We have done a qualitative and quantitative study about math problems on second­ary school students. The study is based on the diagnosis, treatment and training of teachers, about students who have math difficulties. The aim of this work is to obtain teachers ?perceptions about students? diagnosis, treatment / improvement and continuing education for students who have math difficulties. By having interviewed various teachers through surveys we have received answers to their concerns about the diagnosis, treatment and the importance of continuous training of teachers on students? mathematics difficulties.

The purpose of the study was to examine how teachers and children interpreted the project and understood its values. To this end, it was necessary to focus on four defining parameters which affect the investigation: structure of pre-school project work, content and delivery, the methods used by teachers during the project, which pedagogical documentation was used (and how), and how the project determined the approach, the curriculum goals and values. Using a qualitative approach, regular unsystematic observations were made over five days, during which three teachers, two pedagogues, two pre-school teachers, and one nanny from the same kindergarten were interviewed regarding children in three age groups: 1-2 years old, 3 years old, and 4-5 years old. The results of my investigation showed that the teachers were divided on how to apply the project as a working method. Children's active role in the pre-school project varied depending on the extent to which teachers adopted children perspective in everyday practice.

This study illuminates chosen parts of the present opportunities, in the Western World, for parents and children to choose which school the child will attend (freedom of choice), along with possible consequences that may follow. My research questions are: 1) Do tendencies show that freedom of choice leads to increased segregation, and if that is the case, how is it manifested and does it matter? 2) What relations between the student composition of schools and teachers' expectations and attitudes toward students are there? 3) Do the results from previous studies match with the result from my interviews? The methods used for answering the questions are literature studies and interviews made with six teachers who are working in two upper secondary schools in the northern part of Sweden, i.e. three from each school.The result shows that freedom of choice, regarding schools, seems to lead to student compositions that contribute to increased segregation in societies. It leads to more homogenous student compositions, in the form of ethnicity and social class, in schools in general, with consequences like different expectations and attitudes among teachers depending on the status of the composition.

This study is of a qualitative phenomenological approach. Its background lies in recent reports that show the problem of self-harm increasing among adolescents. The intent of the study was to highlight school counselors? view of self-harm, and their experiences of meeting self-harm through their work. Six school counselors, all employed in secondary school, have participated in semi-structured interviews.

In this examination paper I?m using the qualitative method: phenomenographic analysis to present twenty educated and working pre-school teachers opinions about being outdoors in Swedish pre-school. The purpose is to describe the variation between different pre-school teachers? opinions, not to focus on wrong or right.    The paper starts with a review over the opinions presented by the literature on the subject.

Although school librarians have an important role to play in high schools helping teachers and students during their education, Swedish school librarians are often considered to end up left out by teachers and head principals due to school librarians vague and unclear professional role in the school. The aim of this thesis is to attempt to study school librarians own apprehensions of their particular professional role in a high school context, and how their professional role is believed to be apprehended by teachers and head principals. The results are based on interviews made with eight school librarians working in different high school libraries in Gothenburg during April 2002. By using phenomenographic method various existing apprehensions of the specific phenomena that the professional role of the school librarian constitutes of are made clear. The aim of the method is not to study what the profession constitutes of, but rather how it is apprehended by the school librarians themselves.

The aim of this essay is to create an understanding, of how teachers comprehend knowledge, grades and tests in a school context. It is important to get a grip of the different parts of the teacher?s reality. The test, the grades and knowledge are deeply connected as a part of a whole. The teachers view on knowledge can not be understood without asking about the practical parts of their work and understand how the different parts are dependent on each other.The main material consists of interviews with four teachers that work in a public mandatory school in the south suburbs of Stockholm.

The purpose of this study is to analyse the attitude of four teachers to leadership in the classroom. The main research questions asked were:What are the teachers` views on leadership in the classroom?What does good versus  bad leadership mean to the teachers? What factors influence the teachers' leadership in the classroom, according to themselves?The method used is the qualitative method and interviews, which is my empirical material, I relate to different theories and previous research of leadership.The curriculum for the compulsory school system, the pre-school class and the leisure-time centre, Lpo 94, says a lot about how both the school and the teacher must pursue a democratic activity; the teacher must have a democratic leadership in the classroom (Lpo 94, s. 5). At school, the pupils should be met with respect, they should feel safe and be motivated to learn.

The objective of this study was to bring further knowledge to the subject as to what influences students motivation and self-esteem. The study had focus on role that the teachers play in these aspects. The study was done by using both a qualitative and quantitative approach. The qualitative method was interviews based on six interviews with two teachers and four students from two different classes. The quantitative method was a questionnaire study that was done in both classes.

The school is under constant change and school reform on the conveyor belt. In 2009 the Swedish government introduced new directives for the elementaryschool, including multi-national sample, written testimonials from grade one and grade with several grades rose from grade six. The purpose of this study is to examine currently active primary teacher perceptions of the pupils' learning and development might be affected by those earlier and clearer knowledge assessments, and how teachers perceive this reform on the basis of the Swedish school's motto "a school for all". The study was carried out with a phenomenological approach where the method has been depth interviews with five active primary teachers from grades one to six in a school. The results show that teachers perceive that the earlier and clearer assessments will affect students differently according to student performance and knowledge.

Students who regularly cause trouble in school, how can they learn anything? That is what we asked ourselves after having visited a special school for ?troublesome students? (in Swedish resursskola). Our main purpose has been to find out how these students have experienced the help they have been given in those schools.We have interviewed students, parents and a social worker in order to find out if the alternative pedagogical methods used by those schools give the students better opportunities to perform their schoolwork. The interviews have been made two or three years after the end of their studies in compulsory school (grade 9). We have used a qualitative method with semi structured interviews and also an evaluation model.

In Based upon disciplinary foundation... ? A study on teachers? prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined.There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff.

Syftet med den här magisteruppsatsen är att få en bild av hur skolledare och lärare ser på kommunikationsformen medarbetarsamtalet, kopplat till skolutveckling, i den svenska gymnasieskolan. Uppsatsen följer en fenomenologisk forskningsansats, i vilken en etnografisk modell med åtta kvalitativa intervjuer av tre skolledare och fem lärare på två gymnasieskolor setts som en fallstudie. Materialet har analyserats med hjälp av en narrativ metod och kritisk diskursanalys (CDA) och resultatet visar att skolledare och lärare talar om skolutveckling på disparata sätt i medarbetarsamtalet men också att förberedelser och feedback på medarbetarsamtalet skiljer sig åt och upplevelsen av medarbetarsamtalet är därför att det inte påverkar skolutvecklingen på de två gymnasieskolorna..

This study investigates certified and non-certified teachers in Sweden and how they themselves view the status of their profession. Teacher certifications were introduced to Sweden in 2011, under the assumption that it would raise the status of qualified teachers. Recent results from international studies showed that Swedish students have fallen in rank compared to other countries around the world, and one of the proposed solutions proposed to this was to raise the status of teachers, as well as their pay. A higher status would then solve other issues, such as the low number of applications to university courses related to teaching. This study asked high school teachers, through an online questionnaire, what their views were on the status change the reform was supposed to create.

The purpose of this thesis is to clarify the concept of ?managing diversity? and to describe how it appears in the Swedish school, in the classroom as well as in the organisation. To support the study, interviews have been carried out with principals and teachers in three different Swedish schools.The thesis is divided into two sections; a literature study and an interview section where we describe the thoughts and knowledge of principals and teachers. From a diversity point of view, we discuss the relationship between documents, organisation and teaching.The study described in this thesis shows that managing diversity has not yet had its break-through in a Swedish school context. The official curriculum of the Swedish school system values diversity, although the directives are unclear as to how the managing of diversity is to be carried out in reality.