My main question in this essay has been: why does the preschool advocate being outdoors? How should we respond to parents who have a different view on this? Children's right to participation and influence is also a question that I raise. How should we preschool Teachers do when we stand between the child's desire to be out and the parents wish that their child should be indoors? By reading what is written in the preschool curriculum on children's influence, I have come to the conclusion that we preschool Teachers must listen to what the children express that they wish to do, otherwise we go against our policy documents.My dilemma is about how to respond to parents who have a different opinion on being outdoors than we have. Many parents express an aversionagainst their children having to be outdoors.

Research has shown that students with another mother tongue than Swedish terminate elementary school with lower grades in all subjects, compared to students having Swedish as a mother tongue. This fact justifies further research on the forms of teaching Swedish as a second language. Attention has been given to the fact that the students with another mother tongue than Swedish have to cope with "dual learning". Parallel to the learning of a second language they need to obtain knowledge in all other subjects. The purpose of this thesis is to investigate how the School organise the work with students having another mother tongue than Swedish, and to find out how Teachers in other subjects solve the problem of having students that struggle with "dual learning".

The purpose of this this thesis is to evaluate the books that the Library Project "Give me five" uses accoring to their own project objective. Starting in the discussion of censorship that took place in Swedish media, the goal of the project is to defend picture books that portray child's inner and outer worlds. Some of the books are selected by librarians and some preschool Teachers themselves have chosen. I have a in a thematic analysis examined if the books' themes meet the requirements of the project goals and if there is any difference on the books that preschool Teachers chosen and the ones that the librarians have selected. I have in a image analysis investigated whether they have used books that challenge children's imagery, and if the books portray children's outer world.

This two year masters thesis is written in the scientific field of library- and information science. The purpose of the study is to investigate the collaboration between Teachers and librarians in different types of school library organisations. Two school libraries with only the school as a target group, two integrated public- and school libraries, one school library division and one public library that provides the school with school library services has been studied. The study takes place in Uppland.The theoretical framework used is based on Montiel-Overall and her four models of collaboration: coordina-tion, cooperation, integrated instruction and integrated curriculum. The first research question focuses on the col-laboration between Teachers and librarians based on each of the TLC-models.

This study is conducted from qualitative research with interviews as a basis, where I have interviewed four Teachers from elementary school?s early ages (year 1-3). The aim is to highlight the teacher?s perspectives and experiences of reading aloud, and how they connect the activity to gender.The questions at issue that have been answered in this paper are how the teacher?s reflect to gender and reading aloud in a school environment; do the teacher?s reflect over the gender perspective when choosing reading aloud literature? When reading aloud, which attributes are important to highlight for girls and boys according to the Teachers? Which books do the Teachers consider "good" gender literature?The paper is based on the theoretical grounds of social constructivism, gender as construction, gender conscious pedagogy and reading aloud. In previous research the focal point has been Kåreland?s study on gender in literature in pre-school, and on how children are being portrayed in children?s literature today, from a gender perspective.The teacher?s that have been interviewed in this study all agreed on the fact that reading aloud is a very important part of education and are used by most Teachers on a daily basis.

In the curriculum for Swedish pre-school the focus is mainly on five concepts. These are care of the children, learning, influence, rearing and security. These concepts are to characterize the activities of the pre-school in Sweden.Back in time the focal point of pre-school activities for young children was mainly on security. The learning part became more prominent as the children grew older. When speaking to Teachers and parents I do sense that some believe this is the case even nowadays.

?Childs pedagogic material ? A qualitative study of child?s use of pedagogic materials available at five nursery schools and about their Teachers thoughts about the display of the pedagogic material?In the nursery preschool the environment and the educational materials have always had a central place. That's why it has been chosen to study and observe five preschools and interview sex Teachers, in an attempt to understand the Teachers thought about the choice of material and the choices of material that the children used. The reason I do this is to see what the underlying idea about the materials the children use is, and why educators choose to make certain materials visible. The purpose of this study is to examine the educational materials that are used to stimulate children´s learning and examine what determines the choice of educational materials.

The purpose of this study is to survey how the Sweden Democrats? success in the latest election to the Swedish parliament has changed teaching in social science. The main question is: in what way has the success of the Sweden Democrats influenced social science teaching? This leads to following sub-questions: 1) how do the social science Teachers define the Sweden Democrats, 2) how do Teachers relate to the Sweden Democrats in the classroom, 3) has there been a change in students? political opinions and 4) were there any discussions or proposals from the school administration which followed the parliamentary election of 2010? To answer these questions, interviews were made with four Teachers. The main conclusion of this study is that the Sweden Democrats? success led to a simplification of teaching because phenomena and opinions that were previously taboo nowadays are normalized and thus have its place in the classroom.

The implementation problem refers to the situation when political decisions are not implemented as intended by the decision makers. In this thesis I examine how one part of the new school reform GY11 has been implemented in Social Science in high school in Sweden. The part that interests me is entrepreneurial learning. Using implementation theory, and the actor properties understand, can and will, as described by Lennart Lundquist, I have interviewed five high school Social Science Teachers in Malmö and Lund. The result was that they all understood the concept of entrepreneurial learning.

The purpose of this study was to examine the routines of performance related pay systems in two Swedish municipal upper secondary schools. A second purpose was to examine what data was included for evaluation of a co-worker?s performance and how a principal collects data. The purpose was also to examine a principal and Teachers´ view of performance related pay systems and if it was possible to note an agreement. Principals have been interviewed and Teachers have answered a questionnaire to fulfil the purposes of this study.The study shows that the municipality had a good routine that included individual discussions with co-workers about their salary and had fixed municipal criteria.

The purpose of this study is to investigate? how a professional librarian can support the work with pupils, age six to twelve years, in their reading and linguistic development? how the conditions at the school have to be for this to become possible? what kind of attitudes the Teachers have, and how they relate to the impact of a librarian for the pupils reading and linguistic development.The methods used are analyses of steering documents concerning school libraries and analyses of the means of the local school culture. The latter has been carried out by literature studies and through interviews of eight Teachers and two school librarians. The result of the interviews showed a limited insight into how a professional librarian can support and assist Teachers and pupils in the work with reading and linguistic development. They also showed the influence of existing traditions and local school culture for the use of a librarian?s services, and also how all the Teachers, once they have become used to the services a librarian can provide, now find their support invaluable.

Abstract Our society is becoming increasingly multicultural and so are our schools. This study raises the question of how Teachers are working to promote multi-culture and how they can create an understanding of the diversity in the classroom. One way is to use the literature. Literature is already well integrated by many Teachers and widely used by pupils. By making use of literature related to multi-culture, pupils can get a deeper understanding of our society.

This paper attempts to display how five Teachers of social studies use and relate to the policy documents and their instructions on gender. To penetrate the subject, five Teachers were intreviewed. Each interview focused on how the curriculum attempts to guide Teachers regarding gender, sex differences and equality of opportunity. The collected information was processed, analyzed and discussed using gender studies and discourse theory.The results show that the interpretation and usage of the curriculum is very subjective and varies greatly between all the interviewed Teachers. Their personal interpretation proves to be crucial when it comes to making reality of the stated goals in the curriculum, concerning actively working towards equality of opportunity between sexes.

The purpose of this paper is to examine how Teachers choose to work with the teaching of reading and writing skills, how Teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with Teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

This survey is a case study with the purpose to find out the teacher´s perceptions about students´ motivation to mathematics. Further this study aims for the teacher´s vision on how they consider students´ motivation in mathematics in secondary school. To collect research data I have used semi structured interviews with four secondary school Teachers. The result constructs according to categories that depict the purpose of the study. These categories define students? motivation like achieving different goals, students? basic knowledge, abilities and perceptions of mathematics and external factors that affect students? motivation.