ABSTRACTThis essay has as its main purpose to examine how teachers handle Teaching in art, after the governments steeredocuments and goals to reach.To find out about it I have done interviews with four teachers. I have made a study of litterature to introduce some different Teaching methods that is more or less meaningful and useable. The result of the examination was different from what I expected. The interviews showed that the four teachers work in varios ways after their own conditions. They have different experiences and also have different opinions about what is most important in the art Teaching.

The following essay aims to determine what textbooks and Teaching media educators in the county of Västerbotten use when Teaching the relation between religion and science. Based on educational science theory and through analyzes of factual texts, the Teaching materials was examined to determine how much focus they put on the thematic of religion and science. The result shows how the different Teaching materials affect this thematic differently. The main conclusion is therefore that students in Sweden could, depending on the Teaching materials used in their education, be taught by different standards to reach the same requirements..

This paper set out to investigate how teachers of Swedish in Sweden implement the grammar objectives of the curriculum in their Teaching, through interviewing six teachers. It has been important to compare their methods to modern research of grammar Teaching and Teaching in general. They have been asked a series of questions to answer whether or not they use grammar terminology as mediating tools, if they intergrate dialogue among students in grammar Teaching and to what extent the teachers? knowledge of and attitude towards grammar influence their Teaching methods. The results show that grammar is used as mediating tools primarily when it comes to feedback on pupils? texts, though not to a great extent; dialogue between pupils is rare when it comes to grammar Teaching; and the teachers? grammar knowledge and attitude affect the Teaching methods, primarily in the sense that seeing value in grammar knowledge increases the teacher?s desire to develop new methods for grammar Teaching..

The aim with this study was to investigate how a few teachers in Swedish, at upper secondary school, are using computers in their Teaching, and what approach they have towards using computers in Teaching. A qualitative study has been made to accive a result, on this matter, were five currently Teaching teachers in Swedish, at different upper secondary schools, have been intervjued. The teachers answered questions concerning how and in what speciefic fields of study they use computers, the computer program and -tools they are using and what benefits and disadvantiges they see with computers in Teaching. They also answered questions concerning the availability of computers at the schools which they are working. The study showed that the way teachers are using computers in their Teaching, and the amount they are using them varied between the teachers; but all are using computers mainly with the purpose to write texts and to search for information. All teachers also had in common that they are using computers not as frequently and in a different way when grammar is concerned. It appered that the teachers were mainly positive to use computers in their Teaching, even if some teachers acknowleadged more disadvantiges than the others.

The aim of this thesis is to examine how the history of mathematics can be used in Teaching and whether pupils? attitudes to mathematics can be affected by this. In order to do this a school project about the history of mathematics is planned, implemented and analysed.The following questions are addressed:? Why use the history of mathematics in Teaching?? How can the history of mathematics be used in Teaching?? Can a historical perspective in Teaching affect pupils? views on mathematics?The school curriculum emphasizes the importance of history in Teaching. Literature, scientific articles and government inquiries call attention to the positive effects of including a historical perspective in Teaching.The school project, which underlies this thesis, is put to practice by 25 pupils in a mathematics science profile class.

AbstractThe purpose with this examination is to contribute with knowledge about Teaching in Swedish as second language from teachers? point of view and which materials the teachers? choose to use while Teaching. To reach the purpose, I have formulated questions that I have tried to answer through a qualitative study. The questions are: How do teachers? describe their Teaching in Swedish as second language? Which material do teachers? feel that they use while Teaching and is there any difference in Teaching at schools that has many pupils needing second language Teaching compared to schools with fewer pupils who needs second language Teaching?I have interviewed three teachers? in three different districts, who all work with second language Teaching.

The aim of this study is to examine how the way of Teaching in technical subjects are in Uganda and to link those results to Swedish circumstances. A comparison is being done both of the Teaching and what methods are used. Since I was living with my family in Uganda I could easily examine the system of school here. During four days I was at a school named Aga Khan School here in Kampala. I could there participate in Teaching, talk to teachers, observe and participate during lessons.

The following essay aims to determine what textbooks and Teaching media educators in the county of Västerbotten use when Teaching the relation between religion and science. Based on educational science theory and through analyzes of factual texts, the Teaching materials was examined to determine how much focus they put on the thematic of religion and science. The result shows how the different Teaching materials affect this thematic differently. The main conclusion is therefore that students in Sweden could, depending on the Teaching materials used in their education, be taught by different standards to reach the same requirements..

The Third International Assessment of Educational Progress (TIMMS) and the Programme for International Student Assessment (PISA) during the last decades regarding the results of mathematics Teaching shows that China have a better performance than Sweden?s.Swedish teacher-guidelines focus on developing student?s individual interest and confidence for mathematics. In the Chinese Teaching-guidelines for Mathematics Curriculum Standards, Ordninary Senior Secondary, the focus is given on: Elevate their mathematics literacy necessary for future citizenship and Development of citizen´s qualities (s.3).Teachers are the primary factors that impact Teaching and learning of mathematics. Two teachers from Sweden and two from China were interviewed and their methods were compared in my study. The aim of my study was to understand mathematics Teaching in China and Sweden.

The purpose of this study is to investigate and describe the role of course books for Teaching English to children at intermediate level of primary school in Sweden. The essay is based on a descriptive, qualitative method and interviews have been conducted with seven teachers in different schools, Teaching English in year 4, 5 and 6.The result of the study shows that course books have considerably influence on the Teaching of English in the schools who took part in this investigation. The participating teachers use a course book as main Teaching material and almost everybody follows the traditional routine working with Textbook and complementary tasks in Workbook every week. They base their lessons on course books and use alternative Teaching material mainly for fun activities, speaking practice and individualization. Even though all teachers rank speaking and listening as most important for new learners, it is reading which has the largest impact on their Teaching.

English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English Teaching in year 1, 2 or 3, and in some cases, year 4. English Teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language.The study aims to examine, with a qualitative study, how pedagogues plan and implements English Teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English Teaching.The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their Teaching. In the interviews reveals information about the Teaching method which, in my opinion, indicates that, unconsciously, adapting their Teaching when they have second language students.

The purpose of this thesis is to examine how the Viking age is described in textbooks and Teaching aids in the countries Sweden and Great Britain. The examination is done through a text analysis, specifically called textbook or Teaching aid analysis, where the content of the Teaching aid is examined.                      A literature survey with thoughts and statements regarding the Viking age of writers and experts, from both countries, are included.                       This examine is also to answer the question whether the Teaching aids are typical or infrequent in relation to each other inside the explicit country, but also between the countries.   The result shows that the Teaching aids in the main are typical in relation to each other. Some differences do exist and shows themselves in the choices of dispositions and layout, also in a few numbers of cases in the content. .

This study investigates the Teaching strategies of four teachers, and determines which Teaching strategies give better results in mathematics at the middle school level? Result here means the knowledge level of the students. The result has been measured through leave out a mathematical test, which I leave out designed. Teaching strategies have been assessed through interviews with teachers and observations of their lessons.My study shows that to go through the lessons thoroughly in the traditional way, and open discussions with the whole class are best for students achievements.The information available, however, is too limited to draw some general conclusions, but my study can be seen more like a counter-example to the general praxis that is short lectures and individual assessment with one to one communication when Teaching mathematics..

This paper is about finding a set of unwritten rules pertaining to the Teaching of history in an exclusively Swedish college. I want to know if truancy among immigrants has anything to do with SO teachers? choice of content or their Teaching methods. Unwritten rules are a complex phenomenon but by applying different perspectives and Teaching methods a pattern will emerge. It is possible to discover different influences in the way the teacher chooses their material and work plan.

English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English Teaching in year 1, 2 or 3, and in some cases, year 4. English Teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language.The study aims to examine, with a qualitative study, how pedagogues plan and implements English Teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English Teaching.The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their Teaching. In the interviews reveals information about the Teaching method which, in my opinion, indicates that, unconsciously, adapting their Teaching when they have second language students.