The purpose of the study is to contribute knowledge about the representation of fiction authors who have written in languages other than Swedish in educational school books within the Swedish subject. This is done in relation to the school's promotion of cultural diversity, a globalized world and to the Swedish curriculum. The study is a combination of a qualitative and a quantitative analysis that takes its starting point in six educational books for the courses Swedish 1 and 2. The analysis shows that all study materials include a broad representation of authorships from Europe and the USA. The selection of authors from other parts of the world is, however, limited.

The purpose of the study is to highlight educators' preferences and attitudes towards tablet in preschool by describing the use of this digital tool in the preschool educational activities. The use of tablet in preschool is in the study looked upon as a phenomenon. The description of the phenomenon is built on the analysis and interpretation of educators' statements about it. The research questions focus on the following aspects: educators' attitudes towards the tablet and its use in pre-school educational activities, the tablet's current area of use, the culture surrounding the use of this digital tool and the educators? statements about advantages and disadvantages of tablet's use in preschool.

The aim of this essay has been to surrey the perspective of view the special education teachers have on the tree concepts of special education, compensatory-, critical and dilemma perspectiveThe questions that have been covered in this study areWhat does the concept of special education means for the special teachers? What does the concept of mathematic difficulties means for the special teachers?What does the concept of the diagnostics of dyscalculia means for the special teachers?A qualitative research method has been used to answer the questions in this essay. In the purpose to get the most out of the study..

The purpose of this study is to find whether there is any truth in the thesis that adopted children from abroad is in greater need of special support, in particular regarding factors that might inhibit the language development that may cause language problems.To achieve knowledge for this study, the methods have been to seek and analyze literature that discusses theories about language development and language socialization. To understand if theory and reality is cohesive, two interviews was conducted with special teachers that have had experiences teaching adopted children, analyzes of the results contra literature has been somewhat important and necessary. To ensure the reliability the interviews was recorded on tape and later transcribed.The results from literature studies indicates that adopted children are more likely to be in need of special support in school due to factors concerning, among other things, adaptation difficulties, language progress and identity. Overall, language progress is depended on children?s total progress that includes physical, emotional and psychological condition.

In today's preschool teachers should strive for us to have an inclusive preschool regardless of background, knowledge, culture. The conditions that everyone should have the right to education. Therefore the purpose of this study to enhance the understanding of the informants' views and thoughts regarding the inclusion of children with special needs. My study focused generally on children with special needs, but not against any particular diagnosis or a particular area related to children with special needs. To get answers to my questions I used qualitative interviews.

The aim of this study was to examine, in the work against bullying how collaboration between the school counselor and other professions is described by the different professions within the student health team as well as how they describe that the different competencies involved in such teams shapes problem definitions and solutions. The student health (swedish- elevhälsoteamet) team of which the study is based on consists of different professions such as school counselors, school nurses, special education teachers, school psychologists and school principles. We have interviewed representatives of all the above mentioned professions with the exception of school psychologists using a qualitative research design. In this study we have chosen to focus on two student health teams from two different primary schools located in a middle-sized municipality in southern Sweden. We have analysed the results using new institutional theory and the terms domain and power. The main conclusion of the study is that school counselors themselves feel they have a specific knowledge regarding bullying but have difficulties in capitalizing on it while collaborating with the other professions in the student health team.

This essay deals with the rationale and aims for doing cultural or aesthetic activities and projects in schools, and gives special focus to a specific group of students, attending schools provided at special residential homes for young people (sa?rskilda ungdomshem). These homes receive young people with psychosocial and substance misuse problems and who show tendencies towards criminal behavior. The essay investigates how working with a cultural project in schools at these residential homes is justified and also elucidates how this specific group of students and their problems are constructed in the documents surrounding the project. The essay will further ponder over possible educational and pedagogical consequences of these constructions.The investigation has its theoretical frame work in curriculum theory.

The purpose of this study is to investigate how twelve middle school teachers use educational tools and what influences their choice of educational tools in Swedish language writing instruction. To answer this purpose, three research questions were formulated: What does writing instruction look like for middle school students according to the teachers in the study? What influences teachers' choice and use of educational tools in writing instruction? What opportunities and challenges do teachers experience in Swedish language writing instruction when using different educational tools? Twelve teachers from variously sized municipalities and with different experiences participated in the study through purposive sampling and convenience sampling. The chosen method is qualitative semi-structured teacher interviews. To analyse the results, this study employs analytical tools from the sociocultural perspective, using concepts such as mediation, appropriation, the zone of proximal development, and scaffolding. The results show that both analogue and digital tools are used in the teachers' writing instruction. The choice of tools should be based on pedagogical considerations, with an emphasis on social interaction and collaboration during the learning process.

The aim of this study is to describe and examine the characteristics of inclusion of children with disabilities in the kinder garden and primary school in Belarus. The data in this study were collected through interviews with special teachers and staff at the Developing and Rehabilitation center. The interviews were supported by child-observations and a literature study. Staying in boarding schools prevents handicap students from integrating with the society as well as getting social experience. Integrated education demands the combination of two regularities: education of children with normal development and special education of children with psycho-physiological problems.

This is a study on how a group of ten pupils choose their upper secondary schools (gymnasium). All pupils are ninth graders in a middle school in Husby which is a suburb of Stockholm. Like the big majority of Husby citizens, they all have immigrant backgrounds and their time in Sweden varies; some are born here while others are born abroad and migrated later with their parents. My aim was to understand their upper secondary school choices through own and their parents? "cultural capital".

Summary The purpose of this research is to find out if technology is being used in pre-school activity, to what extent, in which way and what part the pre-school teachers believe they should have in the process. To gather information for the research, questionnaires were sent out to all pre-schools in a municipality in central Sweden. Based on that information two were chosen for observations and interviews. The work with technology in pre-schools may vary. Some pre-school teachers believe they do not adopt any technology at all when asked and all this because of their own lack of interest or knowledge, while others believe it is contained in all of their educational activities.

The purpose of this study is to contribute to our knowledge about what methods? teachers say they use in the work with pupils? early reading acquisition, and how they evaluate the pupils´ reading development. I also like to find out what educational interventions teachers believe that pupils with reading difficulties need, and how they say they work to meet the needs of these pupils. The project is based on the following questions: What methods do teachers say they use in the work with pupils early reading acquisition? What extra resources do teachers consider that pupils with reading difficulties need? How do teachers evaluate children's reading development? In order to answer my questions, I've done qualitative interviews with three teachers, at two schools, in two medium-sized municipalities.

AbstractThe overall purpose of this thesis was to investigate to what extent new research findings, in neuroscience and learning, may be useful in a school improvement context. In a qualitative interview study combined with questionnaire, we have investigated the approach to school improvement that exists in a municipality. Informants have been head teachers in preschool and primary school, special education teachers in a student health team and a development manager. The outcome of the study showed that all of the study participants, all of which have a formal mandated to work for school improvement occurs. It also shows that informants, according to their professional position, express different goals when relating to school improvement.

The purpose of this study is to examine the critically raised concern on whether the Liberal party of Sweden, in policies regarding the compulsory school, really represents a liberal policy or if it actually functions more as an ambassador for conservative ideals. An ideology analysis is employed for the purpose of answering the research question, which asks if the party?s changed viewpoint on the compulsory school between the years of 1990 and 2010 could be understood in terms of an ideological alternation. The analysis is carried out by an examination where the party?s policies are linked to common definitions of the two political ideologies, with the assistance of an analytical tool consistent of a series of educational philosophies.

This thesis examines how role-playing games can be used as an educational tool in after-school programs and identifies the challenges and opportunities perceived by both students and teachers. The study is based on qualitative methods, with interviews with after-school teachers and children in after-school programs with their observations of role-playing activities in a municipality. The results show that role-playing games promote social development, creative thinking, problem-solving, and language development. Students reported increased motivation and engagement, while teachers observed improved relationships and an inclusive environment where students could explore different roles and perspectives. The research links these findings to previous studies that highlight the potential of role-playing games to develop empathy, collaboration skills, and critical thinking (Daniau, 2016; Trespalacios et al., 2011; Suryani et al., 2020). Furthermore, our findings support the curriculum goals of student influence and situational learning, emphasizing the importance of students' own initiatives and responsibility in educational activities (Lgr22, 2022). The study also identifies challenges, such as teachers' uncertainty about introducing and leading role-playing games due to a lack of expertise.