The purpose of this thesis is to investigate if Elementary school teachers are a vulnerable professional group and if Elementary school teachers should be mentally prepared for abusive treatment. Thus determine whether the reduced possibility for certain professionals such as police officers and order guards to obtain compensation for abusive treatment also shall apply for Elementary school teachers.To reach that purpose, first the concept of abusive treatment and how compensation for abusive behavior becomes topical have to be straighten out. Then follows an analysis of both the lower possibility to obtain compensation for abusive treatment, but also how elementary teachers can be mentally prepared abusive treatment.It turns out in the conclusion that Elementary school teachers are considered vulnerable in relation to the specifications of their work environment and because of that Elementary school teachers must be deemed to have knowledge of that they may be subject to abusive treatment. Therefore I believe that Elementary school teachers as certain professionals like police officers and order guards may not be granted compensation for every situation of abusive treatment, a lower limit must apply..

In this thesis I'm trying to investigate how good educational computer programs work in Elementary school. I delimited the study to contain one Elementary school in the stages of 6 to 9. The method I used was qualitative and the approach was inductive. I interviewed four teachers and five pupils as the way to collect data for the study. The theories I used were parts from different books with authors, which have done similar studies and researches.

During the 19th century the Elementary school and its teachers emerge in the city of Halmstad and in the parish of Veinge as well as in Sweden overall. The aim of the essay is to enthrone these teachers? conditions and a comparison is done between the teachers in these two places. The mate-rial that is used is for example minutes from the board of education in Veinge and the city council of Halmstad, collected works about the Elementary school of Halmstad as well as litera-ture regarding the subject. The essay starts with a short background history about the Elementary school and its teachers.

The main purpose of this essay is to interpret possible pattern in social extraction, among future male Elementary school teachers, at Karlstads Elementary school teachers seminar over time. The questions that intend to concrete the purpose, and describe the possible pattern of social backgrounds are following; Where do the future male Elementary school teachers come from? How the social recrutiment is divided in professional categorys, and is there any distinction in the pattern of social recrutiment over time? Which social groups were represented at Karlstads Elementary school teachers seminar between the year of 1860-1940, and how they were divided.At the categorization of occupation, class- and social belongings I´ve used Sten Carlssons theory of professional categories (the social transformation in Sweden after 1866) which also was used by Kerstin Skog-Östlin in her dissertation Pedagogical control and authortity.The changes in the pattern of social recruitment of male future Elementary school teachers were following; the proportion of students with agricultural backgrounds has decreased between the year of 1860 and the turn of the century. Further there was a substantial reduction of students with agricultural backgrounds between the turn of the century and the year of 1940. Students with agricultural backgrounds had the lowest represented frequency according to the investigation.

Questions about discipline have always been current within the Swedish school system, from the sixteenth century until today. The purpose of this study is to compare the discipline in two old-time Elementary schools, located on Gotland, with each other.This study will compare an old-time Elementary school from the countryside with an old-time Elementary school from a town to show the differences in discipline between the coun-tryside and a town. This study will also focus on how questions about discipline changes from 1847 to 1937/1941. In order to do so I have studied the regulations from the two schools and compared them with each other. When I discuss discipline I will use Michel Foucault?s theory concerning the development of power and discipline in modern society.My study shows that it did not differ much in questions of discipline between the two ex-amined old-time Elementary schools.

A school should be a safe place for all students. The existence of discrimination, harassment and offensive behavior should according to Swedish school law not exist in the school environment. Since the year 2006, when a law on equal treatment was passed, all the schools in Sweden must have a treatment plan that is revised annually to prevent discrimination, harassment and abusive treatment.In this master thesis, I will examine the equal treatment plan between four different Elementary schools in Nynäshamn.The purpose of this paper is to examine how the equal treatment plan exposes the bullying and the types of problems and solutions addressed in the Elementary schools equal treatment plans. Based on the purpose, I have formulated two questions:How do the Elementary schools in Nynäshamn municipality describe bullying in the equal treatment plan?What kinds of problems and solutions are addressed in the equal treatment plan evaluations?This thesis is based on text analysis and content analysis on the schools equal treatment plans.The study is based on the theories from a norm critical perspective.The conclusion of the study is that all four schools treatment plan see abusive behavior as something serious and preventive.

AbstractThe purpose of this essay is to investigate if Elementary school pupils? attitudes towards mathematics, from a teacher?s perspective, have changed since 2001-2002. I also intend to investigate if the whys and wherefores among the pupils attitude are the same and what influences pupils? attitude to mathematics. The reason why I chose to deepen myself into Elementary school pupils? attitude to mathematics, and things that relate, is that I find it very interesting.

The purpose of this study is to investigate how teachers work with Autism pupils in two different schoolforms: a traditional Elementary school and a language school. The study was based on three questions: 1. How do teachers in Elementary school prepare, plan and implement reading and writing instruction to Autism pupils? 2. How do teachers in the language unit prepare, plan and implement their reading and writing instruction to Autism pupils? 3.

Issues related to knowledge assessment and its consequences for both the individual and the entire school system are topical in today's school debate. The mere fact that didactic issues that focus on assessment are discussed actively not only in scholastic environments but even in media and other communities is further proof that knowledge assessment is an important and complex phenomenon in our lives.The subject that I have chosen to look into is about how the work with assessment issues is handled in Swedish as well as Russian Elementary school's early years. The goal with this study is to see how my studies have been conducted with a qualitative approach by which I collected qualitative information in the form of documents, papers and interviews. To make the approach even more appropriate for my area of research, I have chosen to merge two qualitative research methods. The first is a qualitative content analysis which analyses the governing documents.

The purpose of this study is to investigate how teachers work with Autism pupils in two different schoolforms: a traditional Elementary school and a language school. The study was based on three questions: 1. How do teachers in Elementary school prepare, plan and implement reading and writing instruction to Autism pupils? 2. How do teachers in the language unit prepare, plan and implement their reading and writing instruction to Autism pupils? 3.

This is a qualitative textual analysis of curriculum for primary education in 1962, the curriculum for primary education in 1969, the curriculum for primary education in 1980, the curriculum for the compulsory school system in 1994 and the curriculum for primary school 2011th. Purpose of this thesis is to see how the government through the curriculum specifies directives for how teachers should be more or less authoritative. The boundaries of the essay are to only look at the claims against the teacher in Elementary school. The questions are what is required of the teacher directly or indirectly from the curriculum 1962,1969,1980,1994 and 2011, focusing on the concept of authority and what change has taken place? To answer these questions, I have read the current curricula and other research publications in the field.

The study deals with young people with visual impairment and their choices of upper secondary school, what is behind and how they are affected by other aspects and other people around them. It also describes how these students experience the career counseling they received for the election. This has been the purpose of the study and was examined through qualitative method and interviews with five young people aged 15 to 21 years with severe visual impairment or blindness. The results and conclusion is that these young people are greatly affected by their parents in choice of upper secondary school and that the school?s attitude to the pupil has a major impact on whether the pupil chooses the school.

The aim of the study was to understand how an Elementary school interpreted and worked with the law Skollagen (SFS 2010:800) concerning special needs in school additionally in which way a neuropsychiatric diagnosis might interact with the interpretation. To answer the aim we used following research problems: How does the school define the term special needs and special resources itself? How does the school identify pupils with special needs and work with them? In which way does the neuropsychiatric diagnosis affect the interpretation of the law concerning special needs when it comes to deciding whether a pupil is in need of special recourses? Skollagen (SFS 2010:800) does not define special recourses and does not indicate how the school should use them. We were therefore interested in how an Elementary school defined the term and decided to work with it. We based our study upon interviews with 6 respondents whom are central in the process of providing special resources for children in school.

The aim of this study was to identify and make transitions in Swedish preschool-class-9-years Elementary schools visible with a special-needs educational perspective. Transitions in focus were those between preschool-class and primary school, between grade three and four and the last between grade six and seven.In the 1960?th Swedish Elementary school were devided into three levels; primary school, intermediate level school and upper level lower secondary school. Those levels were officially removed when the curriculum of 1994 was introduced. However, in some way such levels still exist, for example in organisation and structure of schools, the curriculum and teacher education.How did school leaders design transitions between levels and which tools were used? What kind of information was transferred to help children with special needs and what was the role of the special pedagogue in the transition process?The study was a combination of a quantitative and qualitative method, a questionnaire survey complemented with qualitative interviews with special pedagogues in three schools in a middle-sized Swedish town.The result of the study shows that schools in focus had a work plan.

The purpose of this bachelor?s thesis is to examine what attitudes the administrators of the selected Elementary schools have towards school library media centers in general but also towards their own respective library media centers. Furthermore, it is to examine the administrators? views on their school librarian?s role in the library media center as well as an integrated part of the school activities. A branch in this purpose is to examine if there is any differences in staffing the library media centers with a library media specialist or a teacher-librarian.