Studien syftar till att undersöka hur lärare i grundsärskolans ämnesområde kommunikation undervisar och vilka läromedel/modeller lärarna använder. Frågeställningen lyder: - Hur beskriver lärare undervisningen ämnesområdet kommunikation?  - Vilka läromedel/modeller använder lärarna i grundsärskolan för undervisning i ämnesområdet kommunikation?  Studien lutar sig mot det sociokulturella perspektivet (Vygotskiji,1978) där språk, kommunikation och interaktion med andra är grunden för lärande. Studien antar också ett didaktiskt perspektiv som stöd där lärarens undervisning i grundsärskolans ämnesområde kommunikation är central. Didaktiska frågorna vad/innehåll samt undervisning/hur skapar ett ramverk i sorteringen av intervjudata.Studien använder kvalitativ metod med semi strukturerade intervjuer. Fem ämnesområdeslärare i fyra olika kommuner deltar i studien. Studien har ett målstyrt (Bryman, 2018) urval av informanter som är verksamma i olika kommuner för att få en vidare bild av hur undervisningen ser ut. Resultatet visar att lärarna använder eleven och kursplanen som stöd i utformningen av undervisningen. Eleven har ett starkt inflytande i skapandet av undervisningen som kan utövas enskilt eller i grupp. Undervisningen lärarna använder – hur de undervisar - är träning i AKK, meningsfulla vardagsaktiviteter, rutiner/strukturer för att skapa kommunikativa mönster Olika läromedel som återkommer är böcker, bokstäver, digitala hjälpmedel som smartboard, Ipad samt olika kommunikationsmodeller som är individuellt anpassade. Upplevelser anpassade efter eleven använder samtliga lärare, upplevelserna kan vara utflykt till skogen eller enkla sinnesupplevelser. Undervisningen har även olika förutsättningar organisatoriskt vilket bidrar till hur undervisningen utformas, exempelvis beroende på andra professioner och samverkansformer. Resultatet visar även att lärarna använder olika schemastrukturer som påverkar val av läromedlen och undervisning. / The study aims to investigate how teachers in the special need school's teach ​​communication and which teaching aids/models the teachers use. The question is: - How do teachers describe teaching ​​communication?- Which teaching aids/models do the teachers in special needs school use for teaching​​ communication? The study leans towards the socio-cultural perspective (Vygotskiji, 1978) where language, communication and interaction with others are the basis for learning. The study also adopts a didactic perspective as support where the teacher's teaching in the special needs school's ​​communication is central. The didactic questions what and how create a framework for sorting interview data.The study uses a qualitative method with semi-structured interviews. Five special needs teachers in four different municipalities participate in the study. The study has a goal-directed (Bryman, 2018) selection of informants who are active in different municipalities in order to get a broader picture of teaching.The results show that the teachers use the student and the curriculum as support in the design of teaching. The student has a strong influence on the design of the teaching which can be practiced individually or in groups. The teaching the teachers use is training in AKK, meaningful everyday activities, routines/structures for creating communicative patterns, books, letters, digital aids such as smartboards, iPads and various communication models that are individually adapted. Experiences adapted to the student are used by all teachers, the experiences can be trips to the forest or simple sensory experiences. The teaching also has different organizational prerequisites, which contributes to how the teaching is designed, for example depending on other professions and forms of collaboration. The results also show that the teachers use different schedule structures that influence the choice of teaching materials and teaching.

The table below lists (a) each effective practice in secondary transition, (b) the operational definition of the practice based on empirical research, (c) corresponding reference(s) used to establish the practice, and (d) the student population with whom the practice was established. The level of evidence [evidence-based, research-based, or promising]—is noted under each practice in brackets. Visit https://transitionta.org/topics/effective-practices/ for information pertaining to how these effective practices were identified.

While research on entrepreneurship education increased along with the number of programs, little is known about whether students value certain components of entrepreneurship education differently based on their career choice. In this thesis, we want to close this gap by investigating whether there is a difference in the perception of the learning experience among graduates of an entrepreneurship program who chose employment versus those who became business owners. Using comparative analysis, we examined a survey among 93 alumni of the master’s program in entrepreneurship at Uppsala University between 2014 and 2022. Our findings indicate that the program is applicable regardless of the career chosen. However, the level of applicability varies throughout different course concepts and theories. We also noted differences in where the alumni put emphasis and found that contextual factors might influence the effectiveness of entrepreneurship programs. This research contributes to understanding the applicability of entrepreneurship education programs depending on career preferences and gives insights into the relevance and effectiveness of such programs. This study provides relevant implications for universities offering entrepreneurship education and future students considering them based on their career preferences.

This literature review was conducted to identify strategies that lead to increased reading comprehension by addressing the research question “What cognitive and practical strategies are presented in research to increase students' reading comprehension in elementary school?”.Reading comprehension is crucial for students in school as well as for people in general. The study applied language didactic research. The central concepts started with reading comprehension, strategies, and decoding, which gradually led to a deeper understanding of the concepts. Data collection was done through searches in the ERIC database (ProQuest interface) using our keywords. The searches were conducted in English but have been translated into Swedish for this literature review. Data processing involved coding, thematization, and compilation of scientific articles and theses. The results were analyzed by presenting the conclusions of the articles, which were then discussed in relation to each other. The analysis of the results showed that decoding played a crucial role in the development of reading comprehension in primary school and therefore became an implication for future research. Additionally, it was found that a single strategy does not work in isolation but in combination with others. Therefore, we conclude that decoding has a positive impact as the foundation for improved reading comprehension when used in combination with other strategies as a method.

Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.

The researcher in this case study sought to determine the ways in which teachers support their students to create viable arguments and critique the reasoning of others (SMP3). In order to achieve this goal, the self-conceived classroom roles of two teachers, one experienced and one novice, were elicited and then compared to their actualized roles observed in the classroom. Both teachers were provided with professional development focused on supporting student engagement in SMP3. This professional development was informed by the guidelines that describe the behaviors students should exhibit as they are engaged in the standards for mathematical practice contained in the Common Core State Standards for Mathematics. The teachers were observed, video recorded, and interviewed during and immediately after the professional development. A final observation was performed four weeks after the PD. The marked differences in the teachers' characteristics depicted in each case added to the robustness of the results of the study. A cross-case analysis was performed in order to gauge how the novice and experienced teachers' roles compared and contrasted with each other. The comparison of the teachers' self-perception and their actual roles in the classroom indicated that they were not supporting their students as they thought they were. The analysis yielded specific ways in which novice and experienced teachers might support their students. Furthermore, the cross-case analysis established the support that teachers are able to provide to students depends on (a) teaching experience, (b) teacher content and pedagogical knowledge, (c) questioning, (d) awareness of communication, (e) teacher expectations, and (f) classroom management. Study results provide implications regarding the kinds of support teachers might need given their teaching experience and mathematics content knowledge as they attempt to motivate their students to engage in SMP3.

The following dissertation aims to scrutinize amongst other things, some English teachers’ beliefs and thoughts concerning communicative language teaching at two schools in Sweden and France. Since the steering documents of both countries clearly promote a communicative approach to language teaching, we wanted to see how it could be applied in these two different contexts as well as how it was interpreted by some teachers. With the information obtained from qualitative interviews and classroom observations, we juxtapose what the teachers have said with the steering documents for both countries, their implementations of CLT and the teaching methods adopted in general. In order to do this, an analysis and comparison of the two syllabuses for English was necessary and we also needed to set a foundation by discussing the theories and possible complexities of CLT and teacher beliefs. This discussion could not be valid without also taking into account the status and influences of the English language in Sweden and France.The analysis of the two steering documents showed similar ideas about language teaching. However, Sweden has a separate syllabus for English, whilst France has a joint one for foreign languages. Furthermore, from our interviews and classroom observations we found that all teachers taught grammar in their native language. We also found the French school to be more traditional in that the lessons were often teacher-centered and that the teachers did not allow for any errors in the spoken language. The difference in discipline between the schools was another finding which we found surprising. Finally, our results also indicate occasional discordance between the teachers’ thoughts and ideals and their actions in the classroom.

This dissertation is an analysis of reports from selected K-8 teachers, who received their Multiple Subject teaching credentials from 1997 to 2009, regarding their classroom implementation of the California Teaching Standard for Engaging and Supporting all Students in Learning. This study also examined selected teachers' personal strategies and obstacles encountered when implementing this standard. Student engagement research at the elementary and high school levels has increased since the 1980s in an effort to reform student achievement and negate trends towards student mediocrity and dropout rates, yet research suggests student engagement continues to decline. Using survey methodology, this exploratory study sought to analyze selected teachers' reports in order to gain understanding of student engagement methods from their perspective. Using quantitative analysis, respondents reported that 28 of the 31 areas in the standard were implemented in the classroom with a 73.8% or higher response rate. Using qualitative thematic coding, 42 strategies and obstacles were identified in the respondents' reports. Results also indicated over 75% had received some type of training in student engagement. These findings can provide teachers, teacher preparation programs, district administrators, site administrators, educational leaders, policy makers, institutions, and researchers with information from K-8 teachers' reports regarding strategies used, obstacles faced, and classroom implementation of the California Teaching Standard for Engaging and Supporting all Students in Learning. These findings may be useful for researchers seeking to understand teachers' reported methods in increasing student engagement levels and possibly fostering greater student achievement.

While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.

Denna studie undersöker mellanstadielärares erfarenheter om hur de arbetar för att främja elevernas motivation och måluppfyllelse i ämnet historia och hur motivationen påverkas. Lärarna som intervjuades fick beskriva sina upplevelser och erfarenheter av att arbeta med historieämnet i klassrummet. Syftet med denna studie var att få en inblick i hur lärare kan göra historieämnet intressant och eleverna engagerande och motiverade samt belysa vilka undervisningsupplägg, arbetssätt och arbetsformer som dominerar i historieundervisningen. Studien utgår ifrån pragmatismen och självbestämmandeteorin, eftersom pragmatismen sammanför det psykologiska tankesättet och beskrivs som en faktor av hur en individ lär sig, utvecklar och strävar efter en inre och yttre kapacitet. Självbestämmandeteorin beskriver tydligt hur motivationen kan påverkas av yttre faktorer och där syftet är att utveckla en inre motivationen för att bli mer självstyrd och självständig i sitt utförande.  Det som betonades i intervjuerna utifrån mellanstadielärarnas tankar och erfarenheter, var att eleverna bäst lär sig genom praktiska arbeten, dramatiseringar, estetiska lärprocesser och diskussioner i par, grupp och helklass. Fokus för lärarna låg i att skapa ett historieintresse och engagemang hos eleverna för att främja deras motivation. Det framkom även andra viktiga aspekter som kan påverka elevernas motivation och engagemang, vilket lyfts i resultatdelen. Studien visade på behovet av att som mellanstadielärare levandegöra historieämnet för att eleverna ska utveckla goda förmågor. Detta genom att göra lektionerna verklighetstrogna, måla upp bilder för eleverna, men även skapa en känsla av den tid som varit. Variationen är även den del i undervisningen som ligger till grund för intressanta och tongivande lektioner i historia för att skapa historieintresserade elever. Vidare i resultatet kom mellanstadielärarna fram till att elevernas tidigare erfarenheter lyfts in i undervisningen för att eleverna ska utvecklas tillsammans som grupp och individer, viket följaktligen skapar nya historieintressen. Slutsatsen av denna studie visade på att om lärarna är intresserade och engagerade i historieundervisningen, och skapar utvecklande och intressanta lektioner, då främjas motivationen hos eleverna något som genererar i en ökad måluppfyllelse.