The purpose of this work is to investigate what students in Grades 4 to 6 at a school in southern Värmland know about cyber bullying. It also aims to find out whether there is or has been any cyber bullying in Grades 4-6 at the school. The issues at work are what do cyber bullying? Is there a difference between cyber bullying in the different Grades? (4-6 Grades) Are their differences in cyber bullying when it comes to sex? And there is no connection between the mental bullying and cyber bullying? The material for the work was collected through a questionnaire survey conducted with students in Grades 4 to 6. The survey was conducted anonymously, they were asked what sex it was and what grade they are in.

The purpose of this study is to examine pupils´ experiences from getting Grades in upper secondary education for pupils with learning disabilities and which impact this has on these pupils how they form and get formed as schoolchildren. Four pupils in upper secondary education for pupils with learning disabilities in a Swedish community have participated in qualitative semi-structured interviews. All analysis that has been made has focused on these pupils´ stories about getting Grades. I have asked openly formulated questions so that the pupils themselves have had the possibility to highlight those experiences that they want to share.Three categories that I have used, with starting point from the questions in this study, to analyze the answers in the interview material is how the pupils talk about the bases for grading, the pupils´ self-awareness when they talk about their own Grades and the pupils´ view when they talk about the importance of Grades. The theoretical base of the study is policy enactment.One conclusion of this study is that both teachers and pupils in upper secondary education for pupils with learning disabilities often is based on other factors than what different policy documents says about what should be the ground for teachers grading.

The purpose of this study is to establish whether or not there is a connection between a highincidence of computer gaming and English proficiency in Swedish 9th-graders. The study also takescomputer game genres into account, attempting to see if there is a link between frequent playing ofcertain genres and high English Grades.According to this study, there is a clear correlation between the gaming habits of Swedish 9thgradersand the Grades they receive in English, with a higher frequency of gaming corresponding toa higher grade. The study also suggests that the Strategy, MMO (Massively Multiplayer Online) andCRPG (Computer Role-Playing Game) genres have a higher representation amongst students withgood Grades in English..

It?s not a new occurrence that girls have higher Grades than boys. Statistics show the same at the Kallinge school in Ronneby. There is a great difference between boys and girls in their Grades from the ninth class. There are many different factors that affect the pupils.

The purpose of my study is to examine if the total study results differ between music classes and regular classes. Are there higher Grades in music classes? If so, what are the causes for this? I chose to make an inquiry at two schools in different town districts, with music classes. At those schools I also collected data of pupils Grades, and was informed by the principals and the music teachers about the activities. The number of respondents were ninety.The inquiry showed that the Grades were markedly better in music classes, and that you can see great differences in well-being, parental engagement and ambition level, compared to regular classes.

This study was carried out in Ronneby municipality during May 2006. I chose to compare three senior schools with regards to the implementation of objective orientated directives based on the teachers understanding of the task, motivation, resources allocated and their significance for the disparity between boys? and girls? Grades.I carried out nine in-depth interviews: three at each senior school. From the interviews it emerged that teachers perceive objectives differently from parents and students. Teachers claim that they understand the directives but say that they lack the resources.

Abstract AimThe purpose of this study has been to investigate the possible differences in Grades and attitudes towards further studies that can be explained by the student?s level of physical activity. The questions we wanted answers to were:- Does students in more sports-oriented programs have better Grades than students in more theoretical programs?- Is there a relationship between physical activity and study-results?- Are there any differences in attitudes towards further studies for students at the different programs?- Which other variables could be affecting the students Grades?Method The extent of this study has included 3 municipal schools and 6 classes (2 from each school) ? in all 119 students and 6 teachers. 3 different social sciences programs have participated ? two sports-oriented and one without any sports-oriented concentration .

The purpose of this study was to investigate the relation between SOC, attitudes towards Grades, and perceived stress levels among adolescents, and whether there was any difference in this relation between gender. The first research hypothesis was: "there is a gender difference to the degree of SOC, attitude to Grades, and perceived stress level". The second was that "SOC and attitude to Grades, predict stress in adolescents". To answer these hypotheses, a questionnaire survey was carried out among upper secondary students, 95 boys and 89 girls. The result of the analysis showed a significant difference between the gender.

The setting of pupils' final Grades in the Swedish upper secondary school system is the responsibility of their teachers and once Grades are set, they are not open to appeal. This can be compared with the British system where an external, central examination board sets the final Grades based on the result of externally marked examinations (A-levels). These Grades are then open to appeal if it is felt that an injustice has been made.This research paper has been an investigation into how pupils in one Swedish upper secondary school attempt to influence their teachers in the grade-setting process and how these teachers are affected by these different methods. Five teachers in total were interviewed in a qualitative case study. The study has also taken up the controversial issue of how Grades, which are set individually by thousands of teachers across the country, can be deemed to be fair and equivalent.The study revealed that pupils employ many different methods when trying to influence their teachers in the grade-setting process e.g.

In the school political debate that is conducted in Sweden the question of grading is an ongoing topic of discussion. During the past year there has been a lively discussion about introducing grade from year four as suggested by the right wing parties. The purpose of this study is to set the teaching faculties? view and arguments in relation to the politicians' opinion in the ongoing debate about the proposal of introducing Grades from year four. Furthermore, the aim is to investigate how central the didactic arguments are in relation to other arguments in the current debate.

The aim of the present study was to examine students' text comprehension in Grades 4 and 6. Participants were 61 students without documented or suspected reading and writing difficulties, in Grades 4 and 6. The focus was on texts designed by Bishop and Adams (1992), containing two types of questions: literal and inference questions, and three different ways of presenting the text; listening, silent reading and silent reading with the text available when responding to the questions. The texts have been previously used in research and as a tool for clinical, qualitative estimate of reading comprehension in speech and language pathologists? assessments.

In this thesis, the results of a survey regarding grade progression between secondary and upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest upper secondary schools in said municipality in an attempt to gauge their experiences of Grades, grade assessment, teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their Grades differed between the various groups.

The aim of the study is to investigate how teachers in Grades 1­­­­­­­­­­­?3 use reading aloud to develop the pupils? reading comprehension and how they reflect on the method. The study is based on interviews with four teachers, all of them working in these Grades. The interviews have been interpreted hermeneutically and the statements compiled in accordance with the aim and research questions. The results indicate that all the teachers are aware that reading aloud can be used as a resource to develop pupils? reading comprehension.

In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final Grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student?s Grades and results.The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities.

Historically Sweden had a confessional teaching of religion in school, that is the starting point ofthis essay. In the Swedish school system the students have the right to believe whatever they wantbut they will be introduced to different beliefs in the subject religion. Even the church focuses onthe individuals own beliefs during confirmation. This essay explores if there is something in aconfessional teaching that contributes to the students' knowledge in religion as a school subject.Therefore a quantitative study have been performed. The study aimed to investigate the Grades ofthe students that participated in confirmation and how the Grades changed after the confirmation.