Abstract This study aims with a pragmatic approach to investigate the learning about how to solve simple equations, and what the teacher can do to help the student. Four questions asked are: (i) How and why will learning take place? (ii) What will complicate learning? (iii) How to support and facilitate learning? (iv) Is it possible to identify an influence between identity and learning? To answer these questions a qualitative study in elementary school is done. The results of the investigation are compared with previous research, and an interview with the teacher is presented. The recorded lessons are analyzed with PEA (practical epistemology analysis), and letters from the students with the Ecological Systems Theory of Bronfenbrenner.

Background: For the knowledge company the employees? competencies and knowledge are important assets. According to this, there has been a lot discussion about how to best take advantage of the employees? knowledge and create organizational learning. This organizational learning can be difficult to create due to the individuals? own goals and the fast changes in today?s society.

Practical and theoretical learning are methods that are used in schools as a way to prepare students for the working life. Within the practical learning knowledge is not only acquired to learn in practice, but the students must also be able to apply their theoretical knowledge to what he/she does. Against this background, the aim of the study was to investigate the importance of practical learning for students in college / university level and how they are experiencing the stress that may arise out of the loss of practical learning during their education, as well as their vision for working life after completing their education. The population of the study consisted of N = 36, which 18 of these had used both practical and theoretical learning and the remainder had only used theoretical learning. The method was a questionnaire survey with a high proportion of fixed alternative answers according to likert scales.

Den snabba kunskapsutvecklingen inom hälso- och sjukvården kräver att sjuksköterskans kompetens ständigt utvecklas för att tillgodose patientsäkerheten. Sjuksköterskans kompetensutveckling sker alltmer via e-learning, elektroniskt lärande, som är ett relativt nytt inlärningssätt. E-learning innebär att lärandet sker med hjälp av datorer via nätverk. Syftet med studien var att genom en sammanställning av aktuell vetenskaplig litteratur undersöka vilken inställning till och vilka upplevelser sjuksköterskan har av e-learning i samband med kompetensutveckling. Sökningar i fyra databaser, Cinahl, ERIC, PubMed och The Cochrane Library, resulterade i tio vetenskapliga artiklar som kritiskt granskades och analyserades.

This study focuses on the transfer between a product-oriented to a service-oriented perspective regarding marketing activities in companies due to the development of information technology. It illustrates how this very transfer has been, and can be, contemplated through the eyes of organizations working with marketing in a digital world on a daily basis. Technology has turned several industries - their price-setting, communication channels and supplying possiblities - upside-down. This turnpoint brings out a new way of observing and working with marketing. Therefore, we find it interesting to gain a better understanding of how actors within industries where the turnpoint is a fact observes marketing, and how this service perspective can be seen in their various organizations and daily.

Our purpose with this essay was to explore students? experiences of interdisciplinary working method in thematic form. With a starting point from Lpf-94, the curriculum for the upper secondary school and several theories of learning, we wanted to explore if interdisciplinary working method in practice could create an environment for a meaningful learning situation. The study took place in an upper secondary school class, study preparatory, third grade, who works interdisciplinary in thematic form. Our study was qualitative and we used an open structural questionnaire where the students confidentially were able to describe the working method, explain which subjects that participate in the work, and bring forward good respectively bad factors about the method.

AbstractThe signification of the eyesight for children?s development and learning- how do pedagogues support and stimulate children with defective vision in their development and learning in pre-school?These issues are based on my purpose of the field survey investigations, where I have interviewed three pedagogues and also performed an observation.My main conclusion and results describe that the vision is the high-powered engine in children?s development and learning. It also tells us that those around the children are very important for optimum development and learning, especially when it comes to supporting and stimulating children with defective vision in their necessities. Our other senses are a compensation to make it easier for children with defective visions in their lives. But all our senses are equally important for children with defective vision as they are for seeing children in their development and learning with their whole body in pre-school.Keywords:Eyesight, children with defective vision, development and learning in pre-school, pedagogues, pedagogical support and stimulation.

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.

AbstractWhich assignment teachers feel they have to accomplish in their professional work has been thestarting point of this essay. To find this out, two questions have been asked:1.Which assignment do teachers experience as the most important assignment? How can this be relatedto the curriculum?2.How do teachers interpret the term 'learning'? How can this be related to the curriculum?Working as a teacher means that you have different assignments to implement, which brings complexityto it. One part is to prepare the students for becoming future citizens. Another part is to seeto that they reach the knowledge as well as other goals of the education.

This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence.

A large number of farms within the agricultural sector will shortly be facing a point of time where the farm will be transferred to the next generation. The grantor can choose between totally 8 different strategies to transfer the farm, of which purchase, gift and a mixed form of these are the most common. During 2007 almost 10 000 transfers of agricultural estates occurred in Sweden and the expectation for the coming years is that about 15 000 estates will be transferred each year. By the time a transfer is about to materialize there are usually several stakeholders that in one way or another is trying to influence the outcome of the transfer. The choice of transfer method affects the conditions and possibilities for compensating the siblings.

This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence.

A Large part of the education provided at colleges and universities of today requires for thestudent to be more independent in their studies. This demands that the physical space,where the students choose to study, is designed in a way that can encourage and supportlearning. It seems as though that many of the learning spaces of today don?t always meetthe students? needs. The university library at the University of Umeå is currently planningto design new learning spaces for the students.

The aim of the study was to study the phenomenon of dyslexia on the basis of a literature study. I did a thorough exposition of what dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with dyslexia? and What learning styles are there for people with dyslexia? I have taken part of testimonies that are to be found about how it is to live with dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used.

The gap between practise and theory is often described in negative words in teachers? professional lives. Learning study is a model for teachers´ professional development where a theoretical framework is used to enhance practice. The theoretical framework used by teachers in learning study is variation theory. In this study the research object is variation theory and the aim is to present how variation theory becomes a guiding principle to understand teaching and learning processes.