Culture is seen as an abstract phenomenon, not easily defined. It is cathegorized as something that affects every person, though it is seldom described how. This study adress how culture, in the form of basic assumptions and accepted behaviors and ways to think affected how young coaches formed their leadership under the influence of their organization. The possible implications for the importance of knowing about ones culture in an organization affect both the recruitment process in organizations and what the organization stands for and what is conveyed through values and ways to act in the organization. The purpose of this study was, through the use of semi-structured interviews with young coaches and organizational leaders and a review of policys, to get the perspective and experiences of young coaches regarding cultural influence on their leadership.

The purpose of this study was to examine whether there were any differences in how first-line managers within   municipal care   rated their management leadership qualities, and structural empowerment before and after the course in "leadership, learning and improvement". The study had a quasi-experimental design and 64 managers participated. There was a significant improvement in the LaMI factor ?Achievement orientation?, after participation in the course "leadership, learning and improvement". In other factors, there was no significant difference before and after training.

The purpose of this study is to examine how adult students, studying at an upper secondary school for adults, search for information for their independent tasks in different subjects. These independent tasks are frequent in most subjects and are a part of the ?investigation-work?. For most adult students this is a new way of learning. Fifteen qualitative interviews with adult students have been conducted.

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.

Syftet med denna studie är att studera på vilket sätt modellen Learning Study kan användas i gymnasiesärskolan. Med utgångspunkt i variationsteorin ämnar vi studera hur vi med lärandeobjektet måttsatsen kan utveckla kunskaper hos elever med funktionsnedsättningen generell utvecklingsstörning att använda den i praktiken. För vår datainsamling väljer vi metoden Learning Study. Orsaken till val av denna metod är att den öppnar upp ett mönster för variation som hjälper eleverna att lära sig måttsatsen. Den underlättar för eleverna att förstå de generella principerna kring användandet av den, det vill säga att måtten har olika storlek.

This study aims to give an account of five teachers? views and understandings of second language (L2) learners? previous knowledge, as well as, their linguistic and cultural backgrounds. This is carried out by the means of qualitative interviews, where the sampling consists of five primary school teachers at various schools. The findings are presented and analyzed using a thematic analysis. Furthermore, the study indicates that teachers in general have a positive attitude to learning more about their L2 learners? prior knowledge and backgrounds, both for the pupils, as well as, their own sake.

In my essay I'm studying what aspects of the school environment that influences the pupils experience of safety and what aspects that strengthens the experience of safety. I'm introducing three different dilemmas from three different places in the school environment. The three dilemmas have that in common that they focus on safety. I'm introducing the after-school centre commission according to the National Agency for Education, presenting results and theories from various researchers and authors about how you can work with safety regarding children's development and learning. My conclusion is that safety is a very important aspect when it comes to learning and for the overall development of children.

The purpose of this study is to describe the three most significant pedagogical ideas and their impact on the national curriculum from the concept of communication. As the school is a social learning community this study looks at some teachers? perceptions and experiences of teaching with a communicative approach, and the obstacles they claim to meet. The educationist Kieran Egan argue that these three pedagogical ideas are incompatible and that a curriculum that compromises them is doomed to fail. He mean that a new coherent view on education is required and should be based on students? understandings.

The purpose with our thesis is to understand and explain the advantages and disadvantages there is with the self scanning system. The advantages and disadvantages we will highlight from three different angels; the store management perspective, the staff perspective and the customer perspective. These three perspectives will together form an overall perspective over the advantages and disadvantages as the self scanning system has contributed with. Finally we will highlight the differences and resemblances we have found between the perspectives.Through a qualitative approach we have gathered data to our thesis. Furthermore we have based our theory chapter and our empirical chapter on the base of Grounded Theory.

This study investigates whether teachers working with children ages 6 ? 9 are including an LGBTQ perspective in their teaching methods. The purpose is to critically examine sexuality and gender as part of the teaching methods in Swedish schools; whether teachers are working with LGBTQ questions in their classes, and if so, how. The following research questions are answered: Are the teachers incorporating an LGBTQ perspective in their classes, and if so, in what sense?Are LGBTQ questions relevant and of interest in the education?Do teachers feel like they have gained the right tools in their pedagogical education and/or in their workplace to work with LGBTQ questions in their class room? And if so, in what way? The method used is qualitative research in the form of interviews and observations.

The fact that Sweden has changed from a homogeneous to a heterogeneous culture with multiculturalism as key word requires an intercultural approach in the community and school. The purpose of this study was to examine how teachers of maternal languages experience their teaching in school and what resources they have available from their employer and the municipality. What methods do the teachers in maternal languages use in their teaching at school and what resources do they have to their disposal? How do teachers in maternal languages use the perspective of intercultural education in their teaching and how do the teachers look on their future role in the Swedish school. To achieve this I have chosen the method to make depth interviews with 6 teachers of maternal languages and compare and relate the result to the theories about interculturality and the circle model, to official curricula and to existing literature in this subject.Teachers of maternal languages are very spread out, they work in several schools and sometimes even in different municipalities, during the same week.

Resource-based learning or problem-oriented learning are teaching methods that are becoming more and more common in schools today. In order to make these teaching methods work there is a demand to make students information literate. The aim of this thesis is to find out how six teachers at six senior high schools apprehend their professional role of seeking, preparing and developing the course in history of literature. I have used phenomenography which is both a set of theoretical assumptions and a methodology. This means that by doing a limited number of qualitative interviews one is able to describe the variations of the conceptions that have emerged.

The purpose of this thesis was to examine teachers? perception of communication in the Mathematics lesson. I wanted to find out how teachers look at communication as a didactic manner and how they view their role in encouraging communication and discussion during the Mathematics lesson and what communication can contribute to students? learning in Mathematics, according to their beliefs. I have chosen a qualitative approach; I have interviewed six Mathematics teachers working in three different schools.

This thesis deals with how natural resource teachers in natural resource schools in Sweden work with entrepreneurial learning and entrepreneurship. It is important both for our Government and our agricultural department that entrepreneurship is present in our education. In government´s new reform 2011 for upper secondary schools entrepreneurship is the main theme, but it is not only entrepreneurship as a business company, it is also about entrepreneurship in schools like entrepreneurial capabilities in government´s writ. The purpose of this study is to examine how a number of teachers in natural resource schools are working with entrepreneurial learning and entrepreneurship. I have also asked how the teachers would like to work with these areas.The method I have chosen to use in order to perform this study is qualitative interviews with six natural resource teachers and a pilote interview.The teachers I interviewed are working to provide students with self-knowledge and teaches students to see possibilities and solve problems, which is required for us to create entrepreneurial students and entrepreneurship in education. This is also stressed in several of the literary sources I used..

Children of school age, who have just moved to Sweden can either start in a preparation class or in a normal class. There is no Swedish law or national policy that determines how new children will start and continue their education in Swedish schools. The decision is up to the schools or the communes.This study investigates what kind of educational methods teachers, from a sample of two different schools, are using to educate the newly-arrived students and if these methods are making any contribution to integrating these children into the Swedish school system. The study will raise questions like, how are the new students introduced to the Swedish school, what is the purpose of having the children in preparation class as opposed to normal class, and what methods do the interviewed teachers use to integrate the new children into the school system?Interviews were conducted with four teachers, an associate professor and a senior lecturer in education, who has done several years of research about children from abroad coming in to the Swedish school system.