To be able to read and write is necessary to manage well in life. It is important to get a good start in one´s reading and writing development. My purpose in this study was to find out how to teach children to read and write. Obtain knowledge about how to best help children during the early years of reading and writing development, and what is required to teach good reading and writing skills.I wanted to find out how the pedagogues work in the schools, and if they use ant special methods in their teaching. This is something that I, as a future pedagogue didn´t have much knowledge about, which is very important for my future pupils.My research method was qualitative where I interviewed three pedagogues who work whit teaching reading and writing in the early years.

This essay investigates how teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that teachers mostly use feature films to provoke emotional reactions from the students.

The general view of learning has dramatically changed during the last two decades. Today we talk about learning for life and educate to meet the demands of the information society. This new view forces us to constantly relearn and develop new knowledge ? something which has resulted in large restructuring within the upper secondary school. New forms of teaching, where the pupils are given the opportunity to a more active search for knowledge, is developing.

Teaching in pre-school usually takes its starting-point in children?s reality and curiosity. Apart from that it has also been important to take contains of a special subject under consideration, for example development of language and communication or mathematics development. The purpose of this study was to investigate how natural science as a special subject in pre-school education is expressed by five trainee teachers when they teach children at the age of 2-7. Generally the study focuses on the students? teaching actions as well as their line of argument about their teaching and the choices they have to make.

The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions.The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old.Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy.

The purpose of this study is to examine how teachers and pupils experience the use of fictional literature as a tool for language development in the teaching of English as a foreign language. Through surveys and interviews and with Vygotsky?s theory on development in a social environment as a theoretical base, I examine which methods are used to promote language development and also which functions pupils and teachers consider fictional literature to have in the teaching of English. Results show that teachers consider fiction to be among the top methods to get pupils to learn English. Teachers and pupils both favour the use of fun and stimulating reading activities as well as group activities where learning is social to go along with the reading of fiction.

The purpose of my study is to determine students? attitudes to the Natural Science subject. I want to contribute to scientific discourse about different learning styles that can respond to childrens? requirements in teaching as well as to determine the student?s experience of learning styles. The studies were carried out at an upper secondary school in Stockholm (spring term 2011) for three different classes.

The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication.

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.

AbstractIn this essay, I have chosen to examine how four teachers in a work unit think and work with linguistic development and strategies, particularly in grade 4-6. The teaching profession has gradually become more like a cooperative profession. Therefore it is in a general pedagogic interest, to know, how each one of the teachers in the work unit, are thinking about linguistic development, teaching profiles and the significances of a work unit to achieve their aims to provide for all the individuals in their classrooms. My intention was to find out if a homogeneous work unit or a heterogeneous work unit is to prefer in work with linguistic development, which initially made me focus and realise the importance of each one of my informants? answers.

For the success of universities, it is very important that the personnel are well motivated through internal marketing. The purpose of this report was to identify which activities universities uses to motivate their teaching and researching personnel and how the activities are valued by this group of employees. The study was conducted in the form of a case study. One interview with the chief administrator at Luleå University of Technology was conducted, and a questionnaire was sent to all the teaching and researching personnel at the same university. The result indicates that Luleå University of Technology uses many internal marketing activities to motivate their employees.

International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school.

Introduction: Sexual abuse is more common than statistics show; the number of unrecorded cases is high. Sexual abuse is hard to deal with, it is associated with taboo and shame and at the same time it is a trauma to the one who has been abused which will effect the rest of that persons life. Aim: The aim of this literature review is to describe men and women?s experiences of being sexually abused. Method: A literature review, inspired by Friberg (2006), was conducted.

This essay investigates how teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that teachers mostly use feature films to provoke emotional reactions from the students.

This thesis is supposed to make teachers and teaching students aware of the educational problems in physics during comprehensive school. The editor has interviewed pupils and studied literature in the physical education. Also the pupils conceptions in some basic physics have been studied. The pupils agree in the interviews, that their previous knowledge in physics is not satisfying. The reason of this is further discussed and compared with the literature..