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.

Bakgrund: Pupillövervakning är en del i den neurologiska bedömningen med hög relevans för neurokirurgiska intensivvårdspatienter. Den finns även beskriven som del i smärt- och sederingsövervakning. Syfte: Att undersöka hur specialistsjuksköterskor inom neurokirurgisk intensivvård använder sig av Pupillövervakning i sitt arbete. Metod: Studien utfördes som en semistrukturerad intervjustudie. Sex sjuksköterskor verksamma inom neurokirurgisk intensivvård intervjuades.

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 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 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.

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..

Children at the age of six, has since 1991 been allowed to start their tuition in the Swedish school system. Studies reveal that; the first school year (preschool) can be a stressful task dueto the new environment, new friendships and higher expectations.The purpose of this study is to describe and analyze how the teachers perceive their own role in the transitioning process from preschool to school. This purpose required a method of qualitative complexion and therefore qualitative interviews were used. The material is based on four interviews with four different teachers. The teachers were asked the same question considering; the transition from preschool to school from a Pupil point of view, their own role in that transition and their opinions on different educational tools.

AbstractParental participation is something that is included in school either we like it or not. Several studies have been done about this phenomena but not many of them have examined the Pupils estimation about parental participation. Therefore did we get interested about the Pupils situation because why haven?t almost anyone asked the Pupils about this phenomena when it?s constructed fore them? To learn more about the Pupils estimation did we a questionnaire in twelve different classes with children in the ages between 10-16 years. The results we got from the questionnaire concerning the Pupils estimation about parental participation were both expected and unexpected.Keywords: Parental participationQuestionnairePupil estimation.

In this study I have brought up what Pupils within vocational training, with focus on upper-secondary school have apprehended about the course ?Projektarbete 100 p? (Project job 100 point). In my analysis I interviewed twelve Pupils from upper-secondary school who had 20 % or more truancy during their three years of studying in upper-secondary school and achieved a result to these Pupils had problems with absenteeism then primary school. The Pupils agreed about the school?s existence but they need schools of practical type.

The purpose of this report was to examine the schools views on its task to form good citizens and also the work with children and their souls and feelings. My question of issue was:? Which are the conditions from where you work with feelings and forming good citizens in school?In the Swedish learning curriculum for the compulsory grades, Lpo 94, there is a lot to be read about the schools task to form good citizens and human beings. One can also read that the schools have to work with the feelings of its Pupils and also the issue of values. The results of my report show that the school has a responsibility to support the family?s work with the upbringing and the personal growth of their children.

The study aims to examine how the people who have received special needs education during their schooling have experienced it.Since I wanted to take advantage of people's experiences of special needs education, I chose to conduct qualitative research interviews. Five people in the ages of 21-26 years old participated in the study.A summary of the work says that special needs education creates mixed feelings, feelings of joy and alienation. The positive as described in the work is that the special education teaching has created a classroom that is aligned along the Pupil's needs and circumstances. All informants have expressed that their negative experiences is about them having to leave the common classroom.Keywords: exclusion, inclusion, special needs education, student needs.