The main purpose with this study is to describe teachers? use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers.

When searching for better and more practical interfaces between users and their computers, additional or alternative modes of communication between the two parties would be of great use. This thesis handles the possibilities of using eye and head movements as well as voice input as these alternative modes of communication. One part of this project is devoted to find possible interaction techniques when navigating in a computer interface with movements of the eye or the head. The result of this part is four different controls of an interface, adapted to suit this kind of navigation, combined together in a demo application. Another part of the project is devoted to the development of an application, with voice control as primary input method.

The main purpose with this study is to describe teachers? use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers.

Are we able to help younger students to develop their understanding and their use of the capital letter, dot and question mark by giving them intensive teaching on the subject during a short period, and would the effect be long lasting?I decided to investigate this together with young students in second and third grade and at the same time try to see which grade would benefit most.By using an experimental research design I conducted the investigation in a class with children from both grades where the result was compared with two similar control groups. The investigation lasted during five months, while the students were able to show their knowledge in the subject just before and after a two weeks period of intensive teaching and then again after four months.The result showed that the intensive teaching had an effect that lasted over time and that it was the students in second grade that would benefit most. .

Läpp-, käk och gomspalt (LKG) kan medföra svårigheter med tal, artikulation och röst. Enligt tidigare forskning har vuxna individer behandlade för LKG liknande förekomst av röstavvikelser som kontrollpersoner utan spalt. Syftet med denna studie var att undersöka grad av röstavvikelser hos vuxna patienter behandlade för enkelsidig LKG och kartlägga eventuella samband mellan röstavvikelser och kirurgiska metoder för gomslutning, kön och operation med eller utan svalglambå samt jämföra röstresultat med data från individer utan LKG. Sjuttio patienter behandlade för enkelsidig genomgående LKG deltog i studien, varav 45 patienter hade opererats med gomslutning i en seans och 25 patienter hade opererats i två seanser. Elva av patienterna i patientgruppen hade genomgått svalglambåoperation.

Title: Belting in teaching. A study of views and teaching-procedure.The purpose of this study is to map how the singing teachers at a Swedish college of music describe and implement the vocal technique 'belting' in their curriculum. This study is based on watching and interviewing six different teachers. The theoretical part deals with voice physiology and four different theories surrounding belting. The results show that the descriptions of belting vary between teachers and experts alike.

The purpose of this study was to examine how teachers in primary schools experience the situation of teaching newly arrived immigrant pupils in their regular classes and also how they plan their teaching for these pupils. The empirical study did intend to answer the following two questions; how do teachers experience the situation of teaching newly arrived immigrant pupils in their regular classes? How is teaching of newly arrived immigrant pupils in regular classes being formed? A qualitative method was used in the form of interviews with five primary school teachers from two different schools. The overall perspective I have assumed in this study is the sociocultural perspective, but I have also taken up a second language perspective and an intercultural perspective. All the teachers in the study have described their experiences of teaching newly arrived immigrant pupils in terms of difficult, tough and demanding at the beginning, but nowadays somewhat easier.

This paper sets out to examine to what extent French grammar teaching contributes to the students? practical, oral skills. Are the students familiar with the grammatical system without knowing how to apply it orally in practice? The paper contains a theoretical background and an empirical survey. One quantitative and one qualitative method have been applied in the survey.

My essay is an investigation of American Psychos Patrick Bateman. Why is Patrick Batemans identity one so easily described as shallow and superficial? I discuss theese questions from a marxists point of view putting Bateman in the context of Georg Lukács theories of reification. I compare the structure of Patrick Batemans identity with the idea of an reified identity to se how the mechanisms of reification creates the entity that is Patrick Bateman.My conclusion is that one answer to Batemans shallowness is the phenomenon of reification. To get a grasp of how shallowness might be understood I combine the theories of Lukács with Bakhtins idea of the aouthorative discourse.If one look upon reification as an aouthorative discourse and one also presume that human existence is social and verbal the conclusion is that Patrick Bateman cannot exist because of what he is an example of.

This is a study about how different digital instruments can be used in education for pupils with autism and intellectual disability. The questions formulated to research this chosen area was: ?What does teachers think about digital instruments and interactive teaching materials when it comes to benefits and disadvantages in the classroom?, ?In what ways is digital instruments used as teaching materials in the specific school context? and ?From a perspective of teaching and learning, what kind of problems and opportunities can be gained from using digital instruments and teaching materials?. To gather this information interviews was done with three specialist pedagogues working with the chosen group of pupils at three different schools. The material shows that the specialist pedagogues have positive attitudes towards working with digital instruments in this specific group of students..

The purpose of this study is to observe which method that is used when it comes to teaching geometry. The study aims to take a closer look at four different ways of teaching: illustrations, using practical objects, brainstorming and verbal communication. The method used to get the results is observation. With the result, we can deduce primarily that the educators make use of the four didactic methods to varying degrees. There are similarities between most of the teachers but also differences between them.

The purpose behind this work was to investigate whether I could from a practical approach to create desire for mathematics among students in primary schools. I wanted also to find out how students feel about their current mathematics teaching. By introducing an equation game, and interviewing students to find out their perception of their mathematics teaching, I was able to answer my questions. What I came to was that through a practical and laboratory work, I could create an enjoyable educational opportunity in mathematics. Then during the interviews I also learned that students had not a pre-determined negative attitude towards mathematics.

In this essay we study the practice of teaching and learning through aesthetic learning processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways aesthetic learning processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the aesthetic learning processes are being performed in practice.Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that aesthetic learning processes are present in almost all of the subjects in this Waldorf School..

This is a study about how different digital instruments can be used in education for pupils with autism and intellectual disability. The questions formulated to research this chosen area was: ?What does teachers think about digital instruments and interactive teaching materials when it comes to benefits and disadvantages in the classroom?, ?In what ways is digital instruments used as teaching materials in the specific school context? and ?From a perspective of teaching and learning, what kind of problems and opportunities can be gained from using digital instruments and teaching materials?. To gather this information interviews was done with three specialist pedagogues working with the chosen group of pupils at three different schools. The material shows that the specialist pedagogues have positive attitudes towards working with digital instruments in this specific group of students..

The aim of this study is to investigate the view of literature that shines through in the Swedish curriculum for secondary school, Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. The idea is that this view of literature becomes visible when analyzing the curriculum?s ways of legitimating the teaching of literature and its relation to the use of a literary canon. The analysis compares the phrases from the curriculum regarding the teaching of literature and compares these phrases with the various literary visions that earlier scholars advocate. Based on these comparisons, discussions are raised about the pros and cons of the curriculum's ways of legitimating the teaching of literature and its relation to the use of a literary canon.