AbstractThe purpose of this thesis is to highlight the organization's importance to Teachers' working environment. Through a survey conducted at a primary school in New Zealand and at a primary school in Sweden, Teacher perceptions of their psychosocial work environment were compared. This study has answered the questions: ?How does a Teacher at a school in New Zealand and at a school in Sweden view their psychosocial work environment from an organizational perspective?? and ?What are the similarities and differences in psychosocial working environment between a school in New Zealand and a school in Sweden?? The results were analyzed based on Karasek and Theorells demands-control-social support model. The study shows that Teachers at both schools are experiencing high demands, but that New Zealand Teachers are experiencing greater demands.

This essay investigates how Teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does Teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how Teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that Teachers mostly use feature films to provoke emotional reactions from the students.

The aim of this study is to investigate into the use of discussions in the classroom to help the pupils develop a deeper understanding of mathematical concepts and operations. The empirical data contain interviews with two Teachers and observations from their lessons. The purpose of the interviews was to find out what importance the Teachers ascribed to the ability of their pupils to talk about mathematics, and how they organised their classes to encourage mathematical discussions. With the observations, I was able to see the interaction in the classroom and hear discussions between the Teacher and the pupils, as well as between the pupils themselves.The interviewed Teachers proved to share my own belief in the results of researchers like Malmer (1999) and Löwing (2006) about the importance of verbal discussion, argumentation and reflection during mathematics classes. But convictions derived from the research of others are one thing, the practical application of the wisdom in the classroom another.

The purpose of this study was to investigate the Teacher?s situation in the correctionaltreatment?s client education. The paper examined Teachers? experiences of their professionalroles as well as their perception of the students? situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the Teachers? work.

The aim with this study is to examine how students and Teachers value source criticism. Partly, this regards how Teachers practice this in their teaching and how students work with it during lessons ? but also how students value source criticism in situations where the Teacher not has pointed out that this topic is part of the actual assignment. Moreover, there is a focus on investigating how students who are critical of the sources take this into account in their daily lives; for example, when they surf on the Internet or when they discuss news articles or other media. This essay is based on interviews with students and Teachers, using a qualitative method. The results of this study show that both students and Teachers find source criticism to be of major importance.

The purpose of this paper is to try to get an understanding of the underlying causes and reasons that students starting in seventh grade junior high school seek out a particular group, and the extent to which they do so.The work is based on the questions: How do students perceive the meeting with their prospective bench-companion in a new composite class? What should a Teacher consider when it comes to bench placement in a new composite class? Do the students change, and if so to what extent, friends when they start high school? What are the factors that affect/have affected the students' choice of friends? How large a role does the school play for pupils relationships? What thoughts and feelings do the students have regarding new encounters?I have conducted in-depth interviews with six adolescents in grade seven as the basis for the understanding of how students relate to group selection and group affiliation, and I have then compared this material with previous research on the subject. Furthermore I have availed myself of literature in social- and group psychology.The conclusion which has emerged is that the most important component of a group-process is the sense of solidarity and security, and the results show that students largely retain their old relationships rather than adding new, when they start high school. Hence the Teacher plays an important role in ensuring that any imbalance in the group is offset and make sure that nobody is excluded, but also to help make room for new groups and be aware of the sensitive and responsive phase of life that the young people are in..

The aim has been to see if physical education (PE) is more an arena for bullying than swedish language education, in a swedish urban school. Furthermore to get an insight in the students sense of exposure to bullying in the locker room and during PE class. In the purpose is also included to analyse the answers in a gender perspective.Questions are: Is PE to wider extent an arena for bullying compared to swedish language education? Is the students? opinion that they feel worried about being and changing clothes in the locker room due to other students bad intentions? Do the students think that boys and girls bully in different ways?The method used is a questionnaire answered by 69 students in seventh and eighth grade in Åsö compulsory school. Furthermore, interviews has been made with a boy, a girl at the school and a Teacher in PE to get a deeper insight above the questionnaire.Results of the study showed that the students to a wide extent, 100 % of the girls (g) and 89 % of the boys (b) thought that bullying can look different between PE and swedish language class.

The goal with this essay is to determine if the image of preschool, in a specified number of picture books, is consistent with the posted goals of the preschool operations in the curriculum of preschool published in 1998 (hereafter Lpfö 98). Besides that the essay is also planned to look at how the preschool?s status have changed after Lpfö 98 was established and if this is shown in the picture books. Therefore this essay will focus on picture books published 1998-2009 because after that a new version of Lpfö 98 was published. Also the picture books chosen for this study are all stories about preschool or kindergarten.The questions that this essay will answer are: How are the activities in preschool described, and how do they match the guidelines in Lpfö 98? In what way has the status of preschool been affected since Lpfö 98 was published? In what way has the Teachers? role been affected and how is that shown?In order to answer these questions I will use a quality text analysis of picture books for children.

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.

The purpose of this essay is to illustrate how the position of power / exercise of power are perceived in today's schools from the Teacher's perspective. I have examined how students' freedom and democracy education interpreted in real life, and how this affects both Teacher and student learning approaches. I would also highlight the need to set standards for children's psychological development related to the consequences will be. I have chosen to perform a qualitative research through individual interviews with five participating Teachers from different experiences in different type of school. I have used the hermeneutic method of analysis to analyze the material.

Purpose: The purpose of this work is to investigate Teachers' professional attitude to homework as a method. The study will also provide answers to the purpose for which the homeworks are used in teaching and if the individual circumstances and needs are met by this method.Method: Qualitative research was conducted through interviews with four Teachers from three different schools. In addition, published surveys were used in support of reasoning.Results: Neither the curriculum or the syllabus mentions homework. There are no directives for how much time should be dispensed with and the extent of a homework should be. In Teacher training literature the homework is not discussed.

The purpose of this essay is to illustrate how the position of power / exercise of power are perceived in today's schools from the Teacher's perspective. I have examined how students' freedom and democracy education interpreted in real life, and how this affects both Teacher and student learning approaches. I would also highlight the need to set standards for children's psychological development related to the consequences will be. I have chosen to perform a qualitative research through individual interviews with five participating Teachers from different experiences in different type of school. I have used the hermeneutic method of analysis to analyze the material.

 My goal with this essay was to find out what makes certain Teachers more successful than others to hold good and well functioning classes. This is important because this in turn affects the learning of the students. I wanted to find out what factors people within the world of research have pointed out as important aspects when creating a good teaching situation, with focus laying on the Teacher?s behaviour in the classroom. In my investigation I have used qualitative research, observing two upper secondary school classes, for a total of nine lessons during a two-week period. In my observations I wanted to see if the class as a whole was behaving differently when interacting with different Teachers.

AbstractIn this master´s thesis I primarily investigate librarians´ and Teachers´ conceptions of collaboration between libraries and schools and their conceptions of childrens´reading. Secondary I investigate the contents of laws concerning libraries and schools and also the school curriculums concerning the subject field of the Swedish language. My theoretical point of departure is that of social constructionism. I use two models in my analysis. One is a model of collaboration created by Patricia Montiel-Overall, called TLC (Teacher Librarian Collaboration), which grades collaboration from the lowest level (A) to the highest (D).

The purpose of this thesis is to find out if principals and Teachers have experience, expectations and thoughts about the differences that the new Education Act means in relation to the old one about action programme. Through qualitative interviews with two principals and four Teachers, I have tried to answer my research questions that I have made based on the purpose. The questions are: How do the interviewees describe the routines about action programme?  Has, according to the interviewees, the routines been changed with the new Education Act? How do Teachers and principals experience the differences between the old and new Education Act regarding the action programmes?The results of my survey shows that the process of action programme is different at different schools and that it has been adapted to the new Education Act in varying degrees. These results give differences in the experiences of the new directives.