The aim of this study was to analyze the assessment of the primary school, from the Teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what Teachers believe about. This study examined primary Teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.

AbstractHomework is often debated in the media today. The question is about the meaning of homework and whether the students benefit from it or if homework is just a remain from an old educational system.The research made on the subject disagrees on what positive/negative effects the homework has on the students.For my essay I chose to find out what attitude junior-level Teachers have towards homework. Why give students homework? How do you work with home assignments?My research is based on interviews with six junior-level Teachers that either have or do teach in the lower grades (1-3).The result I reached was the all of the Teachers used homework in their education.The purpose of the home assignments is partly to give the students the possibility to rehearse and fortify their knowledge, especially when it comes to learning how to read.Another purpose of the homework is that it helps to maintain a good connection between the home and school. It is also a good way for the parents to get an insight and be a part of their children?s work.The conclusion of the research that I made is that if homework should exist in the educational system they ought to be well prepared by the responsible Teacher..

The study's purpose is to describe students' experiences of help and support in mathematics. To investigate this, I adopted the questions: What does it mean, according to the students, to get "help and support in mathematics?" Are there differences in the description of help and support depending on the age of the students? What different kinds of help and support do students feel that they get from their math Teachers? What different kinds of help and support would they like to have? The study is based on a qualitative method, group interviews, with three groups of students, one from each stage of primary school in one municipality in Sweden. The students were at the time of the interview in grade 3, 5 and 8. The interviews were analysed from a sociocultural perspective. The results show that what the students primarily consider as the meaning of help and support it is to get individual support from their Teacher.

The aim of this study was to investigate whether Teachers are involved in children´s play, what their perspectives are on the importance of play and what conditions Teachers have to stimulate children in their playing. In this study, I?ve been able to verify that play has a great value for children?s learning development. My method have been interviewing four Teachers at a kindergarten in order to examine educators? perspective on the importance of play.The results of my investigation showed that Teachers believe that play and role- play have a major impact on children's learning.

This study is about different Teacher?s ´conception of remedial classes and its function in Today´s School. ?A school for everyone? the utopia that all schools and Teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different.

Studien påbörjades hösten 2012 och är ett försök att hitta olika pedagogiska verktyg och förhållningssätt genom strukturerade intervjuer med 3 pedagoger som arbetar eller har arbetat med barn och ungdom med diagnosen ADHD. Studien belyser hur dessa olika pedagoger uppfattar sin undervisning, sin roll som lärare och vad deras generella erfarenheter av att arbeta med ADHD-elever är. Genom intervjuer skapas en bild av lärarna som arbetar med ADHD-elever och deras pedagogiska attribut, och med klusteranalys bestäms deras musiklärartyp. I resultatet framkommer bl.a. vikten av att möta ADHD-eleven här och nu, att varje elev är unik och att vid arbete med ADHD-eleven är tålamod, intuition, kreativitet och samt att vara en flexibel lärare viktiga egenskaper.

The purpose of this project is to examine the development of the upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the upper secondary school and the physics course.

The purpose of my essay is to see how Teachers are working to integrate the two subjects Art and Swedish in their teaching, and to see how this integration is made. What do Teachers think about subject-integration? What are the positive effects of it? Are there any difficulties involved? Do the Teachers prioritize cooperation with other subjects?To answer my questions I have interviewed eight Teachers, four of them in upper secondary school and four in lower secondary school. I have also studied literature about subject-integration and children?s learning, curriculum?s and syllabi in the subjects of Art and Swedish.The results of my study show that the interviewed Teachers are positive when it comes to integrating Art and Swedish and other subjects.

The purpose of this paper is to examine if there are any differences or similarities when it comes to teaching religion in a multicultural school versus teaching religion in a homogeneous school in Sweden. How do Teachers describe religious education in schools and how do they justify their teaching strategies? What similarities or differences are there between Teachers' approaches when teaching religion in homogeneous versus multicultural schools?The study is based on qualitative interviews which includes a total of four schools; two homogeneous and two multicultural. These schools have been selected with the help of the Migration Board's annual report from 2014 as well as from my own personal knowledge. One religious Teacher from each of the schools was interviewed.The conclusion, among others, is that ethnic Swedish pupils do not have the same understanding of religion as students of different ethnicity.

The purpose of this thesis is to see how film can be used to invigorate children?s language development. There is not much research regarding this, which is why we have chosen to study this particular topic. The study consists of questionnaires, an interview and a pilot study. We have chosen to proceed from a socio-cultural perspective, language perspective and learning perspective, thus we are interested in the Teacher?s views and thoughts about film as a learning tool complemented by what children can gain through film.

AbstractThis paper will examine the co-operation culture in Teacher work teams in a primary school currently undergoing reorganization in the Stockholm region. This inquiry is based on qualita-tive interviews with Teachers and work team leaders, and is aiming to answer how Teachers co-operate during the reorganization process, to find the factors that affect co-operation. Our results show that the two teams practice communication, leadership and participation very differently. Currently there are clear differences in the work team?s tendency to develop and to work with the reorganization process, pedagogic methods, social and emotional awareness and ideological beliefs.

The purpose of this study is to find out Teachers view on manipulatives as a way to concretize a certain mathematical content and to highlight knowledge and experiences within the range of using manipulatives to concretize. By answering the questions below different approaches a Teacher may have towards the manipulatives and how that may impact on student?s learning will also be discussed in comparison to mainly traditional and socially constructive theories of learning.What is the Teachers view on manipulatives as a way to concretize?What purpose do they have when using manipulatives?According to the Teachers, what does it mean to concretize a certain mathematical content?According to the Teachers, what connection is there between manipulatives and concretizing?Through interviews and observations conclusions can be made that the Teachers are in general positive towards using manipulatives as a way to concretize a certain mathematical content although the definition of what a manipulative is differ somewhat between the Teachers. The Teachers working with manipulatives do it in a well thought out fashion but more research is needed to furthermore define the purpose of using manipulatives. Few countries spend so much time concretizing and working with manipulatives as Sweden do, but still Sweden score below the OECD-average on the mathematical PISA-tests.

 In today?s society Teachers will face students of foreign origin. It is up to the Teachers to help these students gain the knowledge they need to flourish in society. Despite the fact that mathematics is a universal topic with high status in many countries, studies have shown that mathematics is a subject where a large proportion of foreign students fails. The purpose of this study was to see wherein the problem lies and describe Teachers' perceptions of the barriers and the opportunities in mathematics for students with Swedish as a second language.

The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing. I have read previous research on the subject and watched a movie from our AV-central on children?s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years. The results showed that even if a Teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read.

In this thesis, the results of a survey regarding grade progression between secondary and upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest upper secondary schools in said municipality in an attempt to gauge their experiences of grades, grade assessment, Teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their grades differed between the various groups.