This work is about the rights of children, how students use social media and how effective Teachers are using social media in their work against abusive treatment. The purpose of this work is to examine what students have rights in school, what and how students use social media and how schools and Teachers are working to prevent the abuse that takes place over the internet and via mobile phones. The method used to investigate this is partly a survey of students in grades five and six at four different schools and interviews with four practicing Teachers, working as a Teacher in each class who made survey. My conclusion is that children have a variety of rights in school, and all schools and Teachers are working on this through rules, values ??clarification and collaborative exercises. More and more younger children use out of social media, the survey shows that many of the students in grades five and six uses much social media.

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.

This report describes a study of how the Teachers in Sweden are working with the dialog in their classrooms. The aim was to find out how the Teachers are using the dialog in their teaching. And if they think that the dialog has a meaning for the pupils learning, and how they think the pupils learn. Even the difficulties whit the use of dialog in the classrooms and which in the classroom should speak the most was examined. The methods that I used in this qualitative report were interviews and observations of four Teachers in the primary school.The research questions in this report were:Which meaning do the Teachers think that dialog affects the pupils learning?How does the Teachers work whit dialog in their classrooms?Who is leading the dialog in the classroom?Which are the difficulties when working with dialog in the classrooms?I found out that the Teachers view on knowledge belonged together with how they worked with the dialog.

The aim of this master?s thesis is to examine the information needs in the character subjects of the students at a vocationally oriented program in the Swedish upper secondary school. I also examine from which sources the students get the information. I want to create a wider understanding of information seeking processes at a vocationally oriented programme. The main focus is the students? own thoughts and opinions about their information needs and information seeking processes.

AbstractThe purpose of this paper was to examine preschool Teacher?s thoughts about using Manual Signs as Alternative and Augmentative Communication as an aid for children in/with communication disabilities. The method I?ve used in the survey is qualitative interview.The three interviewed preschool Teachers use Manual Signs foremost for those children who have a poorly developed spoken language. Manual Signs are used as a complement to the spoken language and the preschool Teachers use it to increase the children?s power of concentration.

The purpose of the paper is to examine how Teachers in preschool is working with language stimulation for the prevention of difficulties in reading and writing before school starts. The method that was used to illuminate the problem is a qualitative interview. A specialpedagog and six preschool Teacher, which is specifically focused on language stimulation in the work with children, have been included in the study. The results indicated that preschool Teacher are working a lot with language stimulation. They work mostly with children throughout the group, to encourage and provide children with the tools to be able to communicate with each other and staff.

With examples from a single classroom situation, several educational moments show what goes on between the Teacher and the student. The Teacher?s responsibility in the learning process is, with a gesture frozen in the air of the moment, to lead and follow the student in her tentative efforts at seeking knowledge. Initially, it is an attempt to shed light upon the "not yet seen" with a certainty that the student herself possesses the capacity and the aptitude to reach greater insight and clarity in her understanding. The Validation/Feil Method presented in this instructional situation illustrates how best to communicate with elderly people suffering from Alzheimer?s dementia.

The aim of this essay was to create an understanding of Teachers strategies to respond to children in economic hardship in school and if these children can participate on equal terms in school. To examine this, we chose to do semi-structured interviews which is a qualitative method. Eight Teachers were interviewed from four different elementary schools. In our interviews, we found that all the schools both had elements of inclusion and exclusion, which can result in both equal and unequal terms for participation in school. We also found that the school with the most students in economic hardship had the most inclusive strategies.

AimThe purpose of the survey was to see how students relate to feedback in physical education. The aim was also to find out how students like to receive feedback (written, oral or timing). The survey will also specify what kind of feedback the Teacher provides.QuestionsHow do students react to feedback?How do students want to receive feedback?What kind of feedback do the students receive during the lessons in physical education?MethodThe method used in this study was qualitative group interviews with an observation before the interviews. The school that participated was my placement school during my Teachers program and it is located in a suburb south of Stockholm.

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 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..

The purpose of this study was to investigate what attracts children to activity and movement on the playground in a central and municipal preschool in a town located in middle of Sweden. The method was to use a qualitative group interview with five children, two girls and three boys, at the age of five. The interview consisted of a general question about what kids think is fun to do on the playground and was complemented with follow-up questions depending on what the children said. A qualitative interview with a preschool Teacher and observations were carried out in the hope that they would confirm what children claimed about play and movement. This study showed a gender difference when girls like to swing together while the boys are making the swinging for a contest.

In today's preschool Teachers should strive for us to have an inclusive preschool regardless of background, knowledge, culture. The conditions that everyone should have the right to education. Therefore the purpose of this study to enhance the understanding of the informants' views and thoughts regarding the inclusion of children with special needs. My study focused generally on children with special needs, but not against any particular diagnosis or a particular area related to children with special needs. To get answers to my questions I used qualitative interviews.

Background: Language skills are of great importance for all work at school and for students' future life and activities. Therefore it is particularly important that preschool and school in every way possible should encourage and support ALL children's linguistic development. Many linguists points out that all learning takes place best in natural and meaningful contexts and around a meaningful content.Theory: The study is based on theories created by the renowned theorist Lev Vygotsky who illustrates what is important to encourage children's reading development. Vygotsky?s theories regarding the zone for the next development were reflected in the study.

AbstractThis study examines factors in school that could contribute to or counteract the experience of inclusion of persons who have been diagnosed in the field of autism spectrum disorder. The information was gathered through qualitative interviews and processed to be presented in the results.The results show that respondents found it difficult to concentrate when in school because of the environment. They experienced no coherence in learning situations, they may not get answer as to why information should be carried out and saw no point to have breaks. Furthermore, they experienced no problems to orientate in school or to follow the schedule. The results also revealed that the respondents had at least one Teacher with whom they felt that the relationship was positive.