The project of this thesis is to illuminate the Teacher perspective on study visits by examining how six religion Teachers relate to the study visit method in high school religious education. The research object of the thesis is to investigate whether Teachers believe there are viable didactic possibilities and challenges associated with the study visit concept in education, and to define them if present. The results show that the main didactic advantage, as perceived by the Teachers participating in this study, lies in the meeting the study visit enables. A meeting may lead to increased insight and understanding of other people?s way of thinking, conceiving and believing.

AimThe aim of this study has been to examine how health enhancement Teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement Teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for Teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement Teachers, four women and two men, in Montana, USA. One of the Teachers worked at an elementary school (for 30 years), three Teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the Teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of Teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the Teacher to present the value of physical activity from a lifelong perspective.The Teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the Teachers with materials every year. In addition to the budget, all the Teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other Teachers, and their own choice of development, the Teachers instruction techniques could increase which could help the Teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

For many years, I have tried to understand why students end up in difficulties in mathematics. As a future Teacher, it is extremely important to have knowledge of the various factors that leads to difficulties in mathematics. As a Teacher it is obvious to meet the students who find mathematics a difficult subject, and, therefore it is necessary to have a broader knowledge of how to respond and support these students. According to Ahlberg, number of students with mathematics difficulties is increasing every year, therefore, it is important to help students and organize a supporting school environment that promotes and encourages learning (Ahlberg 2001, p. 104-105).

AimThe aim of this study has been to examine how health enhancement Teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement Teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for Teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement Teachers, four women and two men, in Montana, USA. One of the Teachers worked at an elementary school (for 30 years), three Teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the Teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of Teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the Teacher to present the value of physical activity from a lifelong perspective.The Teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the Teachers with materials every year. In addition to the budget, all the Teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other Teachers, and their own choice of development, the Teachers instruction techniques could increase which could help the Teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

The purpose of this Master thesis is to examine whether there is a connection between distance to the schoollibrary and the extent to which Teachers are using it as an integral part of their teaching. The study aims to answerif the physical distance to the school library is affecting Teachers' ways of working with the library, if it affects thecollaboration between Teachers and librarians and finally if Teachers that are using a school library outside theschool premises are doing so less as an integral part of their teaching compared to Teachers that have access to aschool library within the schools premises.The study is based on qualitative interviews with six Teachers in the intermediate stage of the nine-yearcompulsory school, of which three have access to a school library within the school premises and three haveaccess to a school library outside the school premises. The two groups of Teachers are compared in order to findout if there is a connection between distance to the school library and the usage of it. Loertscher's school librarymedia program and Teacher taxonomy have been used as a theoretical framework.The study shows that the Teachers who use a school library within the school premises have a bettercollaboration with the librarians than the ones who use a school library outside the school premises. The studyalso show that theese libraries are an integral part of the teaching to a higher degree.

The most common neuropsychiatric diagnose among children and adolescents in Swedish schools today is Attention Deficit Hyperactivity Disorder (ADHD). Many of these pupils are in need of special support and it is therefore important that special Teachers and special educational needs coordinators (SENCO:s) have the competence required to meet their needs. The purpose of this essay was to study special Teacher and SENCO students? knowledge and attitudes regarding ADHD. This was done using a norm critical and gender perspective.

AbstractThe purpose of my study is to examine the experiences and opportunities to support Teachers in preschool to help children in vulnerable environments, a good self-esteem. Hindberg (1999) writes that of all children today are growing up in Sweden, so ten percent live in families where there is abuse. According Pousette (2011) as the National Public Health Institute has a new appreciation for families where there is hazardous and this means that drinking or abused so much that it can become an addiction. They appreciate the investigation that twenty percent of all children in Sweden are growing up in these conditions.The results show that Teachers' work is about building a sense of security in the children, both the Teacher and the environment. It also shows that Teachers believe that it is important to work with the self-esteem of all children, but especially children living in abusive families.

This thesis presents and evaluates a project, undertaken in 2001 by a librarian the writer of this thesis and a Teacher. We met with a number of adults with reading and writing disabilities, and presented and discussed books and experiences of reading, with the aim to increase their joy of reading, as well as finding out more about our own ways of co-operating with each other across our professional borders. The documentation and evaluation emphasizes on the process and the results of the project, and on our own participation, by asking the following questions: How did we carry out the project? What obstacles did we meet? What went well/wrong? What did we achieve related to our goals? In order to illuminate the project from different angles, consequences of reading and writing disabilities for adults are discussed, as well as the specific nature of adult education and projects more or less related to ours. Action research is chosen as a method, because it allows the process of the project, and our own learning process, to be exposed.

AimThe aim of this study has been to examine how health enhancement Teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement Teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for Teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement Teachers, four women and two men, in Montana, USA. One of the Teachers worked at an elementary school (for 30 years), three Teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the Teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of Teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the Teacher to present the value of physical activity from a lifelong perspective.The Teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the Teachers with materials every year. In addition to the budget, all the Teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other Teachers, and their own choice of development, the Teachers instruction techniques could increase which could help the Teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

AimThe aim of this study has been to examine how health enhancement Teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement Teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for Teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement Teachers, four women and two men, in Montana, USA. One of the Teachers worked at an elementary school (for 30 years), three Teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the Teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of Teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the Teacher to present the value of physical activity from a lifelong perspective.The Teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the Teachers with materials every year. In addition to the budget, all the Teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other Teachers, and their own choice of development, the Teachers instruction techniques could increase which could help the Teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

AimThe aim of this study has been to examine how health enhancement Teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement Teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for Teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement Teachers, four women and two men, in Montana, USA. One of the Teachers worked at an elementary school (for 30 years), three Teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the Teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of Teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the Teacher to present the value of physical activity from a lifelong perspective.The Teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the Teachers with materials every year. In addition to the budget, all the Teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other Teachers, and their own choice of development, the Teachers instruction techniques could increase which could help the Teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

The purpose of this study is to investigate if the class Teachers believe that their education has given them enough knowledge about dyslexia in order to succeed a successful education for these pupils. It will present what four class Teachers and two special education Teachers has answered what they know about dyslexia. The study aims to find out if class Teachers believe that they have enough knowledge to determine whether a pupil has dyslexia. If they have knowledge of appropriate methods and if they know how to prevent that pupils fall behind in their literacy and also what factors they believes makes it problematic to implement a literacy for these pupils. I propose the following questions:Do the class Teachers consider that their education has given them sufficient knowledge of dyslexia and its characteristics?What methods does the class Teachers and special education Teachers considers as useful for pupils with dyslexia?What does the class Teachers consider can prevent that pupils with dyslexia fall behind in their reading and writing skills?What factors consider class Teachers and special education Teachers is problematic to to succeed a reading and writing education for pupils with dyslexia?This study is based on a qualitative method and my theoretical approach is based on Høien and Lundberg established view of what dyslexia is.

AimThe aim of this study has been to examine how health enhancement Teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement Teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for Teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement Teachers, four women and two men, in Montana, USA. One of the Teachers worked at an elementary school (for 30 years), three Teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the Teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of Teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the Teacher to present the value of physical activity from a lifelong perspective.The Teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the Teachers with materials every year. In addition to the budget, all the Teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other Teachers, and their own choice of development, the Teachers instruction techniques could increase which could help the Teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

Syftet med denna intervjustudie är att med en vetenskapligt kvalitativ metod undersöka hur motivation hos elever skapas utifrån yrkesverksamma historielärares perspektiv, samt hur detta skapande förhåller sig till motivationsteorier. Sju lärare fördelat på två grundskolor och ett gymnasium, har intervjuats. Svaren från intervjuerna har bearbetats separat och sedan analyserats utifrån motivationsteorier. Resultatet visar att lärarna ser egenskaperna i rollen som lärare vara den primära faktorn i skapandet av motivation hos eleverna. Dessa är att vara en god berättare, engagerad, ha goda ämneskunskaper och ha förmåga att kunna beröra elever.

 Title:              Not just words, classroom communication about subtraction in year 2Language:      Swedish with summary in English.Keywords:     Communication, mathematics, subtraction, teaching The purpose of this study is to analyze the mathematical communication in a classroom during a lesson in the field subtraction, and to find out how students describe their perception of mathematics that is communicated in the classroom.The study consists of the observations through the videotaping of two lessons in primary school grades 2 and student and Teacher interviews related to these lecture occasions.Research indicates that Swedish pupils' mathematical skill continuously deteriorates in a national and international perspective, and that student experiences of mathematics in general are negative. The literature emphasizes the importance of communicating mathematics in various forms to deepen and develop understanding of concepts and mathematical operations. Communication must be generated between Teachers and students but also between student and student to have a beneficial impact for the student.Our result demonstrate the different types of communication in the classroom but that communication does not always have a clear mathematical content in spite of Teachers' mathematical intentions with teaching. The result also indicates that the mathematical communication that takes place, in essence, is a one-way communication where the Teacher has a great opportunity to speak. The Teachers perceived as oblivious to their own ways of communicating, but stressed in the interviews with an understanding of the importance of communication learning.