<p>My aim with this diploma work is to find out if the students consider development deliberations as a good forum in order to promote their knowledge development or not. I have also examined if the development deliberation is experienced as giving for the pupil or not, what I have been studying from the pupil's perspectives.</p><h2>Method</h2><p>I have implemented three qualitative interviews with three students from class nine in a compulsory education that lies in Botkyrka municipality. There, I have also an implemented questionnaire survey with two half classes from same class.</p><h2><p>Materials</p></h2><p> To my study I have linked literature where research aims himself in on how teachers have worked with development deliberations in the school.</p><h2>Results</h2><p> Students that I have interviewed does consider development deliberations as a knowledgep romoting forum, but most as a forum for clear about study results. The students in the survey consider development deliberations as giving only when the result turns out to bee good.</p><h2>Importance for teachers </h2><p>As each development deliberation is unique, you can not come to a certain implication that all deliberations are experienced in the same way as the result shows. But that can last stakeholder for the teacher is to see how one development deliberation can to be experienced of several students. Is it so that the school has succeeded with its role that road conductor stemming the pupil in its knowledge development?</p><p> </p><p> </p><p> </p><p> </p>

My aim with this diploma work is to find out if the students consider development deliberations as a good forum in order to promote their knowledge development or not. I have also examined if the development deliberation is experienced as giving for the pupil or not, what I have been studying from the pupil's perspectives. Method I have implemented three qualitative interviews with three students from class nine in a compulsory education that lies in Botkyrka municipality. There, I have also an implemented questionnaire survey with two half classes from same class. Materials  To my study I have linked literature where research aims himself in on how teachers have worked with development deliberations in the school. Results  Students that I have interviewed does consider development deliberations as a knowledgep romoting forum, but most as a forum for clear about study results. The students in the survey consider development deliberations as giving only when the result turns out to bee good. Importance for teachers  As each development deliberation is unique, you can not come to a certain implication that all deliberations are experienced in the same way as the result shows. But that can last stakeholder for the teacher is to see how one development deliberation can to be experienced of several students. Is it so that the school has succeeded with its role that road conductor stemming the pupil in its knowledge development?