The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions:

• How are tablet computers used for writing stories in a Swedish classroom?

• What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories?
• Which method was preferred by the students? Writing stories on tablet computers or writing by hand?

This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

This is a study on leisure-time teachers' experiences of using digital tools in leisure-time centers. The study aims to explore leisure-time teachers' views on the challenges and opportunities with ICT. The research questions focus on the teachers' experiences and descriptions of using ICT. Our review of previous research has shown both opportunities and challenges with ICT in the school environments. We have approached this from an educational perspective based on a qualitative study derived from empirical material gathered from interviews with six leisure-time teachers about their experiences of the opportunities and challenges of using digital tools in leisure activities. We have also analyzed how students and leisure-time teachers learn from each other by using digital tools and what consequences this has for the professional role of leisure-time teachers. We have adopted a sociocultural perspective, Vygotsky's concepts of the zone of proximal development, mediation, and artifacts. These theories help us understand how children learn through interaction and the use of digital tools as cultural artifacts. The results show that digital tools can help promote students' interest, creativity, and knowledge of various subject areas. Leisure-time teachers experience both possible aspects of digital integration and challenges such as a lack of resources, such as an insufficient number of iPads or that existing devices are outdated, and the need to manage screen time and privacy. In the discussion section, the study's results and analysis are examined in relation to previous research to identify points of comparison and similarities.

The purpose of the study is to examine whether there is a connection between conflicts that arise between the students and the free play at the leisure center, and how these conflicts are handled. I answered the study's question with the help of qualitative interviews and observations. I interviewed four educators at four different leisure centers, and observed these activities. I have analyzed the empirical data from the sociocultural perspective. The result showed a clear connection between conflicts that arise between the students and the free play. The results also showed that the teachers in the leisure activities make use of the conflict management method mediation.

This essay takes its starting point in two stories where we each describe a self-experienced dilemma. By using the stories as a starting point, the essay aims to find out what the advantages and disadvantages of reward and punishment are and why they have such a significant place in schools.The essay also aims to account for alternative methods in addition to reward and punishment.

We are using the essay as our method, which means that, by letting our stories meet research, theories and literature, we reflect on our actions and thus try to create new knowledge. In order to get a historical perspective on reward and punishment we turn to B. F. Skinner and behaviorism. To approach behavioral problems and methods for dealing with them, we have used Ross W. Greene and his motto "children behave if they can" and Bo Hejlskov Elvén's approach low-affective treatment. To explain the presence of reward and punishment in school, we have used Jesper Juul's and Helle Jensen's concept of obedience culture. 

We find that reward and punishment are big concepts that include several dimensions and that it is not possible to easily classify them as good or bad and right or wrong. However, we discover that they canlead to objectification of children and that there are methods to deal with behavioral problems that do not include reward or punishment. 

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 aim of this study is to investigate how the connection between fractions, decimals and percent are taught in grade 4-6 with more focuson the fractions. The empirical data was obtained by qualitative methods comprising interviews with four mathematic elementary school teachers, in addition to two observations with two classrooms in grade 6. The data presented is from one school. The theoretical framework is based on Liping Ma profound understanding of fundamental mathematics and theories of subject didactic concepts of Kilborn, Löwing, Karlsson & Kilborn and MacIntosh. The results of the interviews and observations show that the connection between fractions, decimals and percent is being taught without illuminating how the mentioned are connected. The aspect of fractions, which has been taught to show the relation between fractions and decimals, was division as metaphor. While there was no aspect of fractions has been taught to show the relation between it and percent except that a percent is a hundredth. Such as 40% is equal with 40/100. In addition, fractions has been taught by using visual aids, but never taught by using number line. In conclusion the connection between fractions, decimals and percent has not been related clearly with basic concept fractions.

The aim of this study is to investigate how elementary school teachers use conceptual understanding in the teaching of the variable concept, namely, how these teachers connect the variable concept with other areas of mathematics, such as algebraic expressions. 

The empirical data was obtained by qualitative methods comprising interviews with five mathematic elementary school teachers. In addition three observations in three classrooms were made; one observation is in grade 4 and the other two are in grade 6.The theoretical framework is based on Kilpatrick et al. (2001) theories: conceptual understanding, strategic competence and procedural fluency. Furthermore the theory of representations of Bergsten et. al (1997) and Persson (2010) were used in the theoretical framework.

The results of this study show that none of the five participating teachers connects the variable concept to other areas of mathematics, such as algebraic expressions. However, two of them mention the variable concept in equations, problem-solving, algebraic expressions and shapes, but without explaining the meaning of the variable concept or how that concept is used and integrated into these mentioned areas of mathematics. Furthermore the study shows that the other three participating teachers mention the variable only to one to two areas of mathematics. These areas are problem- solving and shapes. These teachers do not explain how the variable concept is used in the mentioned areas of mathematics, but they focus on how the calculation will be performed to solve the data they used. The participating teachers do not use any representations to explain the variable concept and how it’s connected to the other areas of mathematics. In conclusion, the variable concept was not explained and its connection to other mathematical areas was not addressed, which due to the absence of usage of conceptual understanding in teaching the variable concept.

The aim of the study is to examine which strategies do elementary school teachers use to motivate their students to read, and what strategies do teachers and students consider to be the most effective: Internal or external motivation. The methods for collecting data have been observations, interviews and webpages, and thud the study contains both quantitative and qualitative elements. The result of the current study showed that teachers used both inner and outer motivations to motivate students with intention of adapting teaching to the students' needs and conditions as mentioned in the curriculum.The results also displayed that students are motivated by both external and internal motivation, for example, inner motivation was created when students experienced responsibility for their learning, while external motivation was when students learning involved reward and assessment.

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.

 The aim of this intervention study is to investigate the use of concept maps as a pedagogical tool to promote discussions around subject-specific concepts in history education. Additionally, the study seeks to explore students' experiences with using concept maps. The intervention study is implemented with fourth-grade pupils. 

 This study answers the following questions:

 ·      In what ways can concept maps facilitate discussions around subject-specific concepts?

·      How do pupils experience the work with concept maps?

·      What is the relationship between the collected material and pupils' experiences?

The intervention study employs a Lesson Study approach and incorporates two qualitative methods: observations, group interviews, and analysis of both first and second text-talk sessions between nine pupils in two groups. The study's theoretical framework is based on concept maps, participation, and interaction. Participation has been divided into three different levels based on the collected material to facilitate the analysis. The levels of participation in the study are categorized as follows: at the first level, pupils remain silent and passively attend the conversation, offering no personal input or opinions. Moving to the second level, pupils engage to varying degrees, sometimes affirming others' ideas without expressing their own. Finally, at the third level, pupils actively contribute to the discussion by sharing their own thoughts, expanding on others' ideas, and engaging in reciprocal dialogue.

The results showed that integration of concept maps increased the students' understanding and discussion around subject-specific concepts. They could connect different concepts and analyze their relationships, indicating an improvement in their conceptual understanding and knowledge. The pupils' enhanced engagement, supported by positive experiences with concept maps, is further confirmed by discussion observations. This correlation between student experiences and collected material supports the study's credibility.This underscores the significance of concept maps as a pedagogical tool for advancing understanding of subject-specific concepts in history education. 

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.

The purpose of this scholarly essay is to gain an increased understanding of the power relationship between teachers in after-school centers and teachers in the compulsory school. The starting point for the essay is a story which deals with various self-experienced situations where an imbalance in power is perceived as particularly noticeable. The choice of method, to write a scholarly essay with a hermeneutic approach, means that the own experience has been given room in the essay. To achieve the purpose of the essay, two questions were formulated – how the power relationship can be understood and how the after-school teacher can make room for their own competence and knowledge. These questions were examined from a historical perspective and a knowledge perspective as well as from Bourdieu ́s theory of capital and Foucault ́s thoughts on power. The first question could be answered within the limits of the essay: the power relationship can be understood as a product of the after-school center ́s historical emergence, as a reproduction of the view of knowledge and as a result of the interaction and competition between the individuals and the institutions. The second question, on the other hand, is not possible to answer before a balance in power between the after-school center and the school has been reached – before that, it is not realistic to talk about making room for the after-school teacher ́s competence and knowledge.

This thesis is a comparative analysis between two books from the Sookie Stackhouse series by Charlaine Harris. We chose to work with book 1 - Dead Until Dark and book 10 - Dead in the Family. Our analysis is based on a gender perspective, using the litterature we present in previous research and theory. The aim for the thesis was to examine how gender and sexuality is portrayed in the books. In addition, we have looked at how the books represent gender norms in society through their characters and if named characters change throughout the series. We have applied comparative analysis and Nikolajeva's scheme on stereotypical males and females in litterature. We chose to analyse the four main characters - Sookie, Bill, Eric and Sam. In our analysis we discuss how the balance of power between the characters is portrayed as well as their gender and sexuality in relation to each other.

Our analysis indicate that the characters are mainly portrayed with stereotypical gender norms and the comparison between the two books shows us no or very little development of named norms. Moreover, we observed that Sookies female gender is portrayed in relation to the three male characters, Bill, Eric and Sam. In addition, the male characters gender is also described in relation to the female character. Our analysis through Nikolajeva´s scheme depicts the characters in all categories of stereotypical gender roles. Sookie could often be categorized as a normative female whilst Bill and Eric in majority were categorized as normative males. Sams character was the only one to portray both female and male characteristics. This was depicted in both books. Further more, the male genders were portrayed similar in both books although the characters were mentioned more regularly in book 1 compared to book 10. Conclusively, we discussed how the books can be used in class to teach about gender, sexuality and norms. Lastly, we stressed what the positive and negative outcomes for teachers may be and what we think is important in class not to emulate stereotypical gender roles.

The aim of our graduate work is to study the importance of image and shape’s in children's development and learning and also the preschool teacher’s views on image and shapes. Our research aims to explore the value of image and shapes creation and how it is expressed among children and in classroom activities. We are also interested in finding out how it differs from adults' views and what materials teachers use to promote the image and shapes creation in the curriculum. In our own experience, image and shapes activities are often structured differently in different curriculum activities. We therefore want to study how certain preschools work with image and form creation with children in preschool. We have performed the study through five qualitative interviews with preschool teachers and four observations on three different preschools in Stockholm.

The main theory of the extension of our work is about Vygotsky's sociocultural perspective. We will find out about how according to the sociocultural perspective children can develop learning. The conclusion we have reached is that the preschool teachers interviewed seem to agree greatly with each other about how image and shapes creation affects for children's development and learning. Although there were some minor differences, for example, if the children learned by imitating each other in creative work. But in this part it was just one preschool teacher who differed from the others' vague.

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.

The purpose of this study is to examine the effect of teaching, through an intervention, in writing of instructive texts. That has been done by using the first and second phases of the cycle of teaching and learning in 6^th grade. The study would also like to examine how teachers use of scaffolding effects the student’s language and subject knowledge in writing instructive texts.

To examine this, two research questions were formulated:

-       How do teachers use the first two phases of the curriculum cycle with scaffolding in their own, and in the interventions teaching to guide the students in teaching writing instructive texts in 6^th grade?

-       How does the student’s knowledge about instructive texts differ, before and after teaching through the first two phases of the curriculum cycle and intervention?

To collect the data for the study a knowledge test has been carried out, together with qualitative observations and one qualitative interview. The data have then been analyzed by using an analytic tool inspired by the theories of the cycle of teaching and learning and scaffolding.

The results of the study indicate that teachers should find out what previous knowledge the students have to use this as a base when teaching writing instructive texts trough, the first two phases of the cycle of teaching and learning. Teachers should also vary their scaffolding methods to guide and include all the students in teaching writing of instructive texts. Finally, the results of the intervention show that students improved their knowledge in both language and in the subject as a whole, while receiving teaching with scaffolding and the curriculum cycle that is based on their previous knowledge.

The purpose of this study is to investigate how teachers use everyday language in parallel with school language to support students to develop their language in mathematics in 4-6 th grade.

To examine this, three research questions were formulated:

• How do teachers use everyday language and school language in teaching mathematics?
• In what way do teachers support students to develop their mathematical scientific language in teaching mathematics?
• What type of interaction is given the opportunity in teaching mathematics for students to be able to develop their mathematical school language?

To collect data for the study, four qualitative observations were performed of four different teachers av two different schools. Each observation was then followed by a qualitative interview.

The result of the study indicates that teacher often use the everyday language to explain the school language for the students. Teachers also use different scaffolding methods as word explanations, asking questions or use student’s previous knowledge to support students to develop their mathematical scientific language. Finally, the result of the study shows that the students were given interaction with the teacher, interaction with each other but also individual learning to develop the mathematical school language.

The issue for this study is how teachers and teacher students understand the concept of sustainable development and work and want to work with sustainable development in their education. The aim is to provide knowledge that can lead to a better implementation of sustainable development in education. The study has a phenomenological perspective and is based on the concept of sustainable development and theories of education for sustainable development. The study consists of interviews with four teachers who act as primary teachers and four teacher students who study on the last semester of their education. The study shows that all respondents think that sustainable development is a concept that is difficult to interpret and that they have a distorted interpretation of the concept. All are focusing on environmental protection and overlook economic and social development. That is particularly apparent in their examples of how sustainable development should be implemented in teaching. The study also shows that the teacher students have a more complete picture of the concept of sustainable development and, unlike the teachers, explicitly states that sustainable development should permeate the entire teaching.

In professional practice as a preschool teacher there can be a difficult balance between giving the children “real influence” in their everyday life and education and at the same time raise and educate them based on the norms, laws and governing documents that must be followed within the practice. This study aims to find out the teachers own view and perception of the interpretable concept “real influence” and how this is practiced in their daily interaction with the children combined with planned and goal-oriented teaching activities.

In order to get results that would contribute to the discussion of this subject we collected empirical data from interviewing preschool teachers and observing their interaction with the children during planned, goal-oriented teaching activities. The empirical data were analyzed with a phenomenographic approach. We analyzed and reflected on the material from several different points of view to try to deepen our understanding and be able to draw well-founded conclusions. We sought support and knowledge using Foucault's power theory and Mead's intersubjectivity theory, which we then linked to the data we collected.

The results of this discussion suggest that there is always a balance between real influence and control in the education and interaction with children. It is up to the teachers to define and judge where the line is drawn. Based on their knowledge, experience and governing documents they must determine what is in the best interest for the children both in the present time and in the future.

Our study is within the field of leisure education and the purpose of our study is to investigate educare centre teachers' views on whether there is a connection between their relationships with the students and students’ wellbeing. Previous research shows that there is a connection between good teacher-student relationships and students' wellbeing. To collect answers to our inquiries we have interviewed six certificated teachers in Swedish School age educare centre from three different schools in the Stockholm area, and examine how they concretely work with the students' wellbeing and educare centre teachers’ views on relationships. The study isqualitative and based on structured interviews. The research showed that the educare centreteachers see a connection between the work in relationship-building and the students' wellbeing. However, the results casted, challenges for large student groups and how it affects the work in relationship buildings. Subsequently, the result has been analyzed based on Antonovsky's theory SoC, sense of coherence, which includes three components; comprehensibility, manageability and meaningfulness. Finally, the study is discussed in relation to previous research, chosen method, proposals for continued research and how the study can contribute to professional development.

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.

The purpose of this study is to examine how teachers' conditions for and experiences of teaching in a multicultural classroom and how teachers relate to the intercultural mission. To examine this purpose the study takes part in a qualitative study based on semi-structured interviews with teachers from a county in Stockholm, Sweden. The study’s theoretical framework underlines the sociocultural perspective and the intercultural perspective along with the term multicultural. The results show that several of the interviewees expressed that time had an impact on teaching in the classroom. It takes time and energy to adapt the lessons to each student and their needs. It also takes time to plan the lessons which affects the recovery time which is very needed for the teaching quality of the lesson. The results show that the teacher's knowledge of how they are supposed to teach in a multicultural classroom and how to adapt to an intercultural approach comes from their own experiences and not from any kind of education or course. The teachers have then learned how to handle different difficulties and challenges together with their colleagues. The teachers express that they use the students' cultures, backgrounds, experiences and compare different countries in the lesson to get the students to relate to the teaching material. From their own experiences the teachers have developed qualities that they consider important to have in a multicultural classroom. These qualities create a positive and safe environment where students can feel comfortable and open up for discussions. The results show that some of the teachers expressed that smaller groups contribute to better quality and make it easier to teach. This makes it easier for students to focus and interact with each other.

The purpose of this research is to analyze how women are being portrayed through a gender perspective in three different textbooks. The purpose also includes a comparison between existing research in this field and this specific research to analyze whether there are any inequities between one another. The results that will be presented will answers the following issues:

1. In what way are women being portrayed in text?

2. In what way are women being portrayed through image?

3. Are there any patterns between these four textbooks that can be distinguished, and if so, what are they?

The methods that had been used to complete this study involved a quantitative and qualitative study. In addition, an image analysis has also been used to further stretch and resolve the issues. The result shows that women are portrayed as subordinate and less important in the textbooks that are being used in schools today, both in text and image. Yet some newer and modern textbooks do not favor women through a gender perspective.

This work is a qualitative study that aims to create a deeper knowledge regarding teacher's perceptions on gender and gender equality in an intercultural preschool. This study also clarifies whether preschool can counteract the stereotypicaltraditional gender norms andif so, how it iscapable todo that. Based on a social constructivistperspective,in this study I indicate that children constructgender through interaction with othersin different social contexts. Additionally, based on intersectional perspective, I suggest that it is the relationship between various categories such as ethnicity and gender which is detrimental in constructing gender for preschool children. For example, in meeting with other cultures boys may gain more value than girls. The method of the study is based on interviews and observations and for interpretation of the collected data Iused literature and web based documents. The results show that preschool teachers have some degree of awareness when it comes to gender and equality between sexes. In accordance with this study teachers have enough knowledge about the importance of language in communication with children and they show good ability to distinguish what kind of influence language might haveon children's gender making. On the other hand, in pedagogical practical activities, for example in the design of physical environment one can notice some lack of knowledge among preschool teachers when it comes to creation of gender equality between children. Mystudy also indicates that parents from other ethnicities create inequality between children's gender, and preschoolteachers emphasize thatit is their duty to counteract such inequalities via intercultural pedagogy.

This essay deals with the complexity that I perceive in the collaboration processes between preschool and parents. In the essay I present my interpretation of two self-perceived situations where my experience has been that the cooperation has not worked satisfactorily for either part. As a basis for my conclusions I use different theories and studies within the domain. My own experiences - both from ten years of working in preschool as well as from an eight-year experience of being a parent also comes into use. The purpose of my essay is to investigate how different horizons of understanding can come into collision, and how limitations in our own understanding of the perspectives of others can complicate collaboration between educators and parents.

In the first story I discuss a situation where, in my professional role, I go into a conflict with a parent about how we have chosen to implement some changes. Here I am faced with the fact that my professional role requires me to inform the parent about the work team´s motivation for change. In the second story, I am situated in a private role and I am engaged in a dialogue on how the educational work in preschool might look like and why. Finally, I examine my own actions as a professional worker in preschool - from a parental as well as from a professional perspective - and also the opinions and actions of the two parents that occur in my stories.

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 propose of this study is to examine what type of digital tools that are being used in a preschool setting for teaching: speaking, reading and writing. The study also examines how the preschool teachers are experiencing the effects of using digital tools compared to traditional tools sush as books, pens and paper. The study has chosen to examine this by conducting semi stuctured interviews with four diffrent preschool teachers at three diffrent preschools. The result of the study shows that type of tooling differs a lot between the diffrent preschools except for the use of tablets as they were used by everyone. The preschool teachers are positive regarding the effects of using digital tools. Some negative effects are expressed by the interviewees connected to oral motor an fine motor skills of the children. The preschool teachers also express a desire of having standardized methods around how to use digital tools for teaching as this does not exist today. The conclusion of this study is that the use of digital tools is promising for teachers: speaking reading and writing

Illustrated pictures play an important role as mediators of mathematical concepts and relations in mathematical textbooks used in Swedish primary school classrooms. Theories of the meaning of semiotics for teaching and learning, as well as the Variation theory of learning, are used as a framework to investigate the critical aspects for developing multiplicative reasoning through visual presentations. In this study143 students in 3rd grade (age 9-10) participated in a test where multiplication is represented with illustrations, using both additive and multiplicative groupings. The students were also instructed to draw multiplication expressions with various visual supports. Students’ responses were analyzed by quantifying groupings based on the multiplication expressions students identify, as well as the extend of which they use additive and multiplicative visual representations and support in their own drawings. Results show indications of different properties of multiplication that can be presented in illustrations. How teacher knowledge can be used to identify the critical aspects for learning multiplication is here discussed, leading to suggestions regarding ways is which textbook pictures can be useful tools in teaching and learning.

This study examines how illustrations are used to introduce the concept of multiplication in Swedish mathematics textbooks intended for use with 2^nd grade students. The aim is to find out how instructions and tasks are supported by illustrations by using a sociocultural perspective on learning with focus of mediating artifacts. The findings are compared to research in the field of mathematics didactics, where the importance of teaching multiplicative structures to primary school students is emphasized. With a method that categorize illustrations, insight is gained into how well they connect to the subject content, and in addition if they show additive or multiplicative multiplication. This study also looks into the extent that students are being instructed and encouraged to illustrate their answers to the textbook assignments. Results from the analyses of four 2^nd grade mathematics textbook series, show that illustrations are used to a large extent to support text and numbers in introducing multiplication, but that all books contain pictures that contradict the subject content. The results also show that the majority of the illustrations demonstrate multiplication as repeated addition. Furthermore, this study suggests that when students are encouraged to draw pictures themselves, they are in most cases not given support and instructions to draw multiplicative multiplication. Based on earlier research within this field, as well as the findings of this study, it is argued that the dominant focus on repeated addition in illustrations can trap students in patterns of additive reasoning. This can interfere with their perception and comprehension of multiplication structure, and lead to limitations of students’ further development and understanding of mathematic concepts.

The aim of this qualitative study is to examine how educators view their work in language development with multilingual children, and the methods they are using. Additionally, this research investigates which attitudes educators feel that there is in preschools among parents and children about the language multilingual children speak at preschool. The investigation is based on five interviews with educators who all work on different preschools. The study approaches the research questions from the socio-cultural perspective.

Based on the socio-cultural perspective, it is considered that the child learns all the time, in every context, by interaction with others. The learning takes place in the child through multiple steps. First, the child needs the help of a person who is more competent than the child itself in the current activity, so that the child can later move on to perform the task on their own.

The result shows that educators use different strategies and methods when they work on language development with multilingual children. These strategies and methods are: provide security, adapt activities, use repetition and give the children time, use language support and use technical aids. The survey shows that educators, parents and children, are either encouraging or disagree to children speaking their first language at preschool. 

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.

The aim of this thesis is to get an overall view over preschool teacher’s perceptions about children's physical activity in preschool and also understand what impact the physical environment has on it. In Sweden children participate in preschool at an early age and spends the majority of their waken time there. Preschool therefore becomes an important platform to promote children’s early physical activities as it has great effect on their future lifestyle. The physical environment plays a significant role for children’s opportunity to be physically active and therefor also becomes an important part of this study. In this study I used a qualitative semi structured interview with six preschool teachers who worked in different preschools. 

The theoretical background is based on Osnes, Skaug, and Kaarbys (2012) five positioning categories which are guidance, spectator, playmate, play in parallel with the child as well as initiate play. Each and one of this positioning categories have an impact on children’s play and the movements they use in those plays (2012). I also use Gitz-Johansen, Kampmann and Kirkeby theory where they describe the complex relationship between children and the pedagogical room (2001 in Eriksson 2013).  

My study shows that the overall attitude toward physical activity is positive and is considered by the preschool teachers to be an essential part in children’s childhood. The preschool teachers are aware that they are the gatekeepers to physical activity and how their attitude can regulate children’s movements due to norms and values of the society they belong to. They expressed their dissatisfaction toward the preschool organization and highlighted the external factors that regulates the children’s movements which they expressed where out of their ability to impact such as large children groups, small staff density, narrow space to move in and so forth. They believe that children’s play is the gateway to physical activity and their positioning can help children to develop their physical abilities.  

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 Aim of this study is to examine how newly arrived Somali students use their mother tongue as a method of support for the students to comprehend the Swedish language in a preparation class. The conclusion of my study originates from three key questions:  

1. How do the students use their mother tongue as a method of support in a preparation class?
2. In which situations (with who and when) do they use their mother tongue as a method of support?
3. Which resources do the students use to support them with their mother tongue?

To conduct the study I have used the qualitative method called participant observation. This is a technique in which I follow and observe two students in three different times. The study is based on previous research on second language development.

The results shows the different ways students use their mother tongue and how all the different aspects prove to be significant in the students language development. The basic knowledge and experience they have from their first language is very helpful for the development of the students second language. The results also shows that the students use various types of code-switching to communicate with each other and how the group support each other through their mother tongue.

The purpose of this study is to identify and problematize how Islam is portrayed in the popular culture television series SKAM. This essay will show the analysis of images of Islam and Muslims in SKAM and how the process of us-and-them society are shaped, and the study hopes to illustrate popular culture as a source of information for religion. To fulfill the purpose and questions of the essay, this study will use a postcolonial theory and a semiotic method.

The questions at issue:

-       How are Islam and Muslims portrayed in season 4 of SKAM?

-       How can the images of Islam and Muslims that appear in the Tv series SKAM be understood and analyzed through a postcolonial theory? 

The methods used in this essay were Roland Barthes methods of semiotics which is based on analyzing images, advertising, film, or other communicative situations that can be perceived or create meaning through the signs of spoken and written language. These signs can be analyzed on two levels which are known as connotations and denotations. The theory used in this essay was postcolonialism. Postcolonial theory is the study of how the power over different groups is maintained by creating a hierarchical order and separation through social and cultural notions. These social and cultural notions create stereotypes and designations that survive today e.g., laziness, violence, greed, and primitivism. This essay is analyzed using postcolonial theories such as Edward Said´s Orientalism, which is founded in the idea that a non-western culture i.e., the Orient is pushed aside and portrayed as stereotypical, alien, different, or inferior due to prejudices presented in society.

The analysis of this essay shows, with the help of the theoretical perspective, that the question of whether "SKAM contributes or counteracts to the othering of Muslims in Nordic society?" does create a separation between the Nordic us and the Muslim them in society. This leads to the othering of Muslims in society. 

This essay examines how textbooks in primary geography offer readers to make changes in perspective. As the title suggests, spatial/temporal awareness and understanding of social relations are seen as interconnected aspects of what changes in perspective is about.

Two contemporary textbooks used in Swedish primary school are analyzed, as well as one written in 1893 by the Swedish reform educator Anna Whitlock. The analysis is made with tools from multimodal social semiotics and critical linguistics. Understanding didactics on a basis of curriculum theory, distinguishing varied offers of meaning is seen as an important basis for making decisions in didactic practice. The essay offers arguments to support that view.

A historical perspective is used to illustrate constructions of school geography in our time. Attention is paid to how the text from the 1890s introduces spatiality by letting the reader relate to the physical world, while spatiality in the texts from the 2010s is framed by social relations. When differences between the contemporary textbooks are described, some specific design choices offering varied reader interactions are suggested being crucial for inclusions/exclusions of experiences and worldviews.

This essay examines a way of letting children relate to place through an activity based on one-to-one conversation with an adult, supported by interactive satellite photo on a tablet computer. The investigated activity may be seen as a research method or an educational activity. Two questions are addressed: What kinds of experiences of place are possible to communicate in the activity? and How are conditions for this communication formed through the activity? The results are compared to previous research on activities such as walks, photographs and drawings.

Eleven children at the age of 8 participated in the activity. Screencasts and audio recordings were made and analysed in order to answer the research questions.

The work is based on geographical theory, starting with a discussion on place and space, and is further inspired by approaches in the research field Children’s geographies. In addition to this, design activity in learning processes is used a theoretical and analytical perspective.

I argue that interactivity with a secondary representation of place (the digital satellite photo) can be described as something in between of place-interactivity and non-place-interactivity, and in between of creativity and non-creativity. At the same time, this inbetweenness forms a specific, new condition for communication. Furthermore, through observations of how the participating children make interpretations of, and negotiate, the activity, I discuss children’s need of room for sense making. Finally, I suggest that contemporary research methodology with children can be seen as a didactic example, demanding adults to put children’s rights, interests, participation and agency first.

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. 

The aim of this study is to investigate and analyze preschool teachers perceptions, approaches and responsibility with the concepts of teaching and learning. The questions that have been investigated are which perceptions of teaching and learning the preschool teachers have, how they approach teaching and how preschool teachers perceive their responsibility in the teaching.

The phenomenographical approach is used as a theory to investigate the preschool teachers perceptions. The variation theory is used to show how preschool teachers conduct teaching and the development of pedagogical perspective is used to examine the perceptions of teaching and learning. The phenomenographical method is used as a qualitative method with interviews, to visualize the preschool teachers perceptions in different categories.

The results in this study are that the preschool teachers have three different perceptions on the terms teaching and learning. The concepts are perceived as either synonymous, different or that these concepts have a connection. The results show that the preschool teachers approach the teaching based on the childrens needs and interests, from spontaneous situations or in controlled activities. The results also show that the preschool teachers responsibility in teaching is described in three ways which are a dual-assignment, to increase the quality and from the requirement of society. The conclusions of this study show that teaching and learning will be perceived and approached in varied forms because there are no clear guidelines in how education should take form in practice. The variation between the perceptions provides an insight that preschools will still be different, depending on the preschool teachers approach.

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.

“Can even boys paint their nails?”, is a scientific essay on the importance of gender awareness in the after school activities planning. The purpose of this text is to increase self awareness of gender norms, to reach enough knowledge and get supportive tools for effective action against discriminating gender norms in the after school center. This essay based on dilemma that I have experienced from, by describing it in a story. By studying this dilemma from different angles and different perspectives, to get the comprehension about how my gender identity can influence my work and the activities I plan. I will also check to make sure if a gender awareness can be an effective and useful method to be used in my work and actions. I study all these aspects from a hermeneutic perspective, in other words, by interpreted of scientific literariness, that Fanny Ambjörnsson’s theories and the Government’s investigation (SOU) 2006:75 is considered as a basis in the reflection part in this essay. 

The results show that I have been approximately acted and planned my activities like a neutral norm’s bearer. Instead, I should act as a norm’s breaker and insert a gender awareness into in my behavior and into in my work. The best way that can be used to reach this extensive change is that my colleagues and I highlight and discuss these traditional gender norms. To implement this kind of procedure will not be easy, by the commitment at all levels and working cooperatively with the care centers management and the principal, we can together successfully reach this goal.

Primary school in Sweden has an important task to counteract traditional gender patterns and promote equality. The purpose of this study is to investigate how three fiction books portray girls and women as well as boys and men. The three chosen books are Rodrick regerar Dagbok för alla mina fans (2009), Glasbarnen (2012) and Det är jag som är Mickan (2015). This thesis will review whether the books were compatible with the national curriculum for Swedish school for the grade 1-9. To support our investigation, we have used Hirdman’s gender theory as a framework. Hirdman’s gender theory concerns the intersection of the gender and the hierarchy where the male is displayed as the norm. The study was executed with a qualitative text analysis. The results show that only two of the three chosen books correspond to the current curriculum requirements of counteracting traditional gender patterns. The third book promotes rather than counteracts traditional gender patterns as it still assigns more traditional characteristics and actions to boys, men, girls and women depending on gender. These results are evidence of and suggest that it is important to review the material we use for educational purposes because there are books that describe boys and girls in an unfair behavior, therefore this requires discussing the norms that is conveyed in the students’ fiction books.

Abstract Title: “Reading aloud fiction gives students a rich vocabulary”Author: Dilara AkcaySupervisor: Jenny MagnussonThe purpose of this study is to find out how teachers work with students' vocabulary development in reading aloud activities in fiction within the subject of Swedish.Furthermore, the purpose is to find out how teachers’ reason about their work to develop students' vocabulary in fiction reading aloud. The study’s questions are the following: What strategies do teachers use when reading fiction aloud in the Swedish subject to develop the students' vocabulary? How do the teachers reason about their work of developing students' vocabulary in fiction reading aloud?The material was analyzed based on Beck et al.'s (2013) teaching model on strategies for vocabulary development. This study is based on a qualitative method for answering the questions. A qualitative method is relevant to the study because the study examines what strategies teachers use to develop students' vocabulary in fiction reading aloud. To find out this, it is essential to observe and interview teachers. Semi-structured interviews were conducted with three teachers from three different schools.The results of the observations showed that the two teachers, Jessica and Tina used the strategy of asking questions to the students and explaining words using everyday language. Jessica also worked with the strategy that the students are allowed to use the word themselves. In addition, Tina uses visual aids to deepen students' understanding of words and she uses body language and exemplifies the word by changing her voice, so the pupils get a better understanding of the words. Jessica uses visual aids to help students gain a deeper understanding of the word.The third teacher, Katarina, does not explain any words to the students, despite the fact that there were some difficult words in the book that could have been explained. Strategies such as pronouncing words and presenting words in new contexts did not appear in the observations. The teachers say in the interviews that they work on vocabulary development in fiction reading aloud. The strategies teachers use in reading aloud are to ask students questions about the meaning of the word and define the word in everyday language. Tina uses visual support to give students a deeper understanding of the word. Jessica uses a lot of body language to shape some difficult words, and Katarina says that she works with the three-cup method, where students find synonyms for the word. Tina and Jessica talk about how important reading aloud is for students' vocabulary development, and they read aloud for students to learn new words. Katarina believes that reading aloud is more for them to be a cozy moment for the students.

Keywords: Vocabulary development, middle school, Swedish teaching, reading aloud. Nyckelord: Ordförrådsutveckling, mellanstadiet, svenskundervisning, högläsning.   

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 purpose of this study is to examine, from a teacher's perspective, the methods teachers employ to promote conceptual understanding and provide support for pupils with linguistic vulnerability in natural sciences. To fulfill this purpose, two research questions were formulated; What teaching methods teachers use to promote conceptual understanding, and how teachers adapt their instruction to support pupils with linguistic vulnerability. The theoretical framework for the study was based on the sociocultural perspective and the view of differentiated learning. The study was conducted using both quantitative and qualitative approaches through a survey and semi-structured interviews. The results indicated that the teachers that have participated in the study use various teaching methods to promote conceptual understanding. These methods involve hands-on activities, outdoor teaching, field studies, and experiments, as well as discussions based on social interaction. Furthermore, the result indicates that teachers adapt instruction for pupils with linguistic vulnerability by creating a balance between challenge and support through leveled tasks and collaboration with special educators.