Abstract  The purpose of this essay was to study understandings, determine the meening of a good learning environment in the school class, and how teachers and principal can contribute to it. On the basis of existing research that says: the common attitudes and standpoints between the school management and the teachers, is fundamental in case a good learning environment will occur in the classroom, the study has analyzed if the principal?s and the teacher?s attitudes in this study, are the same. The study is based on four main questions:  What is a good learning environment, according to teachers, principal and existing research?  How can teachers and principal contribute to a good learning environment, according to teachers, principal and existing research?  Do the teacher?s and principal?s attitudes concerning what defines a good learning environment, agree?   Do the teacher?s and principal?s attitudes concerning how teachers and principal can contribute to a good learning environment, agree?  To reply to the purpose of the study, five qualitative interviews were made. The interviews were done with five teachers and one principal, working in the same school. Research and litterature of interest, has been read, and these are presented in this essay. The study result shows that the existing research gives a wide definition of what a good learning environment is, and how a teacher and principal can contribute to it.

AbstractThis study is based on my work as a secondary school teacher of literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching literature in order to both cultivate young people?s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching literature.I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003.

This study aims to increase the understanding of how some teachers and special education teachers work and relate to pupils with difficulties, and in which way they use guiding documents in their daily work. Over the last four decades the curricula in Sweden have aimed at creating a school for everybody though, without any significant success. Today, many students leave the comprehensive school without grades in the subjects Swedish, Maths, and English. Since the obligatory school was introduced, pupils that have been considered un-normal have been sorted out to other groups and classes, where teachers with special competence have been working.The designation ?a school for everybody? is described in perspective from four different definitions.

The automotive industry is a highly competitive market characterised by low profit margins or huge losses. Cost reductions have been of top priority for all OEM?s (Original Equipment Manufacturer) and will continue to be so for many years to come. Beside cost reductions, reducing the time-to-market is of greatest importance to stay in the competition. OEM?s that are slow to market with products that neither matches customer expectations nor the products of their competitors, will soon loose market shares and see their economical performance falter.

The aim of the present thesis is to examine discourses about teaching information seeking in upper secondary school teachers. The main questions are: (1) What different interpretative repertoires can be identified among teachers talking about teaching information seeking in relation to students? problem-based tasks? (2) How are these repertoires constructed and what functions can be observed? The theoretical framework is discursive psychology. Two teacher teams from two different upper secondary schools in the Gothenburg area participated in focus group interviews. Group A consisted of four teachers from the Individual Programme and group B of seven teachers from the Social Science Programme.

This study sets out to investigate how the roll of the teacher is constructed in the Swedish Teachers? Unions trade publication. Based on the theory of social constructionism we have used the method of critical discourse analysis to establish dominant trends and patterns in how the roll of teacher is constructed in editorials in Swedish Lärarnas Tidning. We have established that the conflict between a modernist school tradition and a postmodern society has resulted in a dominant, traditional teacher discourse which is being simultaneously challenged by both a market-orientated discourse and a professionalization discourse. Furthermore, we attempt to highlight how these ?ideal? constructions can create problems in terms of identity construction for teachers.

This essay is about how basic democratic values are formed in preschool. I have focused on children´s abilities to take on responsibility and also, on the importance of relationships in the development of democratic values in preschool.This essay starts in self-perceived dilemmas, based on my own feeling that the children should have more rights and that the preschool often has too many unreflected rules and routines. The dilemma has been reflected on and has been discussed in relation to other theories. I have also reflected on my own behavior as a teacher and to what extent this behavior has influence on the outcome.The relationship between the governing documents and the work in preschool has been reviewed with the conclusion that they are not synchronized with each other.The investigation shows several examples of the meaning of a good working relationship between teacher and child and that children´s own sense of responsibility should be taken seriously and be recognized as a resource.In the discussion with the theories a connection between democracy, relationships and children´s responsibility was detected. The meaning of a good working communication and the teacher?s significance for the development is central and is made visible and problematized.The concluding words show how the approach to democratic and fundamental values must come to a change in preschools, a change that the teacher partly is responsible for.

AbstractThe purpose with my study was to find out how students with physical difficulties are treated in school by teachers and other students and also if there are any differences between how teachers and students treat students with physical difficulties. I also wanted to see if there were any prejudices against students with physical disabilities from either students or teachers. If there are any prejudices, I wanted to know what kind it is that exists. When I went to school, I remember that I looked down on the students with physical difficulties because they were different. When I have been working in school as a teacher, I have seen students who pull away from students with difficulties.I chose to do the study at a higher grade school, because I have not been in such a high grade in school during my practice.

This thesis is a case studie of a newly arrived student placed in a regular class in a P-9 school in a suburb south of Stockholm. The purpose of this study is to investigate how the class teacher for the regular class and the Swedish as a second language teacher are working with this student. The research questions are:What are the basic ideas behind the placement of newly arrived students in regular classes with no previous language skills?How is the language development for the newly arrived student according to the teacher of the selected class?What methods and materials are used by the teacher in her teaching to benefit the newly arrived student?s language development?The purpose of my study has been to investigate the teachers and the headmaster?s perspective on how the integration of newly arrived students into the regular class can be done and the decisions context for the placement of newly arrived students into the regular class. The study is based on interviews with two teachers and the school headmaster.

Stone walls in agricultural land are incorporated in the general protection of biotopes. They are protected because they provide a habitat for endangered species. Therefore it is illegal to carry out proceedings in an area that is included in the protection of biotopes. In order to do that, exemption is needed which can only be granted if there are special reasons. The essay stipulates what these special reasons are.In an exemption errand the interest for nature conservation must be weighed against a public or a private interest.

The purpose of this study is to increase the knowledge of individualism also how individualism is applied in a teacher?s classroom. Based on the curriculum, teaching is tailored to each and every student?s expectations and needs.  My research has been qualitative and includes four interviews with practicing teachers in two multi-cultural schools in the city of Stockholm. I have investigated how these four teachers perceive individualism, also how they individualize when teaching to meet all students' expectations and needs according to them.

Bakgrund: Kaliningrad är den mest västliga ryska regionen som ligger mellan två EU-länder. I takt med den höjda levnadsstandarden och på grund av det gynnsamma geografiska läget ökar svenska företagens intresse för regionen. För att öppna upp regionens ekonomi för direkta investeringar från utlandet introducerades Special Economic Zone. Syftet med SEZ-Kaliningrad var att kompensera regionen för det isolerade läget genom tull- och skattelättnader för varor som tillverkas där. SEZ-insatsen i Kaliningrad har attraherat en del direkta investeringar, men resultaten har hittils inte varit speciellt imponerande.Syfte: Syftet med denna uppsats är att genomföra en studie av de skandinaviska företagens erfarenheter av SEZ-Kaliningrad.

The aim of this study was to explore how young students can be taught during their first year of learning English towards the A1 level according to The European Framework of Reference for Languages, and how the students understand their own learning. The study was carried out in two different classes but with the same teacher, who is qualified to teach English to young learners. The result is based on the analysis of a total of twelve observations of English lessons in two classes in school year one and eight group interviews with the students. Recurrent ingredients through all lessons were activities such as listening to teacher talk, watching films or film clips, singing songs and doing rhymes, using drama activities, talking about the meaning of learning English, practicing guessing competence and learning new vocabulary. The teacher consistently talked about and taught different strategies for language learning.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.

According to the curriculum Sweden?s elementary school is to educate students in subjects such as "Listening, debating and argumentation". I ask myself if this is actually something that every student is being provided with. The purpose of this study is to gain additional information about children?s participation in the classroom.