The information technique is developing at a fast pace and almost all new technique is being welcomed with opened arms. The newest on the market is the tablet device, it´s a device used for surfing the web, sending email, watching movies and playing games. It is now also being used in some schools for educational purposes. My research goal has been to find out how the teachers feel about using the tablet device for educational purposes. I have conducted interviews to find the answers to my questions.

This qualitative study is about the differences and similarities between the organization Friends and schools? methods to prevent bullying. Aggression, bullying and discomfort in schools result in that many students do not dare to go to school because of their fear that they might get attacked and become systematically bullied. Bullying is a universal and persistent problem. In this study the reader will receive a better understanding and get an insight into the problems that teachers and students experience and struggle with every day in dealing with bullying in schools.

The purpose of this paper is to show how practicing teachers work to prevent racism. Based on four interviews with teachers at low-, middle- and high schools, where these schools differ in numbers of immigrants and geographical location. Conclusion: None of the four teachers feel that racism is a problem at their school; however, they are confident that some racism is present at their school. The teaching techniques are comparable in all four schools which targets the students? values, confidence, attitudes and behavior by work how students should treat one and other..

The purpose of this study was to find out how special needs users ' autonomy and influence in their daily routines is described by their assistants. What interpretations of the concepts of self-determination and influence on special needs users' daily routines emerge from the assistants statements and what conditions can be seen? To reach a conclusion, focus group as a method was used. The focus group met twice to discuss this topic. The diamond method was used as stimulus material to support the discussion in the focus group.

Interaction is an important part of children?s development. The school is a main arena in which children learn to interact, mainly through their playing. This study aims at investigating the role of interaction in a leisure school didactic setting. The aim of the study is to gain a better understanding for how the pupils develop though use of social interaction.

This thesis examines and evaluates user boards in Swedish public schools from a democratic perspective. In order to evaluate whether the democratic values are fulfilled five different democratic ideals are selected to serve as a theoretical fundament. These ideals derive from the Swedish Government Official Reports that preceded the reform of user boards in schools, and are identified as the following: participation, dialogue, trust, democratic schooling and influence. The study is based on cases and involves two schools with user boards and two comparative schools with informal parental influence, so called school advisory boards. The study concludes that the main difference between the two types of parental influence is the level of formality.

The subject of this study is conflict management. The purpose of this paper is to examine how teachers deal with conflicts between pupils in primary education. The purpose is also to get more insight on what a conflict is and show different strategies to manage conflicts. To learn about how teachers deal with conflicts between pupils in primary school, I chose to do interviews. I interviewed four teachers. In the interviews we talked about: their definition of what a conflict is, what kind of conflict that are most common, and how common it is with conflicts in the school which they work at, how they handle conflicts between students, how they believe that they manage conflicts, if they have received any training or education in conflict management and if the school they work at have any special guidelines for handling conflicts. My questions are: How do the teachers think about their own involvement in students' conflict management? How do the teachers think about which types of conflicts that can be difficult to manage? The result of the study is that the teachers often let students handle conflicts themselves and they think it is good for them to do it because it is a knowledge that we humans need have.

Aim and questionsThe purpose for this study was to investigate how marks and mark settings are formed in physical training at some compulsory schools. We also wanted to see how the criteria for marks are formed. These were the main questions during this study.? How do the students find the evaluation and the making in physical training?? Are there differences between different student groups when it comes to their experience around estimation and marking in physical training? (gender, marks, schools etc.)? How do the teachers motivate their marking in physical training?? Are there any differences between the criteria for marking between different schools?MethodThe study was carried out during the spring 2005 at eight schools in a municipality in the middle of Sweden. The study involved 339 students opinion polls and 12 teacher opinion polls.

In this study, emphasis was situated around pupils? expectations regarding body shape and physical proficiency among teachers within the subject of physical education. Additionally, possible outcomes of failure to uphold such demands were put in relation to aspects of legitimacy. To enable such study a qualitative study including semi-structured interviews was conducted and carried through, involving six pupils in the third grade of upper secondary education. The pupils were mainly selected through a convenience sample with.

During the last two decades, the elementary, - secondary-, and upper secondary schools of especially Europe and USA have gone through a change. From being formed in the post war time and, in Europe, very influenced by the ideas of social democracy, the school today has more and more come under the influences of neo liberalism, entrepreneurship and the political and economical situations during the late 1980´s.This undergraduate work brings up the changed discourses of education and knowledge in relation to the traditional free school system for adults in Sweden, the popular education, and especially in relation to folk high schools (folkhögskolor). By using, first and foremost, the idea of Norman Faircloughs critical discourse analysis (CDA) the rules and documents concerning the folk high schools are analyzed. The purpose of the paper is to identify and recognize the movement in the discourse to reach an understanding about the political situation for folk high schools in Sweden. In the end you can see that it is possible to define a similar development in discourse surrounding the popular education, as has been in the case with the elementary, - secondary-, and upper secondary schools..

AimThe purpose with our study has been to investigate if upper secondary high schools in the south of Sweden, Stockholm and north of Sweden follow the outdoor education regulations stated in the curriculum (Lpf-94). Moreover, we aim to study if the teachers? previous experiences as well as the students affect the outdoor education. Finally, the purpose is to find out how the outdoor-life-education can be improved. These are the research questions:o How do the chosen high schools follow the outdoor education regulations stated in Lpf-94?o What obstacles, advantages and differences exist between the outdoor-life-education in these high schools?o In what way do the teachers? outdoor life experiences influence their education at school?o How can the students influence the outdoor education in their High Schools?o How can outdoor education be improved?MethodThe study is based upon data collected from four interviews with PE ( physical education) teachers from four different high schools.

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".

The purpose of this study was to examine what social workers include in the term "parenting ability". More specifically the purpose was to investigate how social workers view the parenting ability among parents with an intellectual disability. Furthermore the aim was to examine what difficulties social workers come across in their work with families where one of the parents are intellectually disabled. The study was based on six interviews with social workers that specifically work with children under the age of 18, and occasionally come across parents with this type of disability. The interviews were analysed using Donald Winnicott's terms "good-enough-parenting", "holding" and "the holding environment".

The purpose of this study was to examine and try to understand the physical environment focusing on the fenomena of scribble and damage at a high school. More specifically its aim was to find out how the pupils themselves discribe their physical environment, the reasons why there are scribble and damage at their school and how they are treated by the adults at the school bearing in mind the scribble and damage that occur. The study took place at one high-school in the southern of Sweden and the methods used were six qualitative interviewes, a minor inquiry in six classes, fotographing the physical environment and putting up scribble boards on the pupils' toilets. The physcial environment was quite bare and monoton and the pupils often felt bored by it. There were few places where the pupils liked being at.

This essay is called What kind of history? and is about how history teachers think when they chose what to teach about and why. In the curriculum there are no guidelines about what substance you have to teach about. This gives the schools and teachers a big freedom. At the same time there is a kind of informal canon which says that it is the European perspective that is the important one.