Syftet med min studie är att undersöka om det finns ett samband mellan högläsning, boksamtal och den individuella skrivutvecklingen. Det grundar sig i min tro att den skönlitteratur eleverna läser påverkar hur de uttrycker sig i skrift. För att ta reda på om det finns något sådant samband valde jag göra en kvalitativ undersökning utifrån experimentell design. Undersökningen genomfördes på en mindre grupp elever i år 3 vid fyra tillfällen under vårterminen 2007. Vid varje tillfälle läste jag högt ur av mig vald bok.

This essay concerns on how my novel The Teacher was influenced by the Masters course I completed in Creative Writing at Linnaeus University (2012 ? 2014). Basically, The Teacher is about a love affair between a teacher and a student. With an intertextual, comparative and structurally inspired method I examine the process of writing my text. I also examine how my work relates to the great changes of the Swedish school system in the early 1990:s: deregulation, decentralisation and management by objectives.

During my time as a student of education I have learnt that it is my responsibility, as a teacher, to adjust the ways in which I teach to the needs, abilities, experiences, and thoughts of each individual child. What I have not yet gained much knowledge on is how to go about finding the children?s thoughts.In this thesis I investigate the interview as a method of finding out how sixth graders think about their mathematics education. Four children were interviewed. In addition to these inter-views, as a means of giving a broader perspective to and a greater understanding of the chil-dren?s answers, one math lesson was filmed and the math teacher was interview on two sepa-rate occasions.What I found was that a number of factors seemed to influence the children?s thoughts and answers, and that their answers were most likely not always a mirror of their thoughts.

This study is about howStockholm?s policy for zero tolerance of graffiti from 2007 affected the graffiti culture inStockholm. We have researched what consequences there were for the practice of graffiti, and what consequences there were for the stylistic performance of graffiti. In doing so, we have had two focus group interviews and one deep interview including eight graffiti writers from Stockholm. The individuals in the groups have been practising graffiti for a varied amount of time, but we have representation from both before, and after/during the policy of zero tolerance from 2007. Our study shows that the result ofStockholm?s policy for zero tolerance of graffiti for the graffiti culture inStockholmwas a ?subcultureification?, a ?stylistic generalization? and the ?subculture?s ambivalent identity?.

This bachelor thesis describes the process of developing a two wheeled robot with activebalancing. The robot is designed to go straight ahead until it reaches a finish line. Then it shallstop to stand still balancing. The workload in the group has been divided according to theprevious individual projects, which are attached. The design of the robot is inspired by theconcept of the Segway.

This bachelor thesis describes the process of developing a two wheeled robot with activebalancing. The robot is designed to go straight ahead until it reaches a finish line. Then it shallstop to stand still balancing. The workload in the group has been divided according to theprevious individual projects, which are attached. The design of the robot is inspired by theconcept of the Segway.

Det senaste decenniet har matematikundervisningen i Japan fått mycket uppmärksamhetför dess annorlunda och unika sätt jämfört med västerländska motsvarigheter. Dennaundersökning jämför matematisk problemlösning mellan Sverige och Japan. Treundersökningsmetoder användes: analys av läromedel, lektionsobservation ochelevlösningsanalys. Under de svenska lektionerna arbetar eleverna ofta enskilt medmånga uppgifter, då de samtidigt lär sig matematiska begrepp och lösningsprocedurer.På det sättet skaffar sig högpresterande elever en självsökande problemlösningsförmåga.Eleverna föredrar att använda konkreta metoder vid problemlösning. De japanskalektionerna däremot fokuserar mest på genomgångar av nytt stoff med ett fåtal problem.Klassdiskussioner om olika lösningsmetoder ger eleverna en djupare bild av problemen.Elever arbetar med algebra i större utsträckning och är vana vid att uttrycka sig påmatematiskt korrekt språk.

The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students.

In this work I have examined how two violin students, who are used to the classical music tradition, think when they learn to play Swedish folk music, with focus on rhythm and beating the time with their feet. One of the students is studying on her first year to be a classical violin teacher and the other student is studying on her third year to be a classical musician, both are studying at Malmö Academy of Music. I had three lessons, one hour each, with these two students where I taught them some basics in how to play Swedish folk music. After the last lesson I interviewed the two students. I have done interviews with two teachers at Malmö Academy of Music; Wieslawa Szymczynska and Mats Edén.

This essay is about the development process I have undergone during my experience-based preschool teacher education. I write about my internal process, about how I as a childcare worker go from assertiveness and believing in myself into fighting doubts, thoughts and feelings as a preschool teacher. The purpose with this essay is to make the difficulties with managing new knowledge and practicing it in real life visible, and at the same time overcome your uncertainty in a new professional role. The essay is based on two stories from my professional life where I, in the first one portray my actions and behavior as a childcare worker and in the second one as a preschool teacher. Based on my stories I try to answer questions as what does the individual learning process look like when going from one professional role to another in the same profession? What impact does theoretical knowledge have on practical knowledge?I have used reflection and writing as methods for my paper.

In this study I have met three authors in a dialogue seminar on their literary work. The discussion, starting from texts by Lacan and Socrates, revolved around the dichotomy of personal and private, and how to benefit from personal material in one?s literary work. The three authors reflected on the writer Karl Ove Knausgård and the photographer Sally Mann, who both are working with their own immediate family as a motif. In Knausgård, you can find a strong and self-dissecting writer persona as a medium of creating recognition in the readers mind.

 Akademin för utbildning, kulturoch kommunikation                                                                            EXAMENSARBETE                                                                                                                  UÄÖ007 15 hp                                                                                                                  Vårtermin 2010SAMMANDRAG                                                                                   ­­Bild här) kationldning, kulturch ko__________________________________________________________Ann-Charlotte Fernkvist Lärares arbete med skrivuppgiften i det nationella provet i svenska i årskurs treTeachers? work with Swedish writing assignments in the national tests given during the 3rd grade År 2010                                                             Antal sidor: 47_______________________________________________________Syftet med denna studie är att genom intervjuer belysa lärares arbete med skriv­uppgiften i det nationella provet i årskurs tre. Studien avgränsas till hur lärare prak­tiskt förbereder, genomför och bedömer skrivuppgiften. I studien har fyra informanter intervjuats utifrån en kvalitativ intervjumetod.Studien visar bland annat att informanterna har skilda erfarenhet av nationella prov och att de har kommit olika långt med genom­förandet av 2010 års prov. Även om deras erfarenhet skiljer sig åt har de liknande grundtankar inom förberedelse, genomförande och bedömning.

Med naturen och Learning study modellen som inspirationskällor har jag arbetat med tema träd under två veckor på en förskola med barn i åldrarna 3 ? 6 år. För att tydligt kunna synliggöra barnets lärande har för- och eftertester varit en del av metodarbetet. Testerna genomfördes med hjälp av intervjuer. Barnen fick även rita teckningar av ett träd både vid förtestet och eftertestet.

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.

This essay discusses the subjective observations and opinions on the Swedish concept of stegintegrering, a form of mixed grade education in the subject modern languages at upper secondary level. I interviewed two headmasters, four teachers and conducted an online survey with 39 pupils in order to find out what effects the concept of stegintegrering has on teaching and learning from a teacher and pupil perspective. Due to the extent of this essay no general conclusions can be made but certain connections could be found. For once there was a connection between group size and the possibility of teaching each group separately during one lesson per week and the attitude of the concerned teachers and pupils towards stegintegrering. While both headmasters and teachers claimed that the cooperation between pupils across all levels was the main purpose of stegintegrering as it helps their learning and understanding, my study showed that many pupils did not really want to cooperate and that teachers often find it hard to construct tasks that stimulate every group.