This essay is based on students' growing lack of interest in science at school. Both from a democratic and social perspective, this is a worrying factor for the future. Through observation, I investigated how five science teachers conduct their teaching. This is to get a better understanding of how teachers' behaviour in the classroom can affect students' interest in science. With a socio-cultural research approach, I have tried to highlight a few pieces of the puzzle that may explain students' declining interest in science.

This research is about how the educators view the best way to help multilingual students develop their understanding for mathematics. The aim of the study is to identify the different aspects from the teacher?s point of view of this new approach of teaching: what are the limitations versus the opportunities? The study is limited to a multicultural school in Stockholm and to the experience of a few class teachers and mother tongue teachers.A qualitative approach was used and the interview was selected as the method to collect the data. Three class teachers as well as three mother tongue teachers were interviewed about their experiences. The interviews were recorded and transcribed word by word.There have been discussions about the skills in mathematics in multilingual speaking students, and that their greatest obstacle of understanding mathematics is that they are being taught in another language than their own mother tongue.

The main purpose of this paper is to examine how students in school year nine in the Swedish school come in contact with history outside of the school context. The paper also focuses on, if and how the students consider the contact with history as something different than, or similar to the history education that takes place during school hours, the student´s interest in history will also be examined. To gather the student?s opinions on these subjects, I have done interviews with eight students divided into two groups, with one group consisting of four girls and one group with two boys and two girls. The interviews took place at the students school located in a smaller city in Värmlands län, Sweden.

The purpose of this study is to illustrate how three schools work with special education needs, what they consider is special education needs and what measures they put in for the student to achieve the goals. I will also study how the evaluation and the follow-up of the individualized education program work at the schools.The empirical material consists of all active programs in grades 7, 8 and 9, together with and interviews with special education teachers and the principal at each school. The results are compared with similar previous researches and analysed by two dominant perspectives of school difficulties.The result shows that it is mainly the critical perspective that dominates the individualized education program. The student is the carrier of the problem and is excluded in many cases from the other students in the class. These measures are different compensatory accommodations for the student in order to catch up with other students..

This article elucidates the professional dialogue between student teacher and supervisor and it´s conditions as a supervising method in professional academic education. The aim of the study is to discuss how students articulate the conditions of the professional dialogue and the positioning of themselves and supervisors are made. The student taped discussions were analysed. Inspired by positioning theory we analysed the students discussions in order to interpret and elevate patterns showing the conditions concerning the professional dialogues for the students teacher education. The main findings are the students positioning themselves as listener and the supervisor is positioned as communicator of rights, obligations and oughtness.

The purpose of this study was to gain deeper knowledge about the special needs of guidance significance as an aid to students based on teachers' views and perceptions.Eight teachers from three different municipalities, active in primary school and middle school have been interviewed since all have participated in and have experience with special needs tutoring. Their responses were compiled and answered the three research questions: What experiences have teachers of special education counseling? How do teachers the guidance they received from a special teacher? What effect has the special educational guidance given for the inclusive education? The result shows that the special educational tutorial helps teachers gain a deeper understanding of students in need of special support and guidance to the mission vary in scope and content. The special educational tutorial that is aimed directly at the teachers seem to have a positive effect on inclusion and a critical/dilemma perspective while the consultative guidance primarily directed towards the adaptation of educational material and allows students to walk out of the classroom to receive special education promotes exclusion and ability grouping and a compensatory perspectives. From a sociocultural perspective pointing results of the study that teachers with special education tutoring experience to students in an inclusive education contribute to each other's learning,creating meaningful for everyone involved..

Today there are many students in schools with a wide variety of different behavioral disorders. Among these disorders you can find ADHD. We have selected to research how pedagogues respond to students with ADHD. The essay will address the issues concerning the pedagogues own knowledge about ADHD. This essay will problematize if pedagogues find their knowledge about ADHD sufficient enough to respond to students with ADHD and other students without diagnoses of one of the class equivalent manner.

The study's aim was to examine the professional role of the Special Education Teachers, working with students in socio-emotional difficulties with focus on externalizing behavior. The study is qualitative in nature, based on 10 interviews conducted at four different schools where four Special Education teacher and six teachers were interviewed. The system theoretical perspective was used as a theoretical basis, based on a holistic view of the schools where relationships, interactions and context is of great importance. The Special Education Teacher is a part of the school context and therefore it has been interesting to study how he/she works with socio-emotional difficulties in school activities on organization, group and individual level. The results show that externalizing students becomes a problem in schools today when they influence their surroundings and requires a lot of time regards to needs of both teachers and Special Education Teacher.

The purpose of this study was to investigate pupils' and teachers' experiences of using the simulator computer game Minecraft in connection with the Swedish school competition Future City. The study examines how students (ages 14-15) and teachers have experienced the use of Minecraft, what the students have learned in relation to everyday education and the different forms of education during Future City and also examine which patterns that exists in the experiences of the students, with personal interest of and knowledge of Minecraft as a benchmark. The study was conducted through individual semi-structured interviews with both students and teachers. The analysis of the results is based upon a theoretical perspective that includes a socio-cultural view of learning, as well as the lines of reasoning in previous research about computer games and learning. As a general approach towards the study, and in a way, a justification of the chosen research method, a hermeneutic approach was used.

The purpose of this essay is to investigate adult students information seeking. We draw a distinction between traditional timetabled studies, flexitime studies and external studies. For many adult students flexitime studies and external studies involve a new kind of studying. The new types of studies entail that adult students must apply themselves to more information seeking. In our study we investigate how the students proceed when seeking information.

Since the 1950s new laws on higher education have led to a ?mass education phenomenon? in Sweden. This has led to a surplus of people with a university degree measured against available positions on the labor market. As a result of that development it must be assumed that in this over qualified society it is not anymore the degree but additional factors which are decisive for getting a job. In this respect the importance of the class background for getting a jobb that is equal to once level of education shall beexamined.The research was carried out by means of a Quantitative Analysis based on data from anational database called Undersökningar av Levnadsförhållanden (Survey of LivingConditions).

The aim of this master thesis was to examine the European Commission's information resources from a user perspective in order to clarify the needs and circumstances of the search of EU-information among students at Örebro University. 41 students participated in a survey, and four of them was interviewed. On the basis of Pendelton- and Chatmans theories of information behaviour in small worlds, it were assumed that the students' education and citizenship in the European Union affected their needs and the search of EU information.The study showed that the students needs for EU-related information has increased, with the current education, but also been linked to earlier educations. The students Citizens need were mainly associated with elections such as the EMU-election, but also in some cases to a need of the general knowledge.A review of the European Commission's information resources were made with an emphasis on European Documentation Centre, EDC. The survey showed that most students used the EDC and the EU-databases that was made available by the European Commission through the EDC and the university library but were not aware that they used EDC.The survey also showed that students made use of familiar sources and resources when they searched the EU-information, such as the library's regular database list, the library catalogue and search engine on the internet are not requested of other resources.

Then the language learning process and the approach in a preparatory class differs itself from a general class. The methods conducted in a preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a preparatory class.

The goal with this thesis was to look at various aspects of how teachers and students perceived the use of various texts in the collective teaching context in which they are participants. The purpose with that was to provide insight into aspects of the didactic processes that the texts and the usage of them are part of and demonstrate aspects of both the conditions and the opportunities for teaching conducted within the surveyed education. The essay analysis is based on interviews with four teachers and twelve students in a total of four teaching contexts (within subjects: Swedish and SO/Religion) about texts they worked with during a selected period of work.The essay is based on a theory of Kathleen MacCormick and Torlaug Hoel Lökkengaard where reading and writing are described as both an individual cognitive process and a common cultural process, impossible to completely separate from each other. The students description of their use of the texts show how they are influenced by teachers culture of teaching, in turn, influenced by the curriculum. In relation to Wiksten Folkeryd, af Geijerstam and Edling research on students movability in texts in the Swedish school, the survey shows some of the aspects that enable students to develop a higher level of movability in texts within the subject Swedish.

AbstractThis paper is about the organisation of the special needs education in three nine-year compulsory schools in Stockholm and the pedagogical thoughts and theories that underlie these organisations. The main purpose of the paper was to investigate whether the special needs education of these schools should be interpreted in accordance with a segregating or an including view on integration as these perspectives are presented by the Norwegian professor Peder Haug. In addition to this I also wanted to investigate if there were any historical arguments in favour of one or another of these perspectives that were still being put forward in today?s debate.The methods that I used were a study of literature regarding special needs education and interviews of a qualitative character with three special educationalists and a special teacher that were working on three different nine-year compulsory schools in Stockholm.The result of the study shows that a big part of the special needs education of the schools that I visited can be interpreted in accordance with the segregating view on integration.The organisation of the special needs education of the three schools differed slightly from school to school but the common trait was that the largest part of this work took place outside of the student?s regular classroom and sometimes outside of the scheduled school day.Two of the schools had special groups where students that were believed to have a need of special education got some, or their entire schooling. That the schools chose to build a big part of their special needs education upon solutions that should be regarded as segregating was motivated on the basis of an effect oriented view on education.