Sweden is a multicultural country and because of this the Swedish school-system should be adapted so that all pupils can develop their linguistic skills so that they can participate andunderstand the education. By using scientific work from other researchers and my own experiences from a general point of view, I noticed that pupils with foreign origin perform less good in mathematics than pupils with Swedish origin, in the Swedish education system.The purpose of this research is to find out if communication and interplay between the pupils makes it easier for them to understand mathematics and its? concepts. My research involves acertain school class were all pupils have another etnicity then the Swedish one. My aim was to find out if the pupils reached the knowledge-goals for mathematics in the third grade.

The Swedish language has for over six hundred years been under influence of foreign languages. Nowadays, it is the English language that undoubtedly affects it in largest scale - even though both French and especially German have had a serious influence through history. In an inquiry by behalf of the Swedish Government, named Mål i mun ? förslag till handlingsprogram för svenska språket (2002), one of the conclusions was that journalism is an important area that has to be under linguistic supervision to avoid a gradual weakening of the Swedish language. It is also a known fact that the Swedish sports writers has a tendency to use a lot of English words, even though there are equivalent Swedish ones applicable.

The Swedish curriculum points out mathematical communication as one of the importantabilities that students need to develop. Previous studies show that students have not been given the right conditions to develop this ability sufficiently. The purpose of this study is to investigate how some Swedish teachers interpret mathematical communication and how the work with this takes place in their classrooms.The investigation consists of qualitative interviews with six teachers in the grades of Fk-3. The interviews have been focused around the teacher's interpretation regarding mathematical communication, how this is reflected in their work in the classroom and also if they see any advantages or difficulties in working with mathematical communication with their pupils.The result of the study shows that the teachers are well aware of the importance of communication and they have a will and an intention to let the pupils communicate mathematically. Mathematical communication is emphasized mainly as important for the pupil's learning and understanding.

Syftet med uppsatsen är att undersöka och kartlägga attityder gentemot religionsundervisningen på gymnasiet och drama som undervisningsmetod, samt att föreslå en med drama integrerad religionsundervisning, där drama är metoden, och religion står för innehållet. Detta för att utforska utförbarheten av en sådan undervisning, där drama är metoden för religionsundervisningen på gymnasiet. Jag har med hjälp av intervjuer och litteratur undersökt vilka dramametoder som går att använda, samt vilka effekter dessa kan tänkas ha för undervisningen. Sedan har jag gett förslag på en serie konkreta religionsundervisningsexempel, vilka jag stödjer mot de didaktiska hjälpmedlen vad, hur och varför. Jag använder mig av Mia Marie Sternudds doktorsavhandling, Dramapedagogik som demokratisk fostran?, för att kategorisera mina lektionsförslag efter undervisningssyfte.

Title: Teaching improvisation in different musical genres My curiosity for teaching improvisation in different genres emerged when I started playing with musicians who had another musical background than my own. I wanted to acquire a better understanding of what improvisation means to them and how improvisation is taught in their genre. The aim of this study is to gain insight into four pedagogues' methods of teaching improvisation. The four pedagogues represent the genres of jazz, blues, organ music and folk music. I chose these four genres for two reasons.

Creativity and innovation have become two very important concepts in today?s society where the demand for these abilities are sought after. At the same time, the school system of today follows a more traditional outlook on what learning and knowledge means.The extend students ability to understand and elevate their motivation is possible through creative methods of working. In order to create a school system which can withstand the demands of the future by including creative methods in its model, a study was carried out to examine how teachers? thoughts on creativity could mean for its development.This study took place in an elementary school in Sweden where Entreprenöriellt Lärande (EL) has been in use for the last two years.

The Swedish rules for marrying in Sweden are different for swedish citizens and foreigners. A swedish citizen has to have permission from"Länsstyrelsen"to marry before the age of 18 but a foreigner may marry without permission at an age of 15, unless a higher age is required by the foreign law. The main question in this essay is if the swedish international law concerning the age of marriage is compatible with the Convention on the Rights of the Child and/or the Swedish Constitution. The comparison is based on mainly two questions: Primarily the Swedish international law is discussed concerning which marrying age is good for the child. Thereafter it is discussed whether it is discriminating to have different marrying ages for swedish and foreign citizens.

The purpose of this study is to explore how teachers at Swedish upper secondary schools perceive the so-called value words and knowledge requirements of religious studies 1 as defined by the present curriculum for upper secondary school 2011 (Gy11) how they consider themselves to apply these value words in their teaching, and whether they consider the knowledge requirements as alegitimate basis for equivalentassessment. My studyis based oninterviewswithfour teachers in religious studies at four different upper swcondary schools in the municipalityof Jönköping, Sweden. The results of my study show that the interviewed teachers perceive the value words in the knowledge requirements of religious studies 1,as defined by the present curriculum Gy11, aredifficult to interpret and that the value wordsare not definitive, but interpretable. All teachers use the knowledge requirements in theirplanning of teaching,but also in teaching where they are to concretize the knowledge requirements and value wordsthrough their own examples. Half of the teachers, however, experienced a lack of interest in the knowledge requirements by the pupils, which make it even more important to discuss knowledge requirementswith them, while the teachers?assessment has to rely on these knowledge requirements.

The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers? work experience? I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers.

Equestrianism is a big sport in Sweden with many practitioners. It is a dangerous sport and it is important for the rider to be aware of the risks, to study equine ethology and know how to handle the horse, to avoid accidents. Today most people have their first contact with a horse through a horseback riding school. Ölmstad rid- och körsällskap is a riding school that provides their pupils with a different kind of lessons. The lessons are 90 minutes long and contain both riding and horse-knowledge education.

This essay examines how female authors are described in the literary canon of two differenteditions of the Swedish education material on the history of literature: Svenska Timmar ?litteraturen. The purpose of this study is to investigate whether the depiction of femaleauthors has changed from the first edition (1991) to the last edition (2012), and how thesechanges correspond with the curriculums Lgy70 and Lgy11.The study is quantitative as well as qualitative. The quantitative part of the study showsthat the percentage of female authors has increased in the 2012 edition. A greater number offemale authors are also portrayed with pictures and headings.

.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?.

This study is part of an international project, The Third Wave Project. The project aims to conductstudies with students of different cultures to see what they value as important in mathematics andmathematics learning. Part of the project involves carrying out a survey, the WIFI study. The WiFistudyaims to examine values of mathematics teaching that may affect student learning. The valuesthat are examined in this study are based on the mathematical values which are described by Bishop(1991).

AbstractIn this master´s thesis I primarily investigate librarians´ and teachers´ conceptions of collaboration between libraries and schools and their conceptions of childrens´reading. Secondary I investigate the contents of laws concerning libraries and schools and also the school curriculums concerning the subject field of the Swedish language. My theoretical point of departure is that of social constructionism. I use two models in my analysis. One is a model of collaboration created by Patricia Montiel-Overall, called TLC (Teacher Librarian Collaboration), which grades collaboration from the lowest level (A) to the highest (D).

The aim of this thesis is to ascertain how primary school teachers would like to improve their mathematics teaching. The central questions for this research are:In what ways do teachers want to improve their mathematics teaching?How do the teachers justify their statements?What main features can be distinguished out of the teachers answers?Three interviews and seven surveys have been used to collect information from a total of nine teachers, at one primary school. Teaching pupils from preschool to sixth grade. The results have been analysed, interpreted and discussed using a drama pedagogical perspective, inspired by a holistic approach to learning.