Previous research on philosophy for children in schools has almost exclusively focused on how it is perceived by students. The aim of this study is to focus on how it is perceived by five Teachers and other adults involved in implementing philosophy for children in schools, in total four Teachers participated and one adult who worked with implementing took part in the study. The theoretical background is composed of Olga Dysthes view that knowledge is not only constructed but that the object that one intends to gain knowledge of has to be interacted with and how she applies this view dialogues in the classroom. The study was conducted by interviewing the participants. The results found that the Teachers saw philosophy for children as something more than a tool to work with questions that were important to students, they were also viewed as a way to work with language and building solidarity within the class.

The goal of this study is to gain knowledge and understanding of how a teacher can apply mathematics with assistance from practical mathematics. Students? point of view on mathematics within practical mathematic lessons will also be examined. Four Teachers from preschool to third grade in primary school were interviewed. 30 students from grades one to three were also surveyed. The study shows that Teachers see a major benefit when practical mathematics is used in the theoretical teachings of mathematics.

Forming teacher teams is currently the standard way of organizing Teachers in Swedish Compulsory Schools. This is the result of a process that started in the 1970s.Traditionally the culture of teaching has been one of isolation. Once the door to the classroom is shut, what happens behind the door is up to the teacher to decide. Over the past thirty years a lot of time has been dedicated to making fundamental changes in the way Teachers interact with their colleagues. Today the idea of Teachers forming teams is generally accepted but still the core of a Swedish teacher?s job is that of a lone worker.

This paper investigates the methods used by Teachers when teaching elementary mathematics to children with Swedish as their second language. The original mathematical terminology derives from Latin, Greek and Arabic, this terminology is not of great importance in this paper, the everyday language spoken in elementary classes when teaching mathematical concepts and calculations to younger children is. The use of everyday language is an advantage for children with Swedish as their second language as mathematical problems presented in a more plain language is easier to comprehend and solve than problems in mere numerals. Special Teachers in home language classes often have the task of clarifying the mathematical concepts, introduced to the children during mathematical lessons, in the pupils first acquired language. A qualitative method was used in this study.

.The Whole language program is in Sweden generally referred to as ?Kiwimetoden? - ?the Kiwi program? (author?s direct translation) partly due to the fact that the Whole language program originates from New Zealand. Whole language is basically a literacy program and approaches literacy from a holistic point of view. Children learning to read and write should do so in the same natural way children learn to speak their native language which is in the context of authentic language as a whole. In Sweden the program is generally practiced together with a commercial and pre-organised material called ?kiwi? or ?Stjärnsvenska?.

The aim of this Masters thesis is to analyse school librarians and Teachers perspective of childrens reading and reading progress, the impact of informational texts on childrens reading and how school librarians and Teachers work/teach to improve their students understanding of informational texts. We also intend to study what consequences school librarians and Teachers believe that childrens reduced understanding of informational texts can have in the long run and how this could be improved. The theories applied encompass different literature-pedagogical strategies, theories about reading purpose and direction of the reading process together with a theory that shows the school librarys function in the education. The empirical material has been collected through interviews with one school librarian and one teacher at three different schools. The material has then been analysed and interpreted from theories and earlier research.

The purpose of this essay is to show the opportunities and difficulties of teaching within distance education. I will show this from two different parts of the world. One being Sweden and the other Australia, both countries run a distance education program with similar reasons students whom travelling, some living hundreds of miles from any schools and some students with health and or social disadvantages. This study is based on the actual teacher?s accounts and experiences the opportunities and difficulties in teaching in distance.

The aim of this paper is to elucidate and analyze history teacher's didactic choices in the conflict between unequal educational materials and the requirements of equality in the curriculum of Swedish secondary school. The empirical data consists of interviews with five secondary school history Teachers, observations of their lessons as well as analysis of their tests. The starting point was to investigate Teachers' didactic work in the role as a bridge between the non-equal historiography presented in textbooks in history and the curriculum?s demands for equality. Three different approaches have been observed in the Teachers' didactic work when considering gender perspective into their teaching: that women become extensions in a male-dominated historiography; that another part of the story is presented when a gender perspective is considered; and that the gender perspective is included in history teaching and becomes an integral part of all the content of the subject.Several of the Teachers acknowledged that gender equality is less prioritized than the courses core content and related assessment criteria.

This essay aims to generate understanding for todays grammar teaching in the early grades.Through base in previous research, I intend in this work to seek understanding of what affects the grammar development and its impact on education. I investigate in this essay teacher's approach to grammar and how it affects the incidence of grammar teaching.Work empiricism consists of qualitative research interviews and a survey with the intention to present a broad picture of grammatical meaning. Regarding to the informants that are involved in the investigation, I have deliberately chosen Teachers from different generations to find reflections of their own education and how itinfluenced their view of grammar. My study shows that Teachers acquire greater part of teaching about languagefunctional side compared to the form of the language. The Teachers who participated in the survey indicated that the language functional side priority by reason that the more responds to students' learning needs and promotes a desire to learn through meaningful for the student.

 Language is an important indicator of the interdisciplinarity of a certain subject. Therefore this study evaluates the use of central geographical words and concepts, by Teachers and students, in seven communal, non-optional subjects in a Swedish upper secondary school. This study provides results after observations of seven subjects on seven occasions, at one upper secondary school. This study shows that by a method of observation, central geographical concepts were used by Teachers and students at various extents. Furthermore, the observations provide results of the concept use by over 100 students and 12 Teachers.

Today many children have limited experiences with the outdoors or nature. In most suburbs where people originate from many countries and have various ways of understanding nature is it perhaps in preschool that several children for the first time experience nature.This survey is qualitative and the main research methods are participant observations and interviews. The theories used in this study are mainly based on the thoughts of Dewey and Vygotskij as well as on ideas from outdoor education and different ways or ideas of understanding nature.The purpose with this study is to make clear in what ways nature is used by the Teachers in preschool activities and how this work is done in preschools in multicultural suburbs. Questions at issue are: What way of understanding nature are the Teachers trying to convey to the children? How is nature used in the ordinary outdoor activities by the preschool Teachers? What are the Teachers experiences of success and problems in this work?The conclusion is that nature is used in preschool activities in many ways.

The purpose of my essay is on one hand to research and evaluate the measures that one intermediate school in Sweden, uses in order to prevent bullying and stop it in the event that one pupil happens to get bullied or harassed. In other words, I would like to show how that school is capable of creating a safe environment. Qualitative research is used to obtain these findings.On the other hand, I also wish to examine what pupils at the school think about these measures and how they perceive the attitudes of the school?s Teachers and management regarding the prevention of bullying. In order to acquire this information quantitative research is used.The conclusions that I draw after conducting my research are as follows:1- Regarding the ?Anti ? bullying Performance Plan?, my essay shows that school Teachers and management actively work in order to maintain a safe environment and as a result bullying is successfully prevented the school.

The aim of this study is to examine how Teachers and school librarians view the concept of information literacy in relation to their students, and to find factors that affect their undertakings to make their students information literate. In order to accomplish this, qualitative interviews have been carried out with Teachers and school librarians at four Swedish junior high schools. The theoretical framework of this study is the seven faces of information literacy developed by Christine Bruce. The empirical material has been analysed firstly by finding themes that are of importance for the work with information literacy, and secondly by placing the interviewees? commentaries on information literacy in Bruce´s seven faces of information literacy.

This study is based on discussions among Swedish brass Teachers about teaching other brass instruments than their main instrument. Why do some choose to teach only with the help of their main instrument while others use their secondary instruments as well? What are the advantages and disadvantages and how do they look upon other ways of thinking in this matter?In addition, the study examines brass Teachers? views on the balance between pedagogical and instrumental skill, as well as their views on teaching sound, technique and expression in relation to the age of the student.A questionnaire was used and anwered by 24 Teachers with teaching experience in municipal music schools ranging from 7 months to 35 years. The results indicate that pedagogical skill is always important, whereas the importance of instrumental skill increases as the student gets older and more experienced. The advantage of teaching with the help of the main instrument is that one always keeps a high musical and technical level.

The study has been conducted to find out whether aesthetic expressions and experiences can benefit the smallest children's language development. How do the Teachers at the preschool relate to aesthetic expression? Do they think that aesthetic expression and experience will be favorable for stimulating children's language? Children perceive through their senses, logically aesthetic expressions should promote children's learning and development. How does this claim stand in relation with the smallest children's language development and Teachers' views on aesthetics as a pedagogical tool for language stimulation? To get closer to the answer a survey have been done.