The aim of this master thesis is to examine the opinions of the Students of Linköping University regarding the role of the university library in their learning process. The study addresses the student?s expectations and satisfaction regarding the library services. The questions we seek to answer are: What are the Students? conceptions of Linköping University Library as a part of their learning process? What expectations do the Students have regarding Linköping University Library? Does the library fulfil the Students? expectations? In what way has the library?s pedagogical ambition reached the Students? What are the Students? opinions about the user education? The study is based on a web survey complemented with interviews.

The purpose of the study was to look into the subjects which the Students express when they cry out to their recreation instructor, if there are similarities and differences in the subjects when they turn to their recreation instructor or when they instead turn to their teacher, which different roles and positions the Students place their recreation instructors and the teachers in. I have used focused observations during three days in two different schools. Using the ideas of J.Butler on performative perspective, I´ve analyzed the way the Students have positioned their recreation instructors and teachers through speech and actions. My conclusion is that Students early on see hierarchical structures in school and help maintaining them..

The purpose of this essay was to find out whether the Students, which had moved from the school of Gustaf Adolf to the school of Elineberg, had been integrated into their new environment. We chose to analyze the degree of integration concerning their schoolwork, how they interacted with the Students from the new school, the school of Elineberg, and their level of wellbeing in their new school. We have used two methods, surveys and interviews, to be able to obtain the general picture of how the integration of the Students has succeeded.Our conclusions are that the student has adapted well in their new school despite many obstacles along the way. Our essay shows that the Students get along well with their new school friends during class, but they don´t socialise in their spear time. Although they seem to have accepted the closure of their old school some Students express that they wish the school would be reopened.

In this paper you can read about Students? opinion of teaching in mathematics. The study is done with eight Students that were interviewed. The study is based on 16 questions about mathematic teaching. The questions covered student participation, how teachers should be, if they think mathematics is important, which approach to take in lessons and how student best learn.

Today?s schools agrees that there are Students that are in need of special help in school, but how this help best connects to the Students can the schools not agree about.That?s why I in this essay have chosen to look closer at four different compulsory schools and they?re teaching of Students requiring special help. I choose to look at two community schools and two open schools.The aim with this essay is to see if the teaching of Students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration.In my essay I have used qualitative research interview. I have interviewed one person from each school management.The result shows that it is not the way the schools teach the Students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the Students as the most important factor when they work with this Students..

The theoretical background in this essay made clear that the Students? knowledge about physics improve, and they express a more positive attitude towards physics as a subject, when they have access to a more laboratory-based learning style. The aim of this study is to research how the placement of the lab relative to the lecture affects the Students? experiences and level of knowledge. The study involved Students in year eight and was carried out during four weeks.

The purpose of this study was to examine what Students themselves think about using computers in school. The study was conducted in a school in central Sweden. The Students in focus were Students with reading and writing difficulties, dyslexia or language difficulties such as an other native language. A total of eight Students were interviewed. The interviews were analyzed using thematic analysis.

The aim of this study is to highlight the computer as a learning resource in the education and give us knowledge about how the Students uses the computer in year one in a selected High School where one computer per student were introduced in autumn 2011. The aim is also to contribute to the discussion about how the computer can become a natural learning resource for all Students in all subjects, including the Students in need of special support.How are the High School Students using the computer?Are there differences in computer use, whether the student is in academic or vocational program?Are there differences in computer use between boys and girls?Do the student experience that the digital competence is increasing together with if they experience the computer as aid?In what degree do the teachers encourage the Students to use the computer?How much do the Students use the computer to learn mathematic?The study is based on a survey of all Students in year one in a municipal High School.The result of the study is showing that the Students first of all use the computer to play music, surf the Internet and to be logged in on social media (eg. Facebook). The Students have learned to use the computer for the tasks they need, although the teachers don?t encourage the Students to use the computer in any higher means, not in mathematics and not in other subjects.

The aim of this essay has been to increase the knowledge of which resources there are in compulsory school, their function and how they are experienced by teachers and Students. By individual interviews I have examined teachers experiences of their work with Students in need of support in core subjects. I have also examined how Students experiences the help that they get and if they want to change anything. In my essay I have concentrated in a few main questions, such as; which resources compulsory school uses, teachers work with Students in needs of support in core subjects, the extension of Students needs, how Students experience the help that they get, how they feel about education in smaller groups and if there are any differences in needs, among Students, connected to gender. Literature has earlier shown that there are too few resources in compulsory school and that Students in need of support doesn?t get the help that they need.

To accomplish my purpose about where bullying is emerging and how bullying utter it is self and if the educationist consideration disposes conform to the Students, i chose two classes from two different schools. With the help of the Students thought and speculations and with the educationalists answers, I come to a result. I want to add that my results agreed with the early scientists? research. The results also confirmed by literature and by theories that showed in my result.

The purpose of this developmental research was to test the new way of working when the Students were to take part in planning of cooking during the lessons in home and consumer studies, because the aim of the school is to teach the Students to take the responsibility for their studies. The two first lessons should be used by Students in the group to plan and organize their meal. During the third lesson the Students must be responsible for cooking ready their meal and afterwards they must evaluate the results. The results of this new way of working was new for the Students and they thought it was fun to be responsible for cooking during these lessons in home economics. The Students in the groups were of wixed ability and they developed their knowledge from the levels of their ability.

The aim of this master thesis is to explore what role libraries play in the educational process for university Students suffering from dyslexia. The question at issue is whether the library is able to meet the needs of Students who have difficulty in using the libraries main resource, i.e. printed documents and information in written form. An often expressed view indicates that the modern library creates a lot of obstacles for dyslectic Students. The method used is a literature study followed by an empirical study in which interviews were conducted with four Students suffering from dyslexia and studying at two different universities and using different libraries.

This paper is concerning Students' with reading and writing difficulties and dyslexia. This paper clarifies the difference between reading and writing difficulties and dyslexia. The essay also gives an insight into dyslexia in an historical perspective. The purpose of the paper is to find out if teachers believe that Students with a diagnosis of dyslexia may be more or different help than Students with other reading and writing difficulties. By answering this question, I conducted a survey study in two schools in two municipalities.

The purpose of this essay was to find the reasons why some Students do not dare to participate verbally in the classroom. I also wanted to know how teachers are working to make it easier or Students with communication apprehension. After that I put the teacher?s answers in contrast to the theory. I used qualitative interviews as the method.

This study intends to discuss what might motivate Swedish upper secondary Students to read literature in English. The study was performed through interviews with both teachers and Students, as well as questionnaire studies with both Students and teachers. The Students give different interpretations of what the definition of motivation is, ranging from definitions of extrinsic motivation to signs of their definitions leaning toward intrinsic motivation. The conclusion is that although the English language itself is not a barrier for Students? reading motivation, the majority of them are not motivated to read.