The study's purpose is to describe students' experiences of help and support in mathematics. To investigate this, I adopted the questions: What does it mean, according to the students, to get "help and support in mathematics?" Are there differences in the description of help and support depending on the age of the students? What different kinds of help and support do students feel that they get from their math teachers? What different kinds of help and support would they like to have? The study is based on a qualitative method, group interviews, with three groups of students, one from each stage of primary school in one municipality in Sweden. The students were at the time of the interview in grade 3, 5 and 8. The interviews were analysed from a sociocultural perspective. The results show that what the students primarily consider as the meaning of help and support it is to get individual support from their teacher.

AbstractThe aim of this study was to investigate the reason why students contact adults if they are involved in any kind of bullying, what support they had received and wished for, as well as to investigate why student don?t contact adults. About of 150 students, 50 girls and 56 boys (70%) had experienced bullying of different kinds; some had more than one kind of experience. The students expressed that they had contacted adults when they ?felt unwell? and to ?stop bullying?.

This case study examines how upper secondary schools in a municipality in the northern parts of Sweden structure their special pedagogy with students who have ADHD and dyslexia, students? and parents? experiences of this, and what regulates the schools management in this particular aspect. The results show that all the schools have special pedagogues and other support staff employed, though in varied extent. Furthermore, the resources are distributed differently from school to school. The focus, however, is always around communication between the concerned parties.

The purpose of this thesis is to investigate how students who study with Problem-based learning PBL in a distance learning course perceive the support from the university library. I first went into adult education, PBL and distance studies, one at a time, and then took a look at the combination of problem-based learning in distance studies. During the investigation, I conducted five interviews using a phenomenographic method to understand how the students perceived the support they received from the university library. The university library gives a lot of support but what I noticed while I was writing was that it is difficult to reach the students with the information regarding the help that is available to them. I give some example on how to develop the support and find that the students have a wide range of different needs for support from the library depending on their individual situation, social context, academic ability, location and course of study.

This case study examines how upper secondary schools in a municipality in the northern parts of Sweden structure their special pedagogy with students who have ADHD and dyslexia, students? and parents? experiences of this, and what regulates the schools management in this particular aspect. The results show that all the schools have special pedagogues and other support staff employed, though in varied extent. Furthermore, the resources are distributed differently from school to school. The focus, however, is always around communication between the concerned parties.

The aim with this study was to see how a few teachers with experience of young students with ADHD looks upon the need of special support through ICT and from which perspective of special needs education the support is formed.I related the informants? answers about their views on special needs support based on a relational and categorical perspective and came to the conclusion that all of the informants uses a bit of both depending on each individual students needs. Therefor I could see that the dilemma perspective is current in schools today. The most important need for the students with ADHD in general is, according to the informants, structure and routine.The result from this study also shows that general knowledge about ICT is lacking and needs to increase. This could in most cases be explained by the schools economic resources as that partly prevent purchase of new and more equipment but also forces the school to keep larger groups of students in each class.

 Abstract Study: Degree project in teacher education, Advanced level, 15hpUniversity of SkövdeTitle: A study on students' self-esteem Students' statements on the encouragement and support in a sixth gradeNumber of pages: 26 pagesAuthor: Marie Agapuu & Ingrid SvenssonTutor: Anna-Stina AhlrikDate: January 2009 Keywords: Self-esteem, encouragement, support  A good self-esteem of students will often coincide with good academic performance, but it has also shown that students do not have low self-esteem due to low academic performance. Students' self-esteem is both a complex topic and concepts. We want this study to draw attention and to discuss teachers' efforts to enhance students' self-esteem in school. Encouragement and support of the school adopted in the study contribute to strengthening students' self-esteem. The study examines whether and how nine pupils in a sixth class is that they get encouragement and support of / from their teachers in school subjects and in learning situations.

The purpose of this study was to examine how teachers see the use of action plans for students in need of special support in physical education. The questions used were: What do the teachers consider being the causes for students not reaching the objectives in physical education? What experiences do four teachers have considering the work with action plans for students in need of special support? And, what experiences have one chosen head of school about establishing action plans for students in need of special support?To reach the answers to these questions qualitative interviews were made with four teachers from different schools. The interviews deal with the teachers views on assessment, curriculum, and the work with action plans for students in need of special support.The results show that that the underlying causes for students not reaching their objectives was either lack of participation or difficulties in certain parts of the subject. Despite this, the teachers write very few action plans even though it appears there are students in need of special support.

This is a qualitative study whit purpose of showing how teachers work whit students in need of special support in school. The purpose has been to study what teachers mean whit special aid, and if the support is individually adapted for each students needs. I have trougt interviews, observations and examinations of diverse documents found paradoxes where teachers and the scool leaders claim that they work whit the integration of all the students at school, while the teality shows a different picture. I have found a clear segregation of students, where they have on repeated occasions had to leave the classroom to receive tuition. The school stuff has a wide iiew of wich students are included in the term "students in need of special tuition".

The aim of this essay has been to increase the knowledge of which resources there are in compulsory school, their function and how they are experienced by teachers and students. By individual interviews I have examined teachers experiences of their work with students in need of support in core subjects. I have also examined how students experiences the help that they get and if they want to change anything. In my essay I have concentrated in a few main questions, such as; which resources compulsory school uses, teachers work with students in needs of support in core subjects, the extension of students needs, how students experience the help that they get, how they feel about education in smaller groups and if there are any differences in needs, among students, connected to gender. Literature has earlier shown that there are too few resources in compulsory school and that students in need of support doesn?t get the help that they need.

This study aims to highlight the activities and needs of students in order to explain how mobile services can provide support and facilitate students on a daily basis. The empirical data is based on discussions with a focus group combined with already existing research concerning the areas of mobile service development, contextual-awareness and ubiquitous computing. The results from the focus group show that students have a need for mobile services to help and support them in their ordinary tasks and activities. In the discussion of this report we bring up aspects of development and what to think of when dealing with students..

The aim of this Master's thesis is to investigate the library needs of distance students. This user study has a student perspective and concentrates on the main question of which way library needs might be expressed by distance students. Associated topics addressed by this study include; the problem of learning centres lacking their own library support, how distance students look upon library support as a concept and whether distance students prefer public libraries or university libraries, and why they make this choice. These questions may give the answer to how distance students deal with information literacy. Theories chosen by the study are in the fields of pedagogical and library science, the social cultural theory by Roger Säljö and in Tom Wilson's theories on user studies and information needs.

The purpose of the study is to examine different situations and behaviors for students diagnosed with AD / HD and see if there are times where their diagnosis will be extra visible. This will ultimately see how and where these children may need support in their daily lives, and about the support they receive is relevant to their needs. Questions I intend to examine: Are there situations for students throughout the school day in which ADHD diagnosis becomes extra visible? If so, what situations? How is the diagnosis in these situations?It is estimated that about 3-6 percent of school children have AD/HD. It causes difficulties with concentration as well as impulse and activity control.

This is a qualitative study whit purpose of showing how teachers work whit students in need of special support in school. The purpose has been to study what teachers mean whit special aid, and if the support is individually adapted for each students needs. I have trougt interviews, observations and examinations of diverse documents found paradoxes where teachers and the scool leaders claim that they work whit the integration of all the students at school, while the teality shows a different picture. I have found a clear segregation of students, where they have on repeated occasions had to leave the classroom to receive tuition. The school stuff has a wide iiew of wich students are included in the term "students in need of special tuition".

Purpose: my aim was to explore ways that teachers can support students with dyslexia and what/ which tools some teachers / special education teachers use to facilitate students.Method: I used a quantitative method by interviewing some regular teachers and special education teachersResults: In my study, I learned how some teachers can support students by reading loud to them; a main task for the teachers could be to create the love of reading for the students. That task was reinforced by students' self-image..