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<p><p>This paper investigates how primary school teachers work with the introduction of newly arrived pupils in a municipality with a high percentage of immigrants. The paper also looks at how the teachers’ work has changed over time, between 1980 and 2008. The investigation is in the form of a survey and is based on three qualitative interviews with two teachers and one coordinator for introduction of newly arrived children in a Swedish municipality. Both teachers have worked at least twenty years in the primary schools where sixty percent of the pupils have foreign background. The result of the survey shows that the conditions have changed, to the better, for both of the teachers. When they started to work as teachers, all responsibility for the introduction of the newly arrived pupils rested on the teachers. Processes also varied within the municipality. Since 2005, when a coordinator for the introduction of newly arrived children was employed in the municipality, all the introduction of newly arrived children (0-18 years) carried out according to the same plan. Today, newly arrived pupils go to a preparation class for approximately two years before they begin in their “home class”. The transitional period between the preparation class and the home class is critical. Successful work with newly arrived pupils requires that consideration is taken to the background and former experiences of the pupil, that the pupil is taught Swedish as well as his/her mother tongue and that extra support is provided in the mother tongue. A well developed cooperation between class teachers, parents, mother tongue teachers, pupils’ wellfare staff and local authorities makes a good result.</p></p>

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Syftet med detta examensarbete har varit att undersöka hur tre lärare arbetar med samtal som metod i undervisningen och deras inställning till samtal i undervisningen.För att undersöka detta har vi använt oss av intervju och observation. Vi intervjuade först respektive lärare, för att sedan observera dem under två tillfällen. Resultatet visar att alla lärarna är postivt inställda till samtal i undervisningen. Flera av lärarna använder samtalet i undervisningen men ofta i form av kontrollfrågor, som syftar till att ta reda på vad eleverna kan eller vet. Det finns vissa brister i användandet av samtal som metod, där den viktiga dialogen inte lyfts fram. Resultatet av studien visar att lärarna ofta är medvetna om samtalets betydelse, men det används i olika hög grad i undervisningen av de undersökta lärarna.

This paper investigates how primary school teachers work with the introduction of newly arrived pupils in a municipality with a high percentage of immigrants. The paper also looks at how the teachers’ work has changed over time, between 1980 and 2008. The investigation is in the form of a survey and is based on three qualitative interviews with two teachers and one coordinator for introduction of newly arrived children in a Swedish municipality. Both teachers have worked at least twenty years in the primary schools where sixty percent of the pupils have foreign background. The result of the survey shows that the conditions have changed, to the better, for both of the teachers. When they started to work as teachers, all responsibility for the introduction of the newly arrived pupils rested on the teachers. Processes also varied within the municipality. Since 2005, when a coordinator for the introduction of newly arrived children was employed in the municipality, all the introduction of newly arrived children (0-18 years) carried out according to the same plan. Today, newly arrived pupils go to a preparation class for approximately two years before they begin in their “home class”. The transitional period between the preparation class and the home class is critical. Successful work with newly arrived pupils requires that consideration is taken to the background and former experiences of the pupil, that the pupil is taught Swedish as well as his/her mother tongue and that extra support is provided in the mother tongue. A well developed cooperation between class teachers, parents, mother tongue teachers, pupils’ wellfare staff and local authorities makes a good result.

Abstract   The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors.   To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school.   The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual. The interviewees, however, agree that the most problems occurs in situations without a clear structure. None of the interviewed teachers belive that it is possible to create a school environment were concentration difficulties do not exist, because they belive that the difficulties can be either inborn or a resultat of the environment. But they all agree that we can do much more than what we do today to make the school environment as favourable as possible for these pupils.   　 Keywords: Concentration difficulties, primary school, teacher´s perspective.

This study aims to investigate some teachers’ views of the use of IT in the teaching of writing in grades 1–3, and the possibilities and limitations inherent in its use. Four interviews were conducted with teachers at two different schools. One school had good access to IT tools while the other had little access. The result shows that the teacher’s view is affected most by their own interest in IT and not by the availability of IT in the school. All the teachers were favourable to the use of IT in teaching and saw great potential in it. On the other hand, there were limitations which teachers must be aware of and take into consideration if IT is to benefit the pupil’s progress in writing. Since all pupils learn in different ways, it is important to achieve multimodal learning. By using IT in teaching, the pupils use several different senses. IT should therefore be a part of multimodal learning, but it also needs to be supplemented with other tools, such as paper, pen and other concrete material.

I studien har vi uppmärksammat att det råder bristande representation gällande mångfald i läseboksserien Småböcker Tessan och Marius Paket 1 och Småböcker Tessan och Marius Paket 2 författad av Tomsby &amp; Wennberg och illustrerad av Mill (2016) för grundskolans tidigare år. Med hjälp av kvantitativ bildanalys och kvalitativ textanalys har vi analyserat hur och till vilken grad icke-rasifierade kontra rasifierade karaktärer kommer till uttryck i bilder och textavsnitt i läseboksserien. Resultatet visar att icke-rasifierade karaktärer får ett större utrymme i läseboksserien, både i bild och i text. Vidare visar den kvalitativa textanalysen att rasifierade karaktärer tilldelas en marginaliserad position gällande hur mycket utrymme de får i tal, tanke och aktion.

<p><p>Syftet med vårt arbete var att undersöka om och hur elever upplever sitt inflytande över undervisningen i grundskolans tidigare år. Vår undersökning bygger på en kvantitativ enkätundersökning av elevers upplevelse gällande sitt elevinflytande, samt efterföljande kvalitativa intervjuer, och är utförd på en kommunal F-4 skola, som är belägen i en medelstor kommun. Enkätundersökning omfattar 90 stycken elever och intervjuerna är genomförda med 4 stycken elever. Resultaten av enkätundersökningen visar på att eleverna i stor utsträckning upplever att de har ett reellt inflytande (61 %) samt att en klar majoritet av eleverna är nöjda med i vilken utsträckning de upplever sin möjlighet till att påverka under lektionstid (82 %). Resultaten i undersökningarna både går emot och bekräftar tidigare forskning på området. Resultaten gällande elevernas upplevelse av att kunna utöva ett reellt inflytande är diametralt motsatt i jämförelse med tidigare forskning.Däremot stämmer resultaten gällande elevernas upplevelse av att vara nöjda med sin möjlighet till inflytande bra överens med den tidigare forskningen. Våra resultat överensstämmer med styrdokumentens intentioner.</p></p>