Today there are many students in schools with a wide variety of different behavioral disorders. Among these disorders you can find ADHD. We have selected to research how pedagogues respond to students with ADHD. The essay will address the issues concerning the pedagogues own knowledge about ADHD. This essay will problematize if pedagogues find their knowledge about ADHD sufficient enough to respond to students with ADHD and other students without diagnoses of one of the class equivalent manner.

The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool Teachers on a multiethnic preschool.The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio?s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León?s concept of a diversified normality, has been used as theoretical tools and points of departure.The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these Teachers from the preschool have participated.The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool Teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool Teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize ?cultural? differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual..

On the 1st April 2006 a new legislation came into effect in Sweden; The ProhibitingDiscrimination and Other Degrading Treatment of Children and Pupils Act (2006:67). TheAct is applicable to education and other activities referred to in the Education Act(1985:1100). This dissertation aims to examine how Teachers work to combatdiscrimination, and establishes whether headmasters and Teachers have changed their work procedures since the law came into force.In order to seek the answers to my questions I have conducted 8 qualitative interviews with headmasters and Teachers from two schools in a community outside Karlstad, with both schools comprising of students from pre-school until year 6.Discrimination is not a new phenomenon in schools, but neither is the fact that it is theschools? responsibility to work against discrimination. Discrimination is still taking place,despite discrimination laws being clearly stated within the Education Act (1985:1100) andthe school curriculum.

The aim of this thesis is to examine Social science Teachers infor-mation seeking in their professional role.The focus in this study has been on what sources the Teachers use for information seeking, examine and analyze their information practices and how they state their reasons for using different in-formation sources, and finally how these Teachers experience con-ditions related to information seeking and how these conditions in-fluence their information seeking.This study is based on four semi structured qualitative interviews. The empirical material from the interviews has been compared to earlier relevant research and analyzed with a theoretical frame-work, which includes conceptions from a sociocultural perspec-tive, a matrix over different kinds of information sources devel-oped by Höglund och Persson and McKenzie?s model of infor-mation practices.The results of this study are:- These Teachers use both formal and informal sources and external and internal sources. Digital sources are important and these have consequently been added to Höglund och Persson?s original matrix from 1985.- Information practices tend to overlap each other, for example ac-tive seeking (more specific and prepared information seeking) and active scanning (less specific), which are the two most common information practices among the Teachers.

From interviews with biology Teachers and pupils, some important factors are presented that motivates and interests pupils in biology. Some of these are varied education, commitment of the teacher, narrative skill and individually reachable goals. Other important factors are practical application and connection to daily life, as well as actuality of the subject and pupils experience of the use of learning.Circumstance around teacher and pupils will influence which factors that has the most impact. It´s up to each teacher to make a decision which factors to be used based on his or her own qualities and depending on the group they will teach.Teachers and pupils agreed about factors that will cause an interesting lesson. The pupils emphasize that variation is the most important factor.

The purpose of this thesis is to examine how Teachers work and reflects on gender education in preschools. We also want to take part of how teacher?s thoughts are reflected in the physical indoor environment and how the environment is designed by reviewing the rooms furnishing and the selected materials. We will do this by visiting a number of preschools located in Stockholm and New York. We have chosen three questions to get the answers on our purpose.How Teachers reflect around gender pedagogy are, and how the thoughts are expressed in the practical work.How the Teachers communicate with their co-workers about gender pedagogy.How the Teachers own thoughts and reflections on gender pedagogy have been expressed in the physical indoor environment where the children stay during the day. We have used interviews and observations as a method to gather the information that we needed to answer our questions of the thesis.

In this thesis I have discussed about conflict management in school, from a teacher´s perspective. Focus has been on Swedish schools, especially on the Teachers who are active in primary school. Several perspectives have been given, including an intercultural approach which has been the most recurrent. The importance of Teachers? emotional maturity, knowledge about democracy and values, as well as teacher?s impact by being a sharp leader in different ways are other subjects the essay has touched.

According to reports from the department of education the majority of school children consider school as a place for happiness, security and development. However, one of ten children experience cruelty and abuse on a daily basis and research shows that children are more often violated by their Teachers rather than their peers. In year 2006 legislature decided that school children needed to be protected from the harmful abuse and bullying from other children as well as their Teachers. Despite the law approximately 50 000 children are the victims of adult abuse in school every year. Meanwhile science also proves that Teachers dare not, for different reasons, confront colleagues when witnessing violations of children.

According to reports from the department of education the majority of school children consider school as a place for happiness, security and development. However, one of ten children experience cruelty and abuse on a daily basis and research shows that children are more often violated by their Teachers rather than their peers. In year 2006 legislature decided that school children needed to be protected from the harmful abuse and bullying from other children as well as their Teachers. Despite the law approximately 50 000 children are the victims of adult abuse in school every year. Meanwhile science also proves that Teachers dare not, for different reasons, confront colleagues when witnessing violations of children.

This study investigates the curriculum for English in Gymnasium class 10 in Baden-Württemberg, Germany and compares it with the Swedish curriculum for English 5. A special focus it put on the politics that decide how the curriculum is written. The German and Swedish curricula for English are quite different, although they have some main points in common. The study includes a textual analysis and observations of English classes. Furthermore, nine Teachers of English in Germany are interviewed about their views of the curriculum.

The purpose of this investigation is to see if there is any difference in how long pupils are staying in the activity of the music- and culture schools in the country. I have compared this with how large the Teachers engagements are in average at each school, how many Teachers each school holds and if one teacher is teaching within different areas, e.g. on different instruments. Thru mail contact with the headmasters at the music- and culture schools I have gathered data concerning the length of which the pupils are staying at the schools, the number of Teachers at each school, the size of the Teachers services and in how many different areas each teacher is teaching.It has been hard to get to any results in the investigation since the music- and culture schools don?t compile statistics on how long their pupils are staying at their schools.

The aim of this study is to investigate how mathematics Teachers use formative assessment to make the course objectives clear to the student. This is part of a wider aim in Sweden to find ways for improving mathematics teaching. Qualitative semi-structrured interviews and observations were used for collecting data. Different approaches to integrate formative assessment in their classrooms is discussed: questioning, discussions in whole-class, group work and assessment and feedback. The analysis of the results indicated that the Teachers thought differently about how to integrate the course objectives in their planning.

The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to adapt the Swedish school to a certain international standard, clearly shows that increased control scarcely leads to improvement.The aim of this paper is to examine whether Teachers believe that national tests contribute to equivalent assessment and increased goal attainment. Furthermore the Teachers? attitude towards and work with national tests is described. The paper is written from a school improvement perspective, where good examples from current research on what creates increased quality in school meaning increased goal attainment and equivalent assessment are related to research on school effectiveness and increased testing in schools. The study builds upon a quantitative survey among Teachers in upper primary - and secondary school in a medium-sized municipality in Sweden.The result shows that the Teachers have a somewhat more positive than negative attitude towards national tests, as a whole.

In this examination paper I?m using the qualitative method: phenomenographic analysis to present twenty educated and working pre-school Teachers opinions about being outdoors in Swedish pre-school. The purpose is to describe the variation between different pre-school Teachers? opinions, not to focus on wrong or right.    The paper starts with a review over the opinions presented by the literature on the subject.

 The english name of this essay is ?One man among many women?. This essay takes its starting point in the situation today with few male Teachers in the earlier years of elementary school. I have decided to look at the small group of males that actually started the education to become Teachers and why they did it when the profession as teacher today is low-paid, low status and is a profession with a large dominance of female Teachers. I have chosen to write about this because of the importance for the children to meet both men and women as Teachers in the early schoolyears.