AbstractThe purpose of this paper is to find out how the after-school teachers can work with children diagnosed with ADHD on the after-school center, study the given conditions as well as the links between the two earlier mentioned. Four interviews, with four different after-school teachers, from four after-school centers in one municipality was made. The interviews consisted of seven questions, six of the questions gave the respondents the opportunity to own interpretation of the question and thereby answer the question after what they considered as correct.The result shows that work with ADHD diagnosed children can differ widely based on the conditions the after-school teachers have. Examples of conditions are knowledge and education on the subject, the after-school center environment, the number of teachers in the business and more. Based on the four interviewed response, and the information that previous research shows about the subject, the work with ADHD diagnosed children at the four different after-schools is not good enough.

This essay is a comparative research between pupils' experience of how the headmaster, teachers and other school staff interpret and apply the democratic education. The results are based on a survey carried out in senior high school, as well as interviews with the school staff. The democratic education charge has a long history of Swedish school system and is the basis for the maintenance of a democratic society. Both policy paper of state investigations and researchers in the field, regard to school as the primary and unique instance in order to promote and develop democratic skills in children and young people. However, it is shown that those who come out from school lack of knowledge and awareness of democracy and the will to speak their mind.

Bullying is today a major problem in schools worldwide. Far too many children are forced to undergo bullying day in and day out without anyone seeing or doing something. My purpose with this study is to find out how four F-6 schools in a municipality south of Stockholm are describes their work to get zero tolerance for bullying at their school.My questions are:How does the four F-6 schools' anti-bullying group in a municipality south of Stockholm describes their work to have zero tolerance for bullying?What do the employees in the school anti-bullying groups consider that bullying is?Why do the employees in the school anti-bullying groups think bullying occurs?Who do the employees in the school anti-bullying groups think are bullies or are being bullied?To get my results I have done four interviews with those in charge of the school's anti-bullying group. My theory is based on standards, what is acceptable behavior and normative theory, hypotheses, what is right and wrong as well as desirable or undesirable behavior.

This paper presents an analysis of history textbooks used in schools in Sweden and Norway. The intention of the research was to study how the history textbooks describe communism and communistic dictatorship mainly during the cold war. The result of this study is that there were no big differences between Swedish and Norwegian history textbooks, but there are, however, some differences in how communism was described between the authors and also over time. Mostly, the books that were written in the post cold war period were somewhat more critical to communism in the eastern Europe (even thought they mainly handled with Stalin´s communism. And they also set quotationmark between Stalin´s communism and the nazi terror during World War two..

This master?s thesis deals with problems and opportunities when it comes to cooperation between compulsory schools, Upper Secondary Schools, school libraries and public libraries on Gotland. The goal of this thesis is to investigate which ideas exist among public librarians, school librarians and headmasters when it comes to taking responsibility for the students? information literacy, basic library knowledge and passion for books. It also examines some of the problems they meet when trying to work together around these tasks.

This study is about different teacher?s ´conception of remedial classes and its function in Today´s School. ?A school for everyone? the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different.

The object of this study has been to establish whether there is a correlation between a teachers efforts in presenting, working with and creating a connection to ?real life? when working with fictional texts. A further hypothesis is that presentation, realization and the follow up activities has a correspondence to how well the goals for the lesson are achieved. In order to achieve the presented objects the methods of observation and interview are chosen. Firstly classroom observations are made and subsequently interviews with teachers that struggle with these questions on a regular basis are conducted.

The purpose of this study is to increase understanding of how parents of children in need of special support have experienced their interaction with the pre-school. Our three main areas of interest were to investigate how several parents experienced their contact with the pre-school, if there were any experienced factors that had played a part in the contact with the pre-school and if we could conclude anything about how the curriculum had been followed in these cases, with assistance of the parents? experiences.Our study is qualitative and we chose to interview six parents. We both participated in all of the interviews. The theoretical base of this study is rooted in the phenomenological theory and we also used the framework factor theory to complement our analysis.One of our conclusions was that the parents expressed so many different experiences that we decide not to try compare them in general.

The aim of this thesis was to investigate the relation between different kinds ofremedial teaching models, not specifically addressed to pupils with physicaldisabilities, in the Swedish school context, and to describe and analyze theobjectives related to each model. Research focus was held on professionaldescriptions of school related problems and arguments for different kind of models,but also on objectives formulated in Swedish school policy. As theoretical toolswere used discourse analysis and interpretive policy analysis. The concept ofalienation as it appears throughout Foucault?s work was also used to understand howdifferent knowledge fields as education, special education, psychology and medicinedivide themselves from each other.

The main purpose of this study was to examine how social work can be performed online, by a case study of Korrespondensgymnasiet that pursues distance education. The intention was to determine the possibilities and limits with the online communication between the school counsellor and the pupils. The study was based on qualitative semi-structured interviews with one school counsellor and five pupils and document analysis of three descriptions of the school counsellor?s profession. The theory that has been used in this study is the communication theory: Shannon and Weaver?s Model of Communication and non-verbal communication.

Eskilstuna Folkhögskola is located in Munktellstaden in Eskilstuna. The school has two separate buildings with entrances that are difficult to find. By having two separate buildings, and to be in an area where there are rules and guidelines for the area's environment, makes it difficult to guide visitors to the school premises.The purpose of my research was to examine how to guide visitors to the school, and how to increase understanding that the school's various buildings are connected.Through practices such as site analysis, interviews, I found that the guidelines are not adapted to the current situation that is established in the district.Through theory and empirical material I have produced a design proposal to facilitate Wayfinding to Eskilstuna Folkhögskola. This is presented as a landmark and a clarification of the schools entrances and signage..

The purpose of this qualitative interview study was to examine which approach experienced pre-school teachers have on children that seek negative attention. The study contains five informants in a city in the middle of Sweden and they all have at least 10 years of experience after their diploma from a pre-school teachers? program. The questions I aimed to answer were the following: How did the pre-school teachers define the expression ?negative attention?? What approach did they have on children that seek negative attention? What effects do the childrens? seeking of negative attention generate on their self-esteem and sense of security? How possible do the pre-school teachers feel it is to achieve the goals of the pre-schools? curricula that every child should get their needs respected and met, when they work with children that seek negative attention? The results showed that the teachers think of them as resources in the group and that they need to think of the environment around these children both at home and at the pre-school to better meet their needs.

Positive action is measures that usually constitute discrimination but which are justified when achieving the purpose of an effective equality between people of the society. Positive action regarding gender is regulated in primary law, secondary law and case law of the EU whereas positive action regarding other discrimination groups is regulated in secondary law and negligible regulated in case law.There is a boundary between positive action and discrimination. Primary law gives little guidance on determine that boundary. Secondary law provides more advanced guidelines of how to determining were the boundary is.When determining were the boundaries lays between positive action and discrimination the guidelines given by the European court of justice in case law can be used. The majority of these guidelines are focused on positive action regarding gender.

Different educational and professional backgrounds play important roles in how school librarians prioritize activities in the school library. Whether the school librarian has a background as a teacher or as a librarian, they influence and apprehend the activities of the school library differently. The aim of this thesis is to find out how the school librarian looks at his/her commission. What shifts in priorities can be recognized depending on whether the librarian has training as a teacher or a librarian. This thesis also analyzes how the two different professional backgrounds justify their priorities in the school library.

Do children, who are supporter of comradeship, think that working to prevent cyber bullying may be a task for them? This study describes, from a child?s perspective, how a supporter of comradeship can be supportive in the preventive work against cyber bullying. This study will also define the phenomena bulling and cyber bullying, the difference between them and where they can be seen. I will also describe the supporters of comradeship are elected, the information they get from school and how adults at school help them to plan their work. The schoolconsider, of course, the Swedish school law towards (against) bulling and insulting behavior and the school is also visited by inspectors from the Swedish National Agency for Education.