We live in a society that is constantly developing and where technology is getting a more major roll. The school is a very important part of our society and should therefore develop in pace with the surrounding society. Having this in our thoughts we decided that our purpose for this case study should be to study the importance of technology in a learning environment for seventh graders in a specific school. To be able to find this out, we have used constructivism and sociocultural perspective on learning. We have gathered our empirical data for the study through participant observations and a focus group interview.

The aim of this study has been to understand how teachers make pupils come up with new business ideas. This is relevant as the schools in Sweden has to have entrepreneurial teaching in their education. To get an understanding of how teachers teach the pupils how to think differently so that new business ideas can evolve the study is based on interviews with five successful teachers. The teachers have all had pupils that during one year have had their own almost real companies that they have to manage. They start with inventing a new business idea and then they produce the product or service they decided to sell.

This study deals with pedagogical documentation. With a revised preschool curriculum,where this is a crucial aid for illustrating the learning process of children and educators, aswell as demonstrating the activities of the school, it is of the utmost relevance to further explorethis notion. The study focuses on a single municipality and explores the various ways inwhich its preschools do in reality deal with this issue in correlation with the actual visions andgoals set by that municipality. Through a series of qualitative interviews with educators aswell as with the municipality Head of Education, this study outlines how educational documentationis in fact applied in the schools in question. The gathered data has been interpretedwith a power perspective as well as with a sociocultural perspective in mind.

This two year master thesis reviews the possibilities for how public libraries and geriatric care can cooperate on a long-term basis. By using a project called Prosit the study shows which approaches and actions that worked in order to create this kind of successful collaboration, and which ones that didn't.The theoretical framework consists of the sociocultural perspective developed by psychologist Roger Säljö in meaning to emphasize how these two departments can learn from each other. The theory also underlines the fact that both public libraries and geriatric care can develop their own way of improving the elderly?s daily life by working together. The thesis method is qualitative and based on Virginia Braun and Victoria Clarke?s thematic analysis.

The aim of this thesis was to find out how the teachers I have interviewed, felt that they worked with and looked at conflict management. The aim was also to find similarities and differences in teachers' ways of working with conflict. With the help of my questions, I got answers to what I wanted to explore in my essay. I used these questions: What strategies do the teachers I interviewed for managing conflicts in preschool? What tools do the teachers I interviewed see as most effective in the process of conflict management? Are there differences and similarities in the way that the teachers I interviewed work with current conflict? What factors, according to the informants starts a conflict? What is the teachers? definition of a conflict and how does their definition affect their approach when working with conflicts?In my study, I have used a qualitative approach in the form of structured interview, to get material for my thesis.

The purpose of this thesis is to examine how teachers work and reflects on gender education in preschools. We also want to take part of how teacher?s thoughts are reflected in the physical indoor environment and how the environment is designed by reviewing the rooms furnishing and the selected materials. We will do this by visiting a number of preschools located in Stockholm and New York. We have chosen three questions to get the answers on our purpose.How teachers reflect around gender pedagogy are, and how the thoughts are expressed in the practical work.How the teachers communicate with their co-workers about gender pedagogy.How the teachers own thoughts and reflections on gender pedagogy have been expressed in the physical indoor environment where the children stay during the day. We have used interviews and observations as a method to gather the information that we needed to answer our questions of the thesis.

In this essay I examine if socio cultural theory is present for teachers when pupils and students are using computers in class, especially when using blogs as a tool for learning. The aim of the essay is also to examine if blogs among pupils in class can promote peer support, co-operation and reflective dialogue, and in that case in what way. The essay consists of two studies, one small interview study and one literature study.  The interview study is made with the qualitative method phenomenographic analysis, presenting four Swedish teachers who have much experience using blogs in education. The aim of the literature study where some national and international research studies of relevance are presented, is to broaden the perspective.The result of the interview study shows that a socio cultural theory is highly present among the teachers who already use blogs in education. In addition, those teachers experience that the blog in the classroom supports dialogue and co-operation among the pupils.  In contrast, the literature study shows that most teachers in Sweden who made their pupils work with computers in classroom seem to let their student work alone, without guiding them and without creating co-operation or dialogue in the classroom.

The purpose of this study was to to examine what teachers think about visual art and how the learning process in this subject does look like. To answer these issues, I made interviews with five teachers of visual art from different schools, and I examined several examples of pupils? artworks. The stories of the teachers were analyzed in relation to governing documents and with assumptions from Sociocultural theory, postmodernism and pedagogical - aesthetic research as theoretical point of view.By the qualitative interview method, the observations of the pupil?s artworks, and by the analysis of the interviews with the teachers, I have come to the conclusion that teachers think differently about art but they try to keep themselves in line with the national governing documents.

AbstractThe aim of the study was to examine how a school team works with formative assessment in compulsory school for pupils with intellectual disabilities. The study had a particular focus on formative assessment in relation to pupils with moderate and severe intellectual disabilities. Since there is a lack of research within the field of formative assessment and pupils with moderate and severe disabilities this study may contribute to new knowledge in this field. A sociocultural perspective has been used as a theoretical framework. A central concept in the sociocultural perspective is that people develop knowledge in interaction with other people and that communication and language is important.  The methodical framework was inspired by an ethnographic approach and the empirical material was concocted by participatory observations and by interviews.

This study is about how the dialog can help students with special needs to feel participation and inclusion in the class and the teaching. My purpose with this study was to look for how the students with special needs interact with other students and teachers through the dialogue. I also wanted to know if there is any positive and negative effects to teaching students with special need in the classroom compared with the teaching at the special teacher.I have taking purpose of the Sociocultural theory in my study because it says that children learn together when they communicate with each other. The theory central words are dialog and scaffolding in the zone of proximal development. I also describe central words like participation, inclusion and students with special needs in the special teaching.I have investigated in four interviews, two of them were with a teacher and a special aids teacher, and two of them were students with special needs.

The purpose of this study is to examine how pre-school teachers think about the importance of circle time in regard to the child's language and social development from a sociocultural perspective. Furthermore the study will include what role the educators? have during the circle time.To answer our purpose we have chosen the following question:What is the role of the teachers in the circle time?What are the teacher?s thoughts about the circle time?s importance to children's social development?What are the teacher?s thoughts about the circle time?s importance to children's language development?The study is constructed on qualitative methods, where we conducted structured interviews with six preschool teachers and observed their circle time to collect our empirical material. The study is also based on Vygotsky's sociocultural perspective which says that all learning takes place through relations and interaction with other people in the cultural context you are in. The results have shown that pre-school teachers are aware of the circle time?s importance to children?s development, and purposely plan the circle time to give children the opportunity to develop both socially and linguistically skills..

It is important that children develop their communicating skills to be able to interact withother persons in different social contexts. Without the necessary skills, the child will struggleto understand others, as well as to be understood. My qualitative research takes place in a preschoolclass at a primary school in Stockholm, where I from a sociocultural perspective onteaching and learning aim to clarify how the students? ability to develop their linguisticperformance and their communicative competence is stimulated within this primary preschool?seducational framework. Empirical data was collected both through observations ofthe daily activities in the pre-school class as well as through interviews of three employedteachers.My research indicates that the educational framework in this pre-school class is structured tocomply with the official Swedish Curriculum, Lpo.

The aim of this study is to increase the knowledge regarding the selection process of picture books by pre-school educators. My intention is to find out which criteria educators use to select the books. I have restricted the study to pre-school educators, because I wish to find out how they work with the selection process and which criteria and considerations are included. I also want to know if the children have influence in the book selection and how the books get to the pre-school.The study is based on qualitative interviews with educators at a pre-schools in my area as well as relevant publications. The questions the educators were given were semi-structured.

The purpose of the study is to investigate educators? attitudes and didactic positions on popular culture as a form and a means of children?s learning in preschool. The questions posed in the study are:? How do the educators define popular culture, which examples of popular culture do the educators give?? How do the educators describe the spoken and unspoken rules and positions regarding popular culture in preschool practice?? What are the risks and benefits when including popular culture in preschool, according to the educators?In this qualitative study four educators from different preschools have been interviewed. The preschools take as a starting point different educational philosofies.

The study aims to investigate student participation as a tool for democratic development in secondary school from a student perspective. Furthermore, students' perceptions of the school's work with student participation in formal and informal contexts are also investigated, with basis in the teaching structure. The results are based on interviews conducted with students who all attend the same class in their last year of high school. Subsequently, an analysis is made based mainly on three different theories: democracy, curricula and Sociocultural theory. The result shows that students feel that they are able to practice student participation but the amount of influence they get differs between individuals depending on devotion and commitment.