Because of the globalization of society, English as a foreign language (EFL) has become easier to access through internet and outside school English activities, so called ?extramural English activities? (EEA). Previous research indicates a positive relation between pupils? EFL vocabulary development and EEA (Sundqvist, 2009). This development may influence teachers? lesson planning, because of pupils? wide span of interests and the resulting different levels of EFL vocabulary.

This paper is a study with two different aspects, with a main focus of the match factory in Jönköping. The first aspect is about how the work situation for children looked like in the match factory during the 1900 - century. The children´s work history over time, the children?s workday and life situation on the factory and outside is described in this paper. The second aspect in this paper is about how the pupils learn about their local history in the 3 and 4 grade.

The aim of this study was to describe and analyze if and in that case how project Speaking English contributes to improved skills in English to pupils in reading and writing difficulties. The project started out in order to give pupils in reading and writing difficulties an alternative to the regular English teaching. The study was carried out in two nine-year compulsory schools. We have conducted interviews with both teachers and pupils to see what they think about the project. According to the teachers we interviewed Speaking English contribute to improved skills for the pupils and they also believe that their chances to pass the 9th grade will increase.

Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family?s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education?s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply.

That the Swedish society looks different depending on the location is a fact and that in turn means different schools with different conditions and resources depending on the localization. We have in this study interviewed four teachers in a high-status school and four teachers at a low-status school in a municipality south of Stockholm. The purpose of our study is to find out how teachers / educators perceive children's physical and psychological safety in their workplaces, and if there is a difference between the schools in resource allocation.In order to answer our purpose of the study, we chose to interview teachers about how the school looks for the kids in order of enough resources such as books for all, enough facilities and competent and even skilled teachers. To take into account and consider people´s backgrounds, experiences, and cultural frames of reference is a way to interact within a respectful world, and as a good approach to educating children from all parts of the world and with all the different mental and physical difficulties. The two schools in our study show lack of resources but of different kinds.

The purpose of this study is to investigate how teachers work with basic mathematics combined with aesthestic learning processes such as arts and music in grades F-1. The essay will compare teachers? perceptions regarding aestethic learning processes when using art and music are used in the teaching of mathematics. We have used the following questions:Do teachers use aesthetic learning processes in the forms of arts and music in the basic teaching of mathematics and if so, how and in what way?What importance has aesthetic learning processes in the forms of arts and music in basic teaching of mathematics according to the teachers?What advantages and disadvantages do the teachers find with combinding the basic mathematics with arts and music?The study is based on a qualitative method with five interviews and eight observations.

I denna studie undersöktes hur samarbetet mellan speciallärare och ämneslärare kan se ut i matematik- respektive språk-, läs- och skrivutveckling på en högstadieskola med en inkluderande specialundervisning samt hur man bäst kan utnyttja de båda yrkesgruppernas komplementära kompetenser. Som metod för datainsamling gjordes observationer på lektioner där speciallärare och ämneslärare samarbetade. Observationerna följdes av enskilda intervjuer av speciallärare och ämneslärare i matematik och språk samt rektor och samordnande specialpedagog. Avslutningsvis genomfördes en gruppintervju med speciallärare och ämneslärare. Till analys användes Abbotts teori om olika yrkesrollers kamp om vem som ska göra vad på arbetsplatsen samt Laviés teori om lärares olika inställning till samarbete. Resultatet visade att speciallärare och ämneslärare har olika arbetsuppgifter i klassrummet och i planeringsarbetet.

AbstractHomework is often debated in the media today. The question is about the meaning of homework and whether the students benefit from it or if homework is just a remain from an old educational system.The research made on the subject disagrees on what positive/negative effects the homework has on the students.For my essay I chose to find out what attitude junior-level teachers have towards homework. Why give students homework? How do you work with home assignments?My research is based on interviews with six junior-level teachers that either have or do teach in the lower grades (1-3).The result I reached was the all of the teachers used homework in their education.The purpose of the home assignments is partly to give the students the possibility to rehearse and fortify their knowledge, especially when it comes to learning how to read.Another purpose of the homework is that it helps to maintain a good connection between the home and school. It is also a good way for the parents to get an insight and be a part of their children?s work.The conclusion of the research that I made is that if homework should exist in the educational system they ought to be well prepared by the responsible teacher..

Homework is and has always been a part of school work. It may take a lot of time from the pupils? leisure. Despite this, you cannot find anything written about homework in the curriculum. How can this be? Is homework necessary and what is its function?The purpose of this study is to find out how a few teachers in primary school reason about homework.  What are their attitudes towards homework and what functions do they see?To get an answer to this I studied literature and research reports, and did four qualitative interviews with teachers who teach grades 1-6.The results show that all the teachers give homework to their pupils, but their opinions about homework differ.

The purpose of this thesis is to describe property definition and special boundary demarcation and to analyze the differences between the two cadastral procedures. Property boundaries, especially unlawfully determined boundaries created through unofficial parcelling, can create conflicts between landowners and make it diffi-cult to know which land that a property contains of. It is possible to clarify the boundary conditions through a property definition or through a special boundary demarcation re-establish boundary marks.The methods used are: (1) A literature review to collect background information, (2) A case study to summarize court cases and (3) A questionnaire study to collect opinions from cadastral surveyors.The result is summarized in two comparisons. Firstly between restoration of landmark and special boundary demarcation (which replaced restoration of landmark in a legislative change in 2010), which demonstrated that the change in the law is considered positive because special boundary demarcation gives a legal effect on the boundaries. Secondly between property definition and special boundary demarcation which demonstrated that the two procedures are similar to each other.

I denna studie undersöks om det finns skillnader mellan lärare som har specialpedagogisk utbildning jämfört med lärare som inte har denna sortens utbildning. Hur påverkar detta elevernas inlärningsmiljö? Kort sagt: ?Lärarnas erfarenheter och dess betydelse för elevernas inlärningsmiljö.? Den studie som jag arbetat efter är Assarsons (2007) studie om kompetens att möta alla elever och den teori som jag använt är praxistriangeln som passar in till lärarnas personliga erfarenhet kopplat till överförd kunskap till andra människor, som i detta fall är eleverna. Empirin består av observationer av idrottslektioner och intervjuer av undervisande lärare. 13 lektioner observerades och fyra lärare från fyra olika skolor intervjuades.

This thesis investigates how teachers in political science work with global issues in their teaching. It investigates the implementation within a specific area. Implementation is a problematic concept and in debate it is often accused of not working.This thesis finds out whether dissatisfaction exists among teachers when it comes to how municipal schools work with global issues.The investigation consists of three interviews made with teachers in political science, all from municipal upper secondary schools, in three different cities.The result shows that dissatisfaction exists among the teachers. Lack of time and lack of dialogue between the teachers and the principles are described as the main hindrances to reach the goals of the implementation. The implementation is however, in a broad outline, depicted positively..

The purpose of this graduate work is to seek knowledge about how children?s right to participation and influence is interpreted and understood in a specific context and also to examine how this right can be conditioned and shaped by the pedagogical practice of early childhood education.The focus of this study has been to examine the arguments and attitudes towards the right to participation and influence as a pedagogical practice as it is understood in early childhood education. Additionally, I have been interested in studying the affordances and restrictions that early childhood educators experience when dealing with children´s right to participation and influence.The platform used for data collection is Facebook and the informants recruited were active participants in forums regarding democracy in preschool education. In the second phase of the study I conducted online focus groups with these participants.For the analysis of the material I have adopted a poststructuralist perspective, starting from Jaques Derridas philosophical texts and use of deconstruction.The results show the complexity in early childhood education´s democratic mission. What becomes clear is the importance for the teachers to adopting an open, ethical and democratic approach in order to make children´s right to participation and genuine influence possible in the everyday reality of early childhood education. .

I Läroplan för grundsärskolan 2011 har stor förändring skett i förhållande till föregående kursplaner som innehåller religionskunskap. Från att fokus till stor del enbart kretsat kring livsfrågor har studier kring specifika religioner återigen tagit plats i styrdokumenten. Denna studie undersöker hur man inom grundsärskolan arbetar med religionsundervisning, och i hur stor utsträckning eleverna har möjlighet att ta till sig den. Undersökningen har utförts med hjälp av kvalitativ data i form av intervjuer och vägs emot Edwin Cox krav på förmågor som förutsätter religionsstudier. Studien visar på att religionsstudier behöver konkretiseras för att möta de behov elever i grundsärskolan har.

This study is conducted from qualitative research with interviews as a basis, where I have interviewed four teachers from elementary school?s early ages (year 1-3). The aim is to highlight the teacher?s perspectives and experiences of reading aloud, and how they connect the activity to gender.The questions at issue that have been answered in this paper are how the teacher?s reflect to gender and reading aloud in a school environment; do the teacher?s reflect over the gender perspective when choosing reading aloud literature? When reading aloud, which attributes are important to highlight for girls and boys according to the teachers? Which books do the teachers consider "good" gender literature?The paper is based on the theoretical grounds of social constructivism, gender as construction, gender conscious pedagogy and reading aloud. In previous research the focal point has been Kåreland?s study on gender in literature in pre-school, and on how children are being portrayed in children?s literature today, from a gender perspective.The teacher?s that have been interviewed in this study all agreed on the fact that reading aloud is a very important part of education and are used by most teachers on a daily basis.