This thesis focuses on interaction in netbased education. The purpose being to increase awareness about what promotes interaction in netbased education through understanding and categorizing the students? opinions . My method is qualitative with a phenomenographic approach. I have conducted a netbased survey with 21 respondents who have completed a netbased course.

Lean has been studied intensely since the 1980s and it has been tested and successfully implemented in a wide variety of businesses. This thesis aims to examine the potential effects of a Lean implementation on meeting efficiency, a topic that has gotten little attention in the research community. First, a number of meeting problems are introduced, as they are perceived from the company that is the subject of the study. Second, the potential of introducing Lean in a meeting process is evaluated using the Lean Thinking principles. Third, the wastes that are generated from the meeting problems are identified.

Assessment is considered one of the most important tools used today by people in almost everything they do and learn. This also applies to school, where assessment is considered as a constant companion to teaching and used in order to develop students' learning and skills. Assessment is also an educational necessity which has different purposes and therefore different consequences.                                                                                                                        The idea of ??this thesis was on the basis of the interviewed teacher's perspective to investigate what role the formative assessment has on the development of pupils' learning and knowledge in mathematics for primary education, and explore how the teacher can, according to my informants, work with this assessment practice in the classroom so that it promotes the learning of the students in the best possible way.                                                                To carry out this study, I used qualitative research studies, the interview method, and also talked to five different teachers in the lower school ages on their view at the work of the formative assessment. Theoretical basis of the thesis is also based on the research that says that the assessment can be used to promote student learning and knowledge, but also the teacher's learning?s in the educational process: assessment can and should be an assessment for learning.

This thesis focuses on interaction in netbased education. The purpose being to increase awareness about what promotes interaction in netbased education through understanding and categorizing the students? opinions . My method is qualitative with a phenomenographic approach. I have conducted a netbased survey with 21 respondents who have completed a netbased course. Further I have followed up and chatted with 7 of the respondents in the survey.

The aim of my study is to critically analyse the discourse behind two different integration projects in Sweden, by using post colonial theory. My hypothesis is that many projects intended for increased integration includes a view of immigrants as the ?Others? which can be seen in how one talks about integration and culture in the discourse behind integration projects.The first of these two projects aims at increased diversity in the cultural sphere, organized on at state level. The purpose of the second project is to increase the communication and results for schools in areas with a high rate of immigrants in Malmö. In my study I make a discourse analysis of the discourse behind these two projects and study how they are motivated and how one conceptualise culture and integration in these documents.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.

This survey is a case study with the purpose to find out the teacher´s perceptions about students´ motivation to mathematics. Further this study aims for the teacher´s vision on how they consider students´ motivation in mathematics in secondary school. To collect research data I have used semi structured interviews with four secondary school teachers. The result constructs according to categories that depict the purpose of the study. These categories define students? motivation like achieving different goals, students? basic knowledge, abilities and perceptions of mathematics and external factors that affect students? motivation.

In this study emphasis was on pupils? expectations regarding beliefs and conceptions of life among teachers within the school subject of religion. Additionally this study also concentrated on the consequences of teachers? beliefs on their legitimacy and teaching. The study?s method was qualitative including semi-structured interviews in two separate schools.

Author: Karl LarssonTitle: Samverkan mellan skola och socialtjänst ? en studie i attityder och kunskapThe overall purpose of the studie has been to explore inter-professional work between social workers and teachers. The main focus has been on the link between attitude and knowledge. Attitude and knowledge has also been tested for any connection to age, gender, what kind of a teacher you are and for how long you have been a teacher.The collected data has been analyzed in a descriptive part, one part with correlations and in one part with t-tests. The terms samsyn (consensus) and attitude has been reviewed in its connection to the results.The study shows a significant correlation (0.222*) between knowledge and attitude.

The preschool should lay the foundations for lifelong learning in a good educational activity. Preschool curriculum is designed to enhance the quality of the educational activities. To translate the curriculum in business, the importance of early childhood special education knowledge. With regard to the completion of theoretical knowledge requires the ability to translate theory into real action. Professionalism is essential to anchor the curriculum in daily operations.The study's purpose was to investigate preschool teachers' perception of professionalism and how the implementation of the preschool curriculum in their daily business functions.The study was an interview with four pre-school professionals with the spread in age and experience.

Study aimed to see if the language has bearing on mathematics learning. The study used qualitative interviews of three first grade teachers and one special education teacher.The questions asked was:Do the teachers and specialist teacher, at the selected schools, think there is a connection between language difficulties and difficulties in mathematics and in case how is this connection.How does the teachers / specialist teacher make it easier for students to learn mathematics and swedish.The study was based on Vygotsky and Piaget teories. In previous research, it is primarily Malmer, Hoines, Lowing and Kilborn who´s been treated. Within the governing documents, it is mainly the compulsory school curriculum Lpo-94, and the curriculum for mathematics treated.I hope that the study has conclude that there is a connection between language and mathematics learning.I tried to emerged this through interviews with tree teachers and one special teatcher but i couldn´t. The teatchers couldn`t fint that it was the only reason to why the pupils hade difficulties in mathematics.But in the literature I found the relation between language- and mathematicdificulties..

AbstractTheoryWhich education model has the ultimate learning potential? According to Olga Dysthe a varied education predominated by a dialogical nature is the best way of teaching.PurposeMy main purpose in this essay has been to investigate three different ways of education models and decide, on the basis of Dysthes? model, whether they can be classified as a monological or a dialogical model.I have also investigated if the thesis of Dysthes, ?The teachers view of knowledge determines the choice of teaching method?, is anchored in the reality.Furthermore, I have surveyed how the teachers educate concerning democracy. For example, on the basis of certain rules, are all sudents able to make the selves heard in a classroom that is characterized as dialogical? In such a classroom the teacher works whith activities to involve everyone and according to Dysthe, democracy is an attitude rather than a political system. Democracy is necessary in a classroom that is classified as dialogical.ResultThe essay is exclusively qualitative and builds upon interviews with three teachers on different upper secondary social schools witin the Gothenburg area.My results indicate that the teathers way of educating totaly differs from each others and that the thesis of Dysthe can be applied on only two out of three cases.

The dialogical plait in individual vocal educationThesis in Music Education by Jannike Huss. Part of the work for the master´s degree. Studies from School of Music, Theatre, and Art, University of Örebro, 2010. Available from Örebro University, SE-701 82 Örebro, Sweden. Original in Swedish.This thesis treats the value of communication for individual vocal education on a higher level.

Based on earlier experiences of mathematics and mathematical learning, both as a student and as a teacher, I became more and more interested in how well the publicly accepted opinions about mathematics as an uninteresting, difficult and ?geeky? subject corresponded to reality. What do Swedish pupils really think about mathematics and is it possible to identify any differences in their attitudes based on the pupils? age?From this point of view the following questions were formulated:·What are pupils? attitudes towards mathematics in grades 3, 6 and 9 and how do they conceive their learning conditions?·Is it possible to detect any differences in the attitudes and preferences depending on the pupils? age?The result of this study compares well with previous studies done in this and overlapping fields and indicates that:·Younger pupils tend to have a better liking of mathematics but with increasing age that interest fades out.·Most pupils, without regard to age, consider mathematics to be one of the most important subjects, despite the fact that many pupils also find mathematics difficult and boring.·For pupils of all ages, the teacher is the most important factor in the learning process. Older students have more specific demands on the teacher for knowledge and pedagogical skills.·A high noise level, talking and disturbances in the classroom are the most bothering elements when it comes to learning mathematics.

Today an increasing number of schools and organizations are investing in so called Learning Management Systems. Researchers disagree on the pedagogical value of these tools. Some mean that Learning Management Systems cement old-fashioned behaviouristic teaching practices; others mean that the systems provide good opportunities in supporting learning in a socio cultural perspective. The aim of this study is to reach better understanding and increased knowledge of how the introduction of a Learning Management System influences the role of the teacher and how the learning is organized. We have conducted two case studies.