The purpose of this study is to analyse the attitude of four teachers to leadership in the classroom. The main research questions asked were:

• What are the teachers` views on leadership in the classroom?
• What does good versus  bad leadership mean to the teachers?
• What factors influence the teachers' leadership in the classroom, according to themselves?

The method used is the qualitative method and interviews, which is my empirical material, I relate to different theories and previous research of leadership.

The curriculum for the compulsory school system, the pre-school class and the leisure-time centre, Lpo 94, says a lot about how both the school and the teacher must pursue a democratic activity; the teacher must have a democratic leadership in the classroom (Lpo 94, s. 5). At school, the pupils should be met with respect, they should feel safe and be motivated to learn. They must constantly develop and have lots of opportunities to experience the joy of making progress (Lpo 94, s. 7).

A teacher's leadership is all about control and leading students to the goals that are set up and that pupils should achieve. Knowledge and development are the most important factors in school and therefore it is important to find out what different leadership styles that are most successful.

The purpose of this study is to investigate how five educators define the concepts of inclusion and children in need of special support. The purpose is also to see in what way they in the discursive practice design an inclusive curriculum.

The research questions posed were: 1) in what way do educators define the concept of children in need of special support, 2) in what way do educators speak when describing an inclusive preschool and 3) in what way do educators design an inclusive curriculum based on their understanding of the definition of children in need of special support.

To answer these questions, we have used a qualitative method where we conducted observations and interviews. The study was based on post structural theory. We analyzed the results based on the educators' linguistic expressions and definitions.

The conclusions in this study showed that educators have similar definitions of the concept of inclusion and children in need of special support.

Some of these definitions concern children with diagnoses and children without, children with difficulty, special children, children who run away, children who do not follow instructions, children with various physical and cognitive barriers.

Furthermore, the results showed that all participants believe that the environment is the most important factor in creating an inclusive curriculum thusly that it is the environment that should be adapted to the child and not the child to the environment. 

The purpose of the study is to examine how feedback on written texts is given at secondary school level in the subject of English, and what effects the different feedback methods provide. The purpose is also to investigate what level of student texts the teacher mainly focuses on when providing feedback: the task level, the metacognitive level, the process level or the personal level. The essay is based on interviews, observations and content analysis of teachers' comments. The result showed that the motivations behind the methods, as well as the methods themselves, were similar between institutions and educators. The preferred method of communicating the feedback was to do it in writing, rather than orally. Finally, the results displayed that teachers combine giving feedback at a task-level, a process level, a metacognitive level, and a personal level.

This study aims to investigate the effects of cooperative learning on pupils’ knowledge and development with a particular focus on concepts and conceptual understanding in mathematics. By employing both qualitative and quantitative research methods, the study compared the effectiveness of cooperative learning to traditional teaching approaches in grade 4. The following question was formulated to research the aim of this study:

• How does pupils’' understanding of concepts in mathematics differ after traditional teaching compared to teaching with cooperative learning in grade 4?

Svanelid’s (2014) three aspects were used as an analysis model in this intervention study. With the analysis model, teachers can assess whether pupils have understood various mathematical concepts. The results of the aim showed that cooperative learning had a significant positive impact on pupils’ learning and their understanding of geometrical concepts. Through collaborative activities and interactive discussions, pupils actively participated in the learning process, leading to improved comprehension and retention of geometric concepts. However due to introduction of methodological weaknesses and potential biases the results can not be considered as statistically sound.

The study indicated development in pupils’ learning and understanding of mathematics. In an attempt to pursue the main aim of this study, traditional teaching and cooperative learning were used as teaching techniques for pupils to study the development of their learning. After each teaching method, tests were used to identify the results of the analysis. The results indicated progression in the pupils’ learning by using cooperative teaching. Teachers are encouraged to further investigate cooperative learning techniques in their lessons as it potentially can increase pupils’ learning. More research is needed to establish a correlation between the use of cooperative learning in the teaching of mathematical concepts.

I denna vetenskapligaessä undersöker jag hur förskolan arbetar med deliberativ demokrati, dvs i vilken utsträckning barnen har möjlighet att diskutera och debattera frågor för att sedan kunna påverka gemensamma beslut på ett inkluderande sätt. Jag har främst fokus på de barn med begränsat eller obefintligt talspråk, där jag ställer mig frågande till om deliberativ demokratiform är möjlig. I essän beskriver jag två olika händelser från mitt yrkesliv där barn är frusterade av olika anledningar och hur jag som förskollärare bemöter dem och hanterar situationerna. Jag har också gjort en deltagande observation på en förskola som jag besökt, som gav mig mycket stoff och tankar i min text, där jag fick ställa mig lite utanför situationer och observera dessa istället för att själv vara aktiv.

John Deweys och Jürgen Habermas idéer om kommunikation och lärandet i samspel lyfter jag för att få en inblick i deliberativ demokrati. Under studiens gång har språkets betydelse, makt och tolkning, förskolans förutsättningar och praktisk kunskap blivit de centrala delarna. Jag reflekterar kring mina erfarenheter, observationer och de valda teoretiska perspektiven. Det har givit mig många infallsvinklar och tankar under resan. Jag har blivit mer medveten om hur dominerande det individualistiska tänkandet är inom förskolan och att vi tappar den gemensamma tanken och känslan för varandra. Begreppen "motstånd" och "obemärkt styrning", som förskoleforskaren Klara Dolk använder sig av, har gjort ett starkt avtryck hos mig och understryker vilken kraft och tolkningsföreträde vi pedagoger har. Vidare öppnar jag upp för reflektion om utbildningen ska ha samma styrdokument från ett års ålder till sex år, eller om den måste förtydligas och anpassas till olika utvecklingsnivåer. En förskola för alla, men där alla kan bli sitt bästa jag i relation till andra.  

The purpose of this study is to investigate the perceptions of the preschool teachers, working with the preschool bus, regarding challenges and children's interactions in different learning environments offered by mobile preschool.

The metod used in this study is the qualitative semi-structured interviews with four preschool teachers. The theoretical ground used to perform the analyse in the study is represented by socio-cultural perspective and hermeneutic research effort. 

The study shows that the interaction between children is the same in all environments but that the interaction between children and the environment might be different depending on the development and intrests of the preschool children. The survey shows that this interaction between children and the environment begins before the bus week and that the starting point in the interaction can be expressed by intrest, bus destinations and preschool topic.

The survey shows that one challenge might be that the preschool children need to be able to adapt to more environments than they are used to. The survey even shows that such challenge can be even greater if there are children with special needs in the group. The preschool bus can be also a challenge in bad weather days since the children have to share space and material.

In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

Vår studie är inom det fritidspedagogiska området och syftet är att undersöka fritidshemslärares syn på om det finns ett samband mellan sina relationer till eleverna och deras välbefinnande. Tidigare forskning visar på att det finns ett samband mellan goda relationer och elevernas välbefinnande. För att få svar på våra frågeställningar har vi intervjuat sex behöriga lärare i fritidshem från tre olika skolor i Stockholmsområdet för att ta reda på hur de konkret arbetar med elevernas välbefinnande och deras syn på relationer. Intervjuerna har varit kvalitativa med hög grad av strukturering. Undersökningen visade att fritidshemslärarna ser ett samband mellan det relationsskapande arbetet och elevernas välbefinnande men att de upplever elevgruppernas storlek som en utmaning, som påverkar arbetet med relationerna. Därefter har resultatet analyserats utifrån Antonovskys teori KASAM, känsla av sammanhang, som innehåller tre komponenter; begriplighet, hanterbarhet och meningsfullhet. Avslutningsvis diskuteras studien i förhållande till tidigare forskning, vald metod, förslag till fortsatt forskning samt hur studien kan bidra till professionsutvecklingen. 

This essay explores the representation of pedagogy in the fictional works of the Harry Potter books and how teachers can use this to gain new knowledge to some extent and draw inspiration from it. It continues by arguing that fiction can be used as a source of new knowledge both on a general level and in a school context when used in the classroom. The Harry Potter books are particularly good to use since they belong to the crossover literature genre, which can arouse the desire to read both in young people such as students and adults such as teachers. The basis for this analysis is J.K Rowling's characterisation of the teachers at Hogwarts, the school of witchcraft and wizardry, and the teaching methods that are used at Hogwarts. The following teachers will be analysed: Professor Dumbledore, Professor McGonagall, Professor Snape, Professor Lupin and Professor Umbridge. In order to be able to analyze these teachers, they will first and foremost be divided into different teaching styles with associated sub-areas to see how they teach. Furthermore, different teaching philosophers will be used, where among others, the concept "learning by doing" by John Dewey will be included.

Den här vetenskapliga essän syftar till att undersöka hur förskollärares praktiska kunskap kan påverkas i mötet med det digitala systemet Skolplattformen och hur mötet med ett sådant system kan bidra till att omforma mötet mellan förskollärare och barn. Utgångspunkten är en gestaltad situation från när förskolebarn riktade kritik mot fotodokumentation från en aktivitet de deltog i, som skapats i enlighet med Skolplattformens regelverk. Barnens kritik ledde fram till essäns forskningsfrågor och data till studien insamlas genom deltagande observationer och samtal med såväl barn som förskollärare. Med hjälp av en hermeneutisk metod analyseras empirin sedan tematiskt. Detta görs utifrån ett kroppsfenomenologiskt perspektiv, utifrån teoretikerna Merleau-Ponty och Duesund, och ett ansvarsetiskt perspektiv, ursprungligen från filosofen Lévinas. Empirin undersöks även utifrån ett New Public Management-perspektiv. Essän visar att det är alltför abstrakt för barn i förskoleåldern att förhålla sig till och förstå vad det innebär att följa det regelverk som utformats för dokumentation i Skolplattformen. Utifrån detta uppstår en konflikt i arbetet med att inkludera barnen i skapandet av pedagogisk dokumentation. Det uppstår även en svårighet för förskolläraren att använda sitt professionella omdöme i ett meningsskapande arbete tillsammans med barnen och samtidigt behöva förhålla sig till de regler som finns i det digitala systemet. I essän blir det tydligt att aspekter i mötet mellan förskollärare och barn som rör inflytande, etik och professionellt omdöme riskerar att försvinna ut i periferin när digitala system etableras alltmer och att dessa således riskerar att bidra till en ny norm i skapandet av pedagogisk dokumentation på förskolan, som påverkar förskollärar- respektive barnkropparna på olika sätt. Essän skriver fram den medforskande respektive den rapporterande förskolläraren som två verksamma, och delvis motstridiga, förhållningssätt för förskollärararen i mötet med det digitala systemet. 

The essay aims to highlight the newly arrived immigrant students’ experience of social integration and social security in the Swedish school system, which is important for their further language and learning development. This essay aims to see it from the student's perspective. The main question in this essay is: What factors seem to matter the most for the newly arrived immigrant students in their language and learning skills, and what does the students themselves think about the issue? The study is based on a qualitative research method in the form of interviews and observations conducted in a multicultural school for a period of two weeks. Three newly-arrived students are in this essay being observed while they are attending between two different classrooms: the so-called preparation classroom and the ordinary classroom. This essay aims to highlight a newly arrived student's development from a socio-cultural perspective. The results show that the newly arrived students felt more emotionally secure while attending the preparation classrooms, and while attending the ordinary classrooms they felt more inadequate.

This thesis is based upon the assumption that in Swedish school today it is a wide gap regarding the information flow when pupils are switching school. This was one of the reasons Skolverket published a report clearly stating that this is the case. The purpose of this thesis is to examine and describe how teachers are working in a teacher team at transitions to see and understand what their work may mean individually, in a group and to the school as an organisation. The questions at issue is to see how the teachers cooperate during transitions and how they notice students in need of extra support and students level of knowledge during transitions. The two last questions at issue is first to see how teachers approach parent’s expectations on the school and the teachers, secondly it is to examine what implications their work will have on the school. The examined group is a teacher team in an independent school working in grade seven. The school has the grades six to nine. The result was achieved through two qualitative interviews and six qualitative questionnaires in order to describe the informants experience as good as possible. The analysis is based upon two concepts: organisational learning and reflection as a collective process and how these concepts are dependant on the other. The main points of the analysis show how important the teacher team’s work is to both the individual and the organisation’s competence and learning development. It also shows how it helps the pupils to get a smooth transition even though the lack of information teachers has to deal with when the new pupils arrive.

Most people tend to associate the concepts of bullying and abuse between children with something that occurs mainly in school. Research shows the prevalence of abuse and bullying among children already in preschool age with the risk of serious consequences later on. According to the National Agency for Education (Skolverket 2018), the preschool has assignments regarding values-related issues and to establish measures to prevent violations. Our study shows preschool teachers' experience of the phenomenon of abusive treatment and bullying among preschool children. 

Research shows that children who experience bullying are in need of the support of both guardians and professionals so that the difficulties they experience will not follow them later in school age and perhaps even later in life. On the other hand, both previous research and our own study, indicate that guardians often do not know about the preschool's work to counteract abusive treatment. 

The purpose of this paper is to juxtapose the theories of learning that are reflected in student’s perspectives of the learning log with that of the pedagogical intentions of the curriculum in order to examine the discrepancy between the experienced and the intentional learning objectives. The paper is divided into two sections. The first section is a literature survey on theories related to the learning log and the curriculum. The second part is constituted by three semi-structured group interviews concerning student´s views on the learning log. An effort is then made to fit the student´s perspective into a theoretical framework to allow comparison with the pedagogical motives contained in the curriculum and its underlying ideas. The interviews indicate that the learning log is used mainly as a means to facilitate individualistic work forms, which is an ill fit with perspective on learning presented within the curriculum. The study is concluded with suggestions for actions that would narrow this gap and free the unused learning potential of the learning log.

This study presents a critical discourse-inspired analysis of written rules in Swedish primary schools, with the purpose to identify an image of an ”ideal student”. Swedish schools form local rules and regulations, where each pricipal is responsible for content and form. Therefore, an attempt is here made to find and discuss varations in the rules from different schools. The empirical findings are analysed with help of a theoretical framework based on Michel Foucault’s power theory, Norman Fairclough’s critical discourse analysis and Zygmynt Bauman’s views of ethics, morality and identity.

The findings portray an ideal student who is kind, friendly and helpful to others. Some additional described ”good” behaviors, such as appropiate language and honesty, are here suggested to have cultural and traditional connotations. Variations in descriptions of preferred traits and practices are found in rules from different schools. With inspiration from Foucault and Bauman it is here argued that this can challenge the formation of school norms and student’s values.  

Based on these findings and reflections, I suggest that school rules should represent essential educational and practical requirements and be communicated and formatted with clear purpose and possibilities for understanding and implementation.

Syftet med denna studie är att utforska hur anställda inom fritidshem arbetar med elevers kritiska tänkande kring ideal och normer som synliggörs via sociala medier och hur de resonerar sinsemellan samt med eleverna kring detta fenomen. Vi riktar in oss speciellt mot sociala medier, hur det används av elever, vilka för och nackdelar det kan bringa, hur fritidshemmet arbetar med det, hur ideal och normer framhävs av unga användare av sociala medier samt hur det kritiska tänkandet används. Vi använder oss av en kvalitativ metod där vi besöker tre skolor för att inhämta vår empiri. Empirin består av fyra lärarintervjuer och nio elevintervjuer där endast sex av elevintervjuerna används i undersökningen. Forskning och resultat visar skillnader på exempelvis hur tjejer och killar använder sociala medier, hur fritidshemmet arbetar med att hitta strategier och förhållningssätt för användningen av sociala medier samt vilka för- och nackdelar sociala medier kan innebära för unga användare.

En grundbult för att ett gott samarbete skall råda mellan hemmet och förskolan är bland annat en välfungerande kommunikation, där behärskning av det svenska språket spelar stor roll. Med tonvikt på språk som ett viktigt verktyg för kommunikation och relationsbyggande finns ett intresse att analysera hur icke-svensktalande föräldrars delaktighet och samverkan med förskolan fungerar och ser ut med syfte att granska likvärdigt lärande och utveckling hos barnen på förskolan. Studiens syfte är att undersöka hur icke-svensktalande föräldrar uppfattar förskolans pedagogiska uppdrag samt hur de upplever samverkan och kommunikationen med förskolan. Studien använder sig utav kvalitativa semistrukturerade intervjuer. Resultat presenteras i två teman som identifierats vid dataanalys och databearbetning. Studien konkluderar att svenska förskolan inte lever upp till respondenternas förväntningar. Det finns en medvetenhet hos respondenterna kring de begränsningar som bräckligheten inom det svenska språket medför men resultatet belyser framförallt att förskolan behöver förbättra sin kommunikation med föräldrar som är födda utomlands genom att utveckla möjligheter för en tvåvägskommunikation och komma bort från den ”tidseffektiva” envägskommunikationen.

The purpose of this essay is to highlight the conceptions that exist in school towards homosexuality. My overall essay questions are: What rules does the school have to apply concerning homosexuality? What approach do the professors have towards young lesbian women and kind of support is offered to the group? In order to answer these questions I interviewed a professor and a young lesbian female. One of the surveys that has been made, as a normative order, about heterosexuality in the last decade is known as queer theory.

One of the theories that in surveys investigates homosexuality as a normative order is known as “queer theory” and it is the one I decided to use in this essay.

Inspired by feminist research, gay and lesbian studies and the poststructuralist theory, the queertheory focuses on some peoples way of organizing sexuality is privileged, sanctioned and is perceived as normal, while others are seen as deviant, abnormal and therefore unwelcome. The method chosen for this essay is qualitative with focus on interviews and life stories. The result indicates that there is no specific plan based on the schools fundamental values concerning how homosexuality should be included in teaching.

Textbooks within Swedish for Immigrants aims to teach immigrants the Swedish language and help them understand Swedish society. But one can ask: is there a representative picture of all people in Swedish society in these textbooks? This study aims to analyze which discourses are made visible regarding what kind of people are represented in textbooks for Swedish for Immigrants. Two textbooks from different times are chosen to make a comparison, and to see what and if there has been development in the way one talks about people with non-Swedish and non-white names. The questions asked are: Who is given space in two textbooks for Swedish for Immigrants? And what kind of development has been made within this area between the years 2002 and 2021? The method used is discourse analysis based on a social constructive perspective, which means that people adopt the discourses they read and learn about, which affects the way they see society and how they interact with others. The result shows that similar discourses are found in both textbooks, where three main discourses appear: us and them, Swedish/white is the norm, and immigrants only have lower-paid jobs in society. People with non-Swedish and non-white names are not given as much space in the textbooks as people with Swedish and white names. The older textbook contains of a majority Swedish names whereas the newer textbook contains more international names, but that are considered white names. This shows that there is an us and them-discourse occurring. The us and them-discourse appear in different ways throughout the textbooks and is more implicit in the newer textbook compared to the older. Another example of this discourse is that people with non-Swedish and non-white names are often presented with where they come from, which is not the case for people with Swedish names. This shows that there is a certain way of speaking of people with non-Swedish and non-white names in society. In conclusion, there are more Swedish and white people who are given space in these textbooks for Swedish for immigrants. Considering that immigrants are the target group for these textbooks, there should be a representation of all different people in Swedish society. Seen from a social constructive perspective, immigrants who read these textbooks will adopt these discourses, which will affect how they see Swedish society and how they interact with others. The development discovered between the two textbooks and their almost 20-year difference of release is shown in the discourse of immigrants only having lower-paid jobs. The newer textbook shows no evidence of this discourse whereas it appears in the older textbook. This shows that development has been made in how society thinks of immigrants and their ability to work within any profession. 

Denna studies syfte är att ta reda på hur pedagoger och tjänstemän på utbildningsförvaltningen tolkar begreppet pedagogisk dokumentation. Min frågeställning var:

Hur tolkar pedagogerna och ansvariga på utbildningsförvaltningen pedagogisk dokumentation?

Vad är meningsfullt att dokumentera?

Vad är det som gör att man kan arbeta med pedagogisk dokumentation?

För att få svar på mina frågor så byggde jag min studie på teori från olika pedagoger och forskare inom pedagogik och sedan intervjuer och enkäter med pedagoger och tjänstemän på utbildningsförvaltningen. Resultatet visar att begreppet pedagogisk dokumentation kan tolkas olika och det som ligger i grund hur man tolkar begreppet är vilken barnsyn du som pedagog har. Förskolans pedagoger använder sig av pedagogisk dokumentationen genom observationer med olika metoder det kan vara ex kamera, observationsmallar m.m. och det ska synliggöra barns lärande, men det är även pedagogernas lärande som synliggörs och det bidrar till ett utvecklingsarbete och förändringsarbete. Genom att reflektera över dokumentationerna så kan man se nya saker som man kanske annars inte skulle ha sett. Syftet att använda pedagogisk dokumentation kan vara av olika skäl. Det kan vara att man vill se hur ett barn tänker, barnets utveckling med även för att förändra miljön på förskolan. Läroplanen, Lpfö98 tar upp pedagogisk dokumentation i förorden. Det står att verksamheten synliggörs men även att det ger ett underlag för att se verksamhetens kvalitet. Begreppet pedagogisk dokumentation är hämtat från Reggio Emilia filosofin, där man arbetat med arbetsverktyget i mer än 30 år och syftet är att synliggöra barns lärande, men barnsynen är avgörande om du kan arbeta och förstå begreppet pedagogisk dokumentation.

The purpose of this study is to investigate the view of educators on their participation in free play in preschool. Free play is a typical activity for preschool. Engdahl & Ärlemalm-Hagsér (2015) highlight Fröbel as creator of the concept of free play. According to Fröbel, free play is characterized by creativity, freedom, repetition, learning and development (p. 145). Lindgren, Pramling & Säljö (2017) also motivate free play as chosen and led by the children themselves (p.148). With the revised curriculum, play has generally changed and more space has been given. However, the concept of teaching has been added, which means that the free play is being overshadowed. The curriculum for preschool does not highlight the concept of free play, but play in general, where children must be given the conditions for play so that they themselves initiate and that someone in the work team introduces the play to them (p. 8). Play should have a central place in preschool education, where an approach for everyone who is a part of the work team is to encourage play and confirm the importance of play for children’s development, learning and wellbeing (p.8). Nilsson & Lecusay (2020) believe that play is human’s most distinctive feature (p. 78). and that adults should actively contribute to children’s plays (ibid p. 82). As teaching has taken over most of the activities, there is a fear that the play will be overshadowed and taken for granted. Free play may be seen as a normal behavior, which can lead to it being easily taken for granted (Pramling Samuelsson & Asplund Carlsson 2008, p. 629) and therefore must be encouraged and challenged by adults by participating in the play.

The aim was to study ninth grade students perceptions of the subject of history, including gender, against the background of the social, cultural, and historical context that constitutes the subject of history and the students perception of it. The Theory , the theoretical reflection room, has two levels. A general level, `"the level of the great theoretical stories", boiled down to their essence (for ex. Bourdieus "Cultural Capital" and Baumans "Retropia) and a concrete level, in the sense directed towards the subject of history as it appears to the students in the teaching situation. The previous research showed scattered results. Mainly that the subject was perceived as rather interesting , important and exciting. But also, to some extent the opposite. As a subject for school , but not for life. Gender differences were detected. Parents background played a role. The studys own empirical study, a focus interview of eight ninth grade students (four boys, four girls), conducted as a thematically structured qualitative interview, largely confirmed the previous research. But the results was scattered and the context rather vague. No gender differences were detected. The studys sample was judged to be too small, not a basis for generalizations or generation of theory. However, theory, previous research and studys own experience appear as a melting pot from which relevant questions and perspectives for future research can be cast. 

Today, quality reviews of education for newly arrived students show major deficiencies in the Swedish school system. The newly arrived students do not get equal opportunities to achieve goals as other students in the classroom. Thus, an intervention study has started at two primary schools in central Sweden, where the purpose is to investigate whether cooperative methods can benefit students' participation and vocabulary learning in Swedish teaching. Therefore, the questions in this study are “in what ways can cooperative learning contribute to the participation of newly arrived students in Swedish teaching?” and “does cooperative learning have any visible effect on newly arrived students' vocabulary learning in Swedish?”. To answer the study questions a qualitative research method was conducted, with structured classroom observations, in two different primary schools. The participants in the study werefive newly arrived students in fourth and sixth grade. The results were analyzed using three theories, such as social constructivism, a participation model and vocabulary learning as a theoretical concept.  

The analysis of the results showed that there are several advantages for the newly arrived students' communicative and linguistic development in cooperative learning, at the same time as it opens up for an increased participation in Swedish lessons. Didactically, the results of the study imply that the work with cooperative teaching methods leads to a progression in vocabulary learning and participation. This can be modeled in different ways, by grouping the newly arrived students in mixed groups or with other newly arrived students. What is further made visible in the study is that the newly arrived students are more active and involved when they are allowed to work and use the language in playful environments.

The aim of this essay is to analyse young peoples view and thoughts about women. I have studied how young people “create women” in an opinion poll about love relations and relationships.

The survey has been answered by high school student in a suburb in Stockholm. My main question is: What conceptions of the women are presented in love relationships and relationships in general?

To analyse the data, I have used a qualitative method which means that I have tried to understand and interpret their answers. The study consists of two surveys, one about love relationships and the other about empathy. The outcome of the study is presented as different women characters such as the shy women, the affectionate and the rescuing women, the bimbo and the object. The study shows that women and men are indeed a part of the construction of women.

The study shows a pattern of words and actions that the young people connect to the female. It also shows that it is more accepted and expected for girls to write about feelings and pain. Young people seem to define themselves in a connection to the opposite by comparing

themselves to the opposite sex. For example a woman who shows her feelings serves a purpose, the action is done in a way to be confirmed of the people around her, that she is a woman. Both boys and girls are a part of constructing women. They perform a pattern of

actions that clearly shows the existents of norms; the effect of repeated actions is gender. It means that young people ‘look for’ actions that confirms there gender.

The keywords in this study are young people, women, gender, love relationships/relationships.

Finally I would like to thank my tutor Ana Graviz and the research group who has given support and help during the study and at the time of writing. And a big thanks to those who made this study possible, the class that participated in the study and their teacher.

The aim of this study was to investigate, illuminate and discuss teacher’s and multilingual student’s view on the connection between their mother tongue and their learning of other languages. This qualitative study is based on interviews with eight students in the 8th grade and two language-teachers from the same school, as well as ethnographic observations during English and Swedish lessons. With the help of some relevant theories, the empirical study is compared, analyzed and interpreted. The results show that the theories and informant’s view on the connection between the mother tongue and other languages are similar, which is that the mother tongue must be fully established before a new language can be taken in.

The primary purpose of this study is to investigate the tension between children’s spontaneous exploration and the preschool's scheduled routines. A day in preschool is on one hand signified by interpersonal meetings, the preschool pedagogues are highly aware in their encounter with the children, the interaction is both warm and professional. On the other hand, a day in preschool is also signified by scheduled routines and time frames that cannot be broken. If they are broken a domino effect can occur which will result in consequences that affect the rest of the day. Because of this, pedagogues must interrupt children’s spontaneous exploration on a daily basis to maintain the time frames. Michel Foucault's thoughts of power are our theoretical perspective, our aim is to explore the hidden power structures. The research questions are:

• How do schedules and routines discipline children and pedagogues in preschool?
• What space is there for children’s spontaneous exploration in preschools scheduled routines?
• What does the children’s eventual resilience against routines and set time frames look like? 

We have used a qualitative method in our study, using interviews and observations. We have interviewed three preschool teachers and two childcare workers. The interviews gave us insight of what the pedagogues thought about children’s spontaneous exploration and routines while the observations gave us insight on what the pedagogues and children were actually doing. The observations took place at two different preschools on four different occasions. The result of our study shows that routines and time frames do discipline children and pedagogues in preschool, but the discipline is usually welcomed. Children's spontaneous exploration is viewed as important and as an essential clue to children's inner life, but it gets interrupted daily to not disturb the routines. To compromise for the interruptions the pedagogues use various coping strategies, one being implementing children’s interests in preschools scheduled activities. Thus, creating possibilities for democracy to be practiced but also at the risk of leading children towards normative goals.

My science- and experience based essay depicts the communicative difficulties I perceive with a special parent couple at my preschool. My questions are: What kind of relationship can I have with the parents based on my duty ethics, utility ethics and virtue ethics? How can the power between me and the parents be described from a power perspective? How can my practical knowledge help me deal with parents who are late? In the essay I present my interpretation of two self-experienced situations that I illustrate in two different stories. The problems are also from a more general perspective regarding the communication between home and preschool. The study will help me learn more about what communication is and what new challenges that may arise when home and preschool meet. Furthermore, my reflection will help me to get an overview from a power-related perspective and what is in the preschool curriculum about cooperation between parents and preschool. How can I see the problem from the parents´ perspective and take their position? What makes me react the way I do? What makes parents act the way they do? The purpose of this study is to analyze the importance of communication between parents and educators in preschool and then see what the consequences will be for the child when the communication fails. I intend to also shed the light on the power relationship that exists between educators and parents. To get further, I need to reflect on my actions based on several different perceptions and with this create a deeper insight into the whole dilemma. From different ethical  perspectives, I will help to see my dilemma. I will also highlight the significance and influence of Aristotle´s three forms of knowledge for my practice. I believe that education, learning and care are important components that we preschool educators should relate to.

The conclusion I see is that the steering documents are important to me as an educator and just as important is the cooperation with all parents at the preschool. Relationship competence is important to have when we educators at preschool have to work with it every day, through all our “meetings” with educators, children and parents. That relational competence requires that I as an educator have intuition and am extremely responsive to how I should act there and then.

The purpose of this study is to explore the different ways parents experience meetings with the preschool and the relationships between themselves and the preschool staff. The purpose is also to explore parents’ views of the shared responsibilities of the children’s formation at home and in preschool. To research this, a qualitative approach with interviews and an interpretative phenomenological analysis method, is applied in order to arrive at a more profound understanding of how the shared responsibility in formation is experienced by the parents. This approach is chosen to get an in-depth understanding of the parents’ understandings and experiences. The theoretical framework applied is Urie Bronfenbrenner’s theory of ecological development, chosen for its’s ability to explore different levels of a person’s encounters with a particular environment. The results highlight the complexity of parents’ interactions with the preschool as an organization. Parents have concerns with what happens at an organizational level, which reflects on the staff, and ultimately on the everyday environment of the children. Furthermore, the study shows that a good relationship between parents and preschool staff, and how this relationship is experienced by parents, are affected by aspects such as stability and an understanding of each other.  In the area of child development, parents regard children’s formation as their responsibility, while the formation and socialization that occurs in preschools are group oriented and focused on learning. From the parent’s perspective, the formation that teachers contribute to and work with in a preschool environment are focused on democratic values such as being a good friend, not fighting with each other, help each other and show empathy towards one another. In considering the organizational aspects of preschools, the communication levels between staff and parents have been limited due to the current pandemic, which has had an effect on parent-teacher relationships. The study highlights a need for further understanding and a more developed communication approach between parents, teachers, and management, as well as organizational transparency in an effort to increase parents’ understanding of the aims and works of preschool.

This essay aims to explore the complex interplay between race, religion, and violence as depicted in The Autobiography of Malcolm X by Alex Haley. Through an exploration of Frantz Fanon's theories regarding recognition and violence, alongside James H. Cone’s concept of Black theology, the essay establishes a foundation for the analysis. This analysis will analyze Malcolm X’s evolving transformative identity and political agenda. The essay aims to understand Malcolm X’s engagement with Islamic teachings, his critique of Christianity, and his experiences with violence, and how these themes together shape his social and political agenda in his pursuit of liberation. Malcolm X challenges the racial narrative and argues that White people are devils. This perception undergoes a profound shift after his pilgrimage to Mecca. This transformative journey sheds light on the factors that shaped Malcolm X’s perspective on religion, racial separation, self-defense, and liberation. This essay argues that Malcolm X underwent a profound evolution of ideological perspectives after his affiliation with the NOI and his trip to Mecca, leading to a deeper understanding of Black liberation and the complexities of racial identity.

The following content is a way of trying to understand how music is practiced in Swedish preschools. To understand this, we have looked into preschool teachers' interest and knowledge in music, to see if or how their musical background may affect their teaching methods and didactics about music. The study relies on interviews with eight preschool teachers. This data has then been subjected to a phenomenographic analysis. The background of our interest in this particular subject stems from an observation of how the utilization of music has decreased in Swedish preschools. We have seen less musical instruments in the environment, and the importance of music appears to have faltered over time. We also make an attempt at understanding why math and language hold priority over music in Swedish preschools. The study is based on two theoretical perspectives: Haberma's thoughts on modern society, and Vygotsky's sociocultural theory. The result shows that preschool teachers display a great interest in music, in addition to basic knowledge with grounds in their education. It also displays their willingness to use produced music from digital platforms. While the children receive opportunities to choose what music to play, the study also shows a lack of encouragement of the children's own music making by the educators. Factors such as a lack of time, routines, large groups of children, and loud noise are referenced as underlying reasons that limit childrens' opportunity to make music. Experiences of pressures from curricula and school subjects, in addition to the attitude of colleagues also affect the role music plays in everyday life.

Denna uppsats undersöker hur förskolepedagoger ser på lek i egenskap som observatör och som aktiv deltagare med barnen. Därtill undersöks det hur intersubjektivitet och ett autentiskt lekfullt förhållningssätt kan påverka relationen mellan barn och vuxen, samt hur detta kan ha en inverkan på barnets sociala utveckling och känsla av välbefinnande. 

Studien är genomförd med en kvalitativ metod där jag har intervjuat fyra förskollärare i ett förskole-område söder om Stockholm.

Analysens teoretiska utgångspunkt är det relationella perspektivet som fokuserar på det mellan- mänskliga och subjektiva i samvaro och samverkan med varandra. Ett av flera fokusområden är att se hur det subjektiva utbytet sker mellan parter, både känslomässigt inom sig men också till andra, via “mellanrummet”.

Resultatet visar ett intranät av relationer och åverkansfaktorer som påverkar en pedagogs lekfullhet och hur lek och relation mellan pedagog och barn kan utvecklas och visa sig. Resultatet utifrån pedagogernas perspektiv talar för att barn vill ha och önskar sig lekfulla pedagoger att kunna leka med utöver sina kamrater. Vinningarna blir många för både vuxna och barn. Vuxna får en mer givande arbetsdag och med goda relationer och barnen likaså. Utöver det får barnen en trygg och rolig vistelse på förskolan som i sin tur gynnar barnets sociala och akademiska utveckling.

Aim: The main aim of our study is to examine preschool teachers' view of the role of popular culture in teaching moments. We have performed qualitative interviews. We have interviewed four preschool teachers that work in different preschools. Some of our interviews were implemented digitally because of pandemic and restriction to meet physically. 

Theory: The work was built on a phenomenography perspective, partly through the importance of knowledge about popular culture and partly through the focus on the use of popular culture. Three key concepts have been addressed in the work, these are culture play, children’s interests and stereotypes. 

Method: In this study, qualitative interviews were chosen as the focus to investigate the purpose and issues. The interviews are done in a structured way to be able to examine how the preschool teachers view popular culture. We chose this method to thoroughly examine which views exist about popular culture.

Result: With analyzing our interviews, it seems clearly that preschool teachers thought it is really important to know about the popular culture and being up to date about the culture children use daily inand outside school. They thought even that is important to discuss with children about figures in popular culture to learn to criticize stereotypes.

A phenomenological interview study on preschool teachers approach to children´s conflicts

Our intention was to study six preschool teachers approach to child conflicts in preschool and the strategies they use to deal with conflicts. The aim of the study is to provide knowledge about how the values of the preschool teachers express themselves in the educational environment and how they relate to children's conflicts. The following two inquiries are examined in this study:

• What strategies does the preschool teacher describe that she applies in different conflict management situations?

• What values are expressed in the preschool teacher's strategies in conflict between children?                                  

This study follows a quantitative method with a phenomenological research approach. It is based on material from interviews with six different preschool teachers who work in the preschool and preschool class. The theoretical starting point for the study is Vygotsky’s sociocultural theory, which proceeds from children learning by social interactions.

The result shows that preschool teachers use different strategies depending on the nature of the conflict. It furthermore shows that all preschool teachers perceive children as competent and they emphasise the importance of letting the children be a part of the conflict management. Their experience is that the environment plays a determinant part in children’s interactions. All preschool teachers had a view of children with the purpose of always acting in their best interests. All pointed out the important part the presence of a pedagogue has to get the conflict management to work.

This study focuses on exploring and understanding teachers' perceptions of inclusion within the context of School-Age Educare. The research aims to investigate how teachers describe, experience, and navigate the concept of inclusion, as well as identify the key challenges and opportunities they encounter in their work to promote an inclusive environment. The study is based on a qualitative method that includes interviews with several School-Age Educare teachers and analyzes their perspectives from an intercultural perspective, to contribute to an improved understanding of inclusion processes in this specific context. The concept of inclusion covers a wide spectrum of practices and viewpoints aimed at ensuring that all children, regardless of background or needs, can fully participate in the activities. In the environment of the School-Age Educare this is expressed in how activities are organized, how relationships are built and maintained, and how learning environments are adapted to support each child's unique conditions and needs. The purpose of the interviews is to highlight the teachers' voices and experiences, thereby creating a basis for reflection and the development of inclusive strategies tailored to the unique conditions of the School-Age Educare. The results from the interviewed School-Age Educare teachers emphasize the importance of creating a welcoming and accepting atmosphere, where all students feel valued and included. At the same time, the importance of individualization and flexibility in learning activities to meet different needs and abilities is stressed. Challenges identified include difficulties in meeting each child's unique needs within the framework of group dynamics, as well as finding the balance between offering support and promoting independence.

The purpose of this study is to examine the use and application of the curriculum cycle in Swedish as a second language teaching and how the relationship between theory and practice might look like. The questions that formed the basis of this study addresses how the curriculum cycle is used in teaching of Swedish as a second language and how the curriculum cycle is applied in teaching materials for students learning Swedish as a second language. The research methods chosen for this study are a qualitative semi-structured interview study and a qualitative teaching material analysis where I interviewed three teachers and analyzed two textbooks. The theory on which this study is based is Vygotsky's sociocultural theory of learning that clarifies the idea of that communication and interaction between people are crucial parts for how sociocultural resources are formed and passed on. After analyzing the interviews, it can be concluded that it is used frequently where each phase is essential in order to achieve the goal. The teachers also explained that the students develop cooperation and communication skills and a learning experience where they learn from each other when accomplishing the phases. The other method used in this study was a systematic conceptual analysis focusing on verbs in imperatives where I studied which forms of work and phases of the curriculum cycle that were presented in textbooks for Swedish as a second language. As a result, it can be concluded that the curriculum cycle is applied as a method and a tool with different strategies that help students to achieve a certain goal. The analyses also showed that both teaching materials contain elements where students work individually, in pairs and in groups. 

This is a scholarly essay in which I examine and reflect on issues related to collaborationbetween teachers and parents and also inclusion of students with special needs. In the firstpart of the essay a story is presented that describes the problems followed by a lack ofconsensus between parents and school regarding a student with special needs. In which waycan a good collaboration between teachers and parents be promoted? I have used the“partnership model” and the “Overlapping Spheres of Influence”-theory to problematize andreflect on collaboration between teachers and parents. Are we as teachers able to changeparental attitudes? Or should we as teaches try to reach a deeper comprehension about whyparents have different attitudes towards the school?

In this essay I will also introduce different perspectives within the special education field andalso the meaning of inclusion and including pedagogy. What does it mean that school shouldbe for everyone? In which way can I as a leisure-time teacher make sure that all students areinvolved regardless of their needs? These issues are problematized and discussed not onlyfrom my perspective but also from students and teachers perspectives. 

Med utgångspunkt i den amerikanske filosofen John Deweys (1859–1952) teoretiska ramverk kopplat till demokratins roll inom utbildning är syftet med denna kvalitativa studie att utforska demokratins roll i det samtida fritidshemmet, vilken, enligt rådande läroplan, ska utgå från elevers erfarenheter, intressen och behov. Genom intervjuer och observationer redogör studien för pedagogernas perspektiv och arbete med demokrati samt hur elevernas erfarenheter, intressen och behov kartläggs och manifesterar sig i verksamheten.  

Studien visar, i enlighet med Deweys idé om den samverkande erfarenheten, att pedagogerna värdesätter elevernas demokratiska rättigheter men att det i slutändan är upp till pedagogerna hur det omsätts i praktiken. Detta agerande kan dels bero på läroplansinnehållet, dels utifrån att eleverna kan behöva styrning och riktning i att upptäcka nya företeelser. Möjlighet till demokratiskt deltagande finns för eleverna även om det är förknippat med flertalet utmaningar, så som att de själva avböjer möjligheterna. Vidare visar studien att elevers behov, intressen och erfarenheter kartläggs genom observation och samtal med eleverna, men att det saknas ett systematiskt arbete kring detta och att resultatet därmed är osäkert. Studien synliggör vidare att elevers intressen, behov och intressen erfarenheter behöver vara tydliga och lätta att upptäcka för att uppmärksammas av pedagogerna. Elever som inte uttrycker eller visar tecken på vad deras intressen, behov och erfarenheter består av riskerar att antingen bli utsatta för påtryckningar eller att missas helt utifrån att pedagogerna inte har möjlighet att synliggöra dem.

The purpose of this paper is to find more understanding for pupils in compensatory educational situations and get an idea about how they place themselves in the social hierarchy. In my study I have interviewed four pupils with different experiences from school with the common denominator of being placed in a special class during some hours of the week. The purpose of this placement is to get them to achieve better results in various subjects depending on their grade but this also means a social separation from friends in the ordinary class and this doesn't correspond well with the democratic idea of "one school for all".

What I found was that these pupils categorize themselves different from each other and while two of the pupils find themselves very included in the school's social network the remaining two had problems functioning satisfactory in a social matter according to their own liking. The feeling of exclusion though can not be connected to their participation in the special class but rather to their earlier social experiences.

Our language bear traces of who we are and of the culture we live in. As human beings we create language in interaction with other people and with our society. Media and commercials are other factories that strongly influence our everyday life as well as our language. With this study we would like to illuminate how our surroundings influence our language. We focus on the language of young people and their use of symbols, phrases and expressions when they reflect on relations. To do this we made a survey study comprising two school classes, with pupils of 15 – 16 years old. The subject of the survey is love and love relations. We also did a group interview with seven of the pupils. The result shows that the young people, in this study, use signs and symbols more or less consciously. The result also shows that the media surroundings make impact in the language of young people. We can also gather how significant it is that relations between pupils and teachers are confidently.

Reflektionstexten utgår från ett undervisningsexempel där studenter engageras i undervisningen och kursens tematik via minnen och därmed övas i att utveckla ett professionellt omdöme. Det är ett undervisningsexempel hämtad från den egna undervisningspraktiken vid lärarutbildningen där värderingsövningar används som ett verktyg för att reflektera kring kursers tematik, närma sig litteraturen för kursen och fördjupa ett professionsomdöme. Även om reflektionen tar sin utgångspunkt i ett konkret undervisningsexempel hämtat från en specifik undervisningskontext, en kurs som ges inom lärarutbildningens utbildningsvetenskapliga kärna, kan övningen med stor sannolikhet och en smula fantasi anpassas för att kunna användas inom ett flertal andra professionsprogram vilket även diskuteras i textens avslutande del.

During our four years as teacher students we have identified a lack within pupil’s text discussions. We have noticed that these discussions do not promote pupils’ abilities to think, reflect and to be critical against a text. In our and Aidan Chambers opinions, this is a very important aspect to develop within the education. Therefore, this study is a development project where our ambition is to implement Aidan Chambers talk approach called “Tell me”. We believe that this model has potential to develop the abilities that is pushed aside in the pupil’s current text discussions. The research questions for this study are:

How do pupils’ show reading skills in text discussions while implementing Chambers book talk approach?

What differences do students experience between literature education with Chambers book talk approach and their earlier literature education?

These questions are answered by two qualitative methods, classrooms observations and group interviews with the pupils. The purpose of the observations is to answer the first question about pupils’ reading skills in discussions and the interviews are aimed to answer the second question about their experiences, where their answers are needed. The analysis of this study is based on three theoretical concepts. Performance competence and Literary transfer competence are two of the theoretical concepts developed by Örjan Torell (2002). The third one is exploratory talk developed by Douglas Barnes (1978). The results of this study show that pupils’ reading skills takes more place in the text discussions. We have noticed that Chambers approach has given the pupils space and possibilities to question the text, think critically and to see patterns. However, it can be rewarding to adapt this approach to one´s own pupils so that all the pupils are included in the discussions. 

On July 1, 2010, the Swedish Armed Forces made the biggest organizational change in over 100 years when the mandatory military service (conscription) was deactivated and replaced with an all-volunteer force. With this, a whole new profession was introduced in Sweden, the employed soldier. It has now been a decade since the soldiers and their squad leaders were introduced as a professional category and since 2016 the group leader is also officially a part of the Armed Forces leadership hierarchy together with the officers. The purpose of the study has been to study how the squad leaders, in terms of their new professional role, view leadership and how they experience the leadership of their closest officers and how it affects their leadership and job satisfaction.

The study was conducted with an interview method with six squad leaders that work in the same military unit in the Armed Forces. Their experiences and views on leadership have been compared with the leadership model of Gerry Larsson (2006) (which is the same as the officers are educated in) and the theory of destructive leadership by Maria Fors-Brandebo, Sofia Nilsson and Gerry Larsson (2018).

The results of this study show that the squad leader, for the most part, have the same view of leadership and desire the same qualities and competencies as in Larsson's leadership model but with the exception that they rated the trait humbleness highly in good leadership. Humbleness is a new trait not found in any of the theories. The study also shows that the squad leaders have to adapt their own leadership both consciously and unconsciously to their officer’s leadership in order to keep the job satisfaction and motivation high for their soldiers. The study also shows that squad leader’s trust in the officer and their work motivation is highly influenced by the officer’s leadership.