This study focuses on oral communication in the classroom involving discussion and dialogue amongst pupils, but also between teacher and pupil. The overall aim is to study the choices regarding the group composition and working methods that might occur in four individual teachers? lessons plans with the intention of increasing the pupils? knowledge through oral communication. The main focus is to explore what the teachers think of the choices they make and how they believe these changes affect the pupils. It is also focused on how the teachers perceive their pupils? learning is improved by oral communication and how they incorporate all pupils, especially the pupils who rarely participate in classroom activity.The methods used are qualitative studies using interviews and observations.

The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals.This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews.

This thesis is supposed to make teachers and teaching students aware of the educational problems in physics during comprehensive school. The editor has interviewed pupils and studied literature in the physical education. Also the pupils conceptions in some basic physics have been studied. The pupils agree in the interviews, that their previous knowledge in physics is not satisfying. The reason of this is further discussed and compared with the literature..

The aim of this master?s thesis is in part to investigate how pupils act and experience their information seeking in connection with a school task, and in part to identify which factors influence the information process. The essay?s theoretical framework is based upon Carol C. Kuhlthau?s model of the process of information seeking where actions, thoughts and feelings are regarded as integrated parts.

This paper is based on observations made in the classroom, interviews and studies ofliterature.The observations that I made during my practical training period made me believethat pupils with writing and reading problems succeeded more often with the methodsof teaching used in media education than with more traditional teaching methods.Through this study I hope to specify and define the factors that were the reasons for this. In doing so I wanted to show that you could adapt the teaching methods to reach more pupils with different kinds of learning styles.I have come to the conclusion that the following factors made the pupils with writing and reading problems succeed more often in subjects related to media education:Variety, time spent, the pupils? interests and the equipment used..

This two years master?s thesis is about book circles for children, arranged by the public libraries in Sweden. The purpose is to gain knowledge about how children experience their participation in book circles, and how they experience their own reading. It focuses on children aged 10 to 12 years, and their leisure reading. The research questions are: What are the book circles? function for the participants? How and why do the children read? What kind of literature do they like? Do the children experience that their reading has developed through their participation in the book circles? What parts of the reading process do the book circles influence?The theoretical framework is threefold.

The main purpose of our thesis is to discuss the subject e-books from a Swedish public library perspective. The aim of the thesis is to locate and analyse statistics in regards to lending electronic books in public libraries. With this background a text analyse have been done, which views different arguments about e-books. We have studied the current statistics about lending e-books to the public users, the statistic material was gathered from the two main providers of e-books, eLib and E-biblioteket. With this statistic report as a background, arguments from scientists, journalists and users of e-books have been studied.

This study was about how pupils described their school situation with special education. The specific focus was on pupils which are described as ?troubled pupils?, unconcentrated pupils?, pupils in social and emotional difficulties or characterised by similar concepts. The study was based on a sociocultural perspective and an interactional perspective. The empirical material consisted of interviews with eight pupils in age between 9 to 12 years old and who had special education.

This is a bachelor thesis, written at the business studies institute, Uppsala Unviersity, exploring how digitalization has affected the Swedish book industry. This is done by studying how the introduction of the e-book has changed the way the publishers work and what problems and opportunities arise with the new way to publish and consume books. The technology optimists, that existed around the turn of the millennium, when the e-book came, made predictions along the lines of the physical book having ceased to exist within five to ten years. But the physical paper books do very much still exist, so haven?t the change happened as predicted? The purpose of this thesis is as follows: How has introduction of the e-book affected the relationship between the Swedish publishers and the book as a whole? This means that we consider the book as a concept, as a resource or product, and study how a change in this product affect publishers.The theoretical framework used is basically classical network theory.

The aim of this study is to investigate into the use of discussions in the classroom to help the pupils develop a deeper understanding of mathematical concepts and operations. The empirical data contain interviews with two teachers and observations from their lessons. The purpose of the interviews was to find out what importance the teachers ascribed to the ability of their pupils to talk about mathematics, and how they organised their classes to encourage mathematical discussions. With the observations, I was able to see the interaction in the classroom and hear discussions between the teacher and the pupils, as well as between the pupils themselves.The interviewed teachers proved to share my own belief in the results of researchers like Malmer (1999) and Löwing (2006) about the importance of verbal discussion, argumentation and reflection during mathematics classes. But convictions derived from the research of others are one thing, the practical application of the wisdom in the classroom another.

Abstract The aim of this study was to explore and describe the pupils' thoughts on seed and its development into seedling. Twenty nine Swedish pupils at the age of 7 and 10 years old were interviewed about their knowledge of seeds.It turned out that pupils often have so-called everyday belief to describe the natural science phenomenon by connecting their explanations to phenomena in everyday life to which they are familiar. To describe the process of seed developing into seedling is something that most of the pupils believe to be difficult and this resulted mostly in the answer ?it is growing.? Children have some knowledge about what seeds need in order to germinate but they do not mention the importance of oxygen as a component of seed to be able to germinate and grow. They mean instead that it is sufficient with soil, water and sun.The older pupils, however, are more often than the younger pupils able to connect their reflections to a more scientifically correct description based on terms belonging to the phenomena, though these terms sometimes are wrongly used.

In this survey I have been trying to find out which factors influence the students? choice of instrument. I hope to, through the results, gain knowledge about how to reach interested students in my future work as a trombone educator.I have let 15 students that have played trombone in the County Music Academy one to three years, answer my inquiry concerning their choice of instrument. The students? parents were also asked to give an explanation to what they think made their child play the trombone and whether they tried to influence their child in the choice of instrument.

The purpose of this study was to examine how teachers in primary schools experience the situation of teaching newly arrived immigrant pupils in their regular classes and also how they plan their teaching for these pupils. The empirical study did intend to answer the following two questions; how do teachers experience the situation of teaching newly arrived immigrant pupils in their regular classes? How is teaching of newly arrived immigrant pupils in regular classes being formed? A qualitative method was used in the form of interviews with five primary school teachers from two different schools. The overall perspective I have assumed in this study is the sociocultural perspective, but I have also taken up a second language perspective and an intercultural perspective. All the teachers in the study have described their experiences of teaching newly arrived immigrant pupils in terms of difficult, tough and demanding at the beginning, but nowadays somewhat easier.

The aim of this study was to investigate which factors teachers and special needs education teachers view as being the main causes of mathematical learning difficulties and from these choose how to educate pupils with these difficulties. The aim was also to investigate how this education is organised at two different schools. An interview based investigation addressed these objectives by using three comprehensive questions:Which factors do the teachers and special needs teachers view as being the main reasons for mathematical learning difficulties?How do teachers and special needs teachers educate pupils with mathematical learning difficulties?How is the education organised for pupils with mathematical learning difficulties at two different schools?This study is based on four interviews of three teachers and one special needs teacher. The people interviewed work at two different primary schools in the same local authority.

Language choice is a required course in years 6-9 of compulsory school. Those who do not wish to study a Modern language of French, Spanish or German may choose language choice English or language choice Swedish instead. These two courses are meant to provide students with additional support and advanced work in those subjects. Although grades are given in Modern Languages, language choice English and Swedish do not merit a grade. Neither language choice English nor language choice Swedish has a set curriculum or syllabus.