This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?Which subjects are affected by reading- and writing difficulties/dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities.

AbstractThe phonics is traditionally firmly established within reading acquisition in Swedish schools. The curriculum, Lpo 94 gives spacious independence regarding the question of method and we have to be aware of our own point of view when we are making the decision regarding the method of reading acquisition. Is it tradition or is it our linguistic point of view that is the determining factor? Through this study of literature, different publications from different times are being studied and the ideas and the linguistic point of view are being discussed. Through comparing between the curriculums that have been replaced of one another, and attending to linguistic discussion and research, we will be able to see a change in the linguistic point of view.

The purpose of the study is, through some aspects, to make it visible and compare the education in mathematics in classes 1-3 in Sweden and Turkey. I have also studied the mathematic lessons, textbook and teaching aids, examinations and the use of calculator, on the basis of steering documents in curriculum and syllabi. The method used in this study contains of qualitative interviews and have an unstructured character but also observations noted continuously. The result is a comparison between my own experiences and the observations connected to relevant theories and the questions..

The main purpose of this essay is to study how classroom interaction can take place in a class for Second Language Learners (SLL).1 I have applied a case study methodology on a linguistic method used by a Teacher in Swedish as Second Language working on a primary school situated in the Southern suburbs of Stockholm. The learning method is based on extensive reading of books which comprehend several learning techniques organized into a process that support the development of linguistic skills such as discussing in a group, writing, reading and thinking in a second language. The methodology applied is based on observations, on an interview with a Teacher in Swedish as Second Language and on a questionnaire answered by 11 students that participated on ?Boksamtal?.Based on a theoretical framework about socio cultural theories on learning and scaffolding,2 I attempt to integrate theory and practice to investigate how the Teacher succeed on applying effective methods for second language learning. Through the analyses of the data is also my intention to emphasize the advantages and disadvantages of such a method.

Purpose: Our purpose with this study is to compare how the two selected schools in two different areas in Stockholm chooses to introduce and integrate newly arrived children in Sweden. The schools are located in the suburb and downtown in Stockholm. One school has chosen to integrate the child by placing him or her in a preparatory class and the other school is placing the child into a regular class.Investigation questions: We want to find out how the choosen schools are working with a newly arrived child. How is the child integrated and introduced directly into a regular class through teaching methods and teaching material and how a newly arrived child is integrated and introduced into a preparatory class through teaching methods and teaching material. We also want to find out if the community authorities in the City of Stockholm and the Swedish state have guidelines that schools are supposed to follow in the work with newly arrived children and whether our selected schools are working after these guidelines.Method: The study is based on two methods.

The aim of this study was to examine how the interviewed primary teachers in two schools situated in the Stockholm area understand themselves as teachers in relation to their image of the good teacher. The research questions were: How do the informants discuss their image of the good teacher? How do the informants describe their own role as a teacher?A qualitative method, by interviews made with four primary teachers, was used to collect data for the examination. The results from the interviews were analyzed and discussed from the theories and earlier research concerning the role of the teacher and what they describe as the good teacher. The theoretical connection of this study was based on the theories of Vygotsky, Piaget, Bruner, Dewey, Dreikurs, Kounin and Glasser concerning the relationship between the role of the teacher and learning.

The purpose of this study is to understand how teachers in the preparatory class and regular class, in the meeting with newly arrived pupils, plan and carry out their teaching. This in order to facilitate social interaction and learning in the classroom, from an intercultural perspective. The examination was conducted through interviews with four teachers from the schools that I selected. The teachers gave their perspective on their approach to newly arrived pupils, through interviews. The result shows that the teachers have ambitions to start from the newly arrived pupils' own ideas and from their prior knowledge.

This is qualitative study of, four teacher´s views on the use of iPad in teaching and learning. In addition, I will examine the disadvantages and advantages of iPad use as a teaching tool in preschools.My questions are:What is the practical use of tablets in preschools today?Are preschool teachers using the tablet as a teaching tool? If so, how?Is the use of tablets in preschools contributing to children´s social interaction, as well as between children and teachers` social interaction?The purpose of this study was to find out how the four teachers uses the iPad as a teaching tool in the interaction between children in preschool. I have chosen to use Vygotsky?s and John Dewey´s theories.

The purpose of this discourse-analytical study is to investigate teachers? beliefs about writ-ing and writing instruction and how their beliefs and writing instruction can be understood in relation to the Lgr11 syllabus in Swedish. The study included five teachers who teach in grade 6 of primary school, where I applied Roz Ivani??s theories of written discourses, based partly on interviews with teachers and classroom observations of teaching, partly on the Swedish curriculum for grades 4?6. The result shows that teachers move within creativi-ty, process, genre and social practice discourse, while the skills of discourse and the socio-political discourse lack matching.

The purpose of this paper is to explore branch librarians? ideals for mediating fiction and their view on the literature that are distributed by the Swedish Arts council. The study is based on the following questions: How do branch librarians reflect about mediating fiction? How do they express their view and their work with literature that are distributed by the Swedish Arts council? And which ideals of mediating can be distinguished from these expressions? To answer these questions a qualitative examination based on interviews with four branch librarians where used. The empiric material where then analysed by Jofrid Karner Smidt?s theory about different ideals for mediating fiction.

This study focuses on teachers? and pupils? experiences of their use of one-to-one computers in civics education in Swedish upper secondary school. The experiences of teachers and pupils will also be put in relation to the content of the formal curriculum. The aim of this study is to investigate whether the access of one-to-one computers has changed teaching and learning within civics. The theoretical approaches used are both Tomas Kroksmark?s theory about traditional versus innovative learning and Ruben Puentedura?s SAMR-model.

In schools, misconceptions about genetics can arise due to several factors, and the consequences of these misunderstandings can be significant. Lack of education can play a central role in the spread of misinformation about genetics. When teachers lack sufficient knowledge or do not have access to up-to-date resources, they risk inadvertently conveying inaccuracies to students. Additionally, students own preconceived notions and misinterpretations can be reinforced through interaction with their peers, creating a vicious cycle of misinformation. In this study, various misconceptions within genetics education have been identified and analyzed, while different strategies to prevent these misconceptions have been examined. The study revealed that the two most common misconceptions are the confusion between "genes" and "DNA" and the simplified perception of genetic determinism.

Purpose: Reading aloud to children and having a conversation about a book, which is read to them, has attracted much attention as important factors that influence children's language development. Language development for children is one of the most important tasks that the preschool- teachers have, and according to ?Läroplanet?, all children must have the opportunity to develop their language. The aim of this study was to examine how reading aloud, and by letting them speak about a certain book, ?boksamtal? impacts preschool-children`s ability to develop their language according to preschool- teachers.Method: I have used a qualitative method by interviewing four preschool- teachers.

The subject of this master thesis is to identify discourses regarding children?s literature in one of Sweden?s largest library magazines, Biblioteksbladet. The subject is furthermore to look at how the child is portrayed within these discourses and if the discourses change over time. The theoretical and methodological background is Norman Fairclough´s critical discourse analysis (CDA). A selection of 62 texts, published in Biblioteksbladet between the years of 1945-2009, was analyzed.

The purpose of this two years master´s thesis in Archive, Library and Information Museum science is to examine the ideas about children and childhood which have an influence on the storytime at public libraries. The material on which this thesis is based, is a methodbook which is aimed to develop the storytimes and those picture books that are recommend in the methodbook. The theoretical points of departure are discourse analysis and childhood sociology. The concepts of being and becoming are frequently used when analyzing the methodbook. Other theoretical points of departure are the combination of narratologi, semiotics and hermeneutics, which are also used when analyzing the picture books.The result indicates that the storytime, recommended in the methodbook, is based on the idea of a timeless culture of childhood - where the "modern child" including the media used today - is left out. Concepts as nostalgia and pedagogy are tightly connected.