation. The first question is: how do the Pupils explain the water cycle with the help of the jar model (can of glass). The other question is: can the children see any similarities between the can of glass and our earth. Qualitative semi structured interviews with seven Pupils in the ages of 8-9 have been used to show the Pupils? own thoughts and how they express them.

The purpose of this article was to examine how students learn to use the Individual Development Plan (IUP) with written assessments as a tool for learning. The study is conducted according to an ethnographic approach. A total of 20 students, aged 13-14 years, participated. The production of data took place through participating observations, field notes and conversations. A qualitative content analysis was used for data analysis.

The purpose of this investigation is to see if there is any difference in how long Pupils are staying in the activity of the music- and culture schools in the country. I have compared this with how large the teachers engagements are in average at each school, how many teachers each school holds and if one teacher is teaching within different areas, e.g. on different instruments. Thru mail contact with the headmasters at the music- and culture schools I have gathered data concerning the length of which the Pupils are staying at the schools, the number of teachers at each school, the size of the teachers services and in how many different areas each teacher is teaching.It has been hard to get to any results in the investigation since the music- and culture schools don?t compile statistics on how long their Pupils are staying at their schools.