Vi lever idag i ett mångkulturellt samhälle som är i ständig rörlighet, något som gjort att också den svenska skolan ser annorlunda ut än för bara några år sedan. Mitt i denna rörlighet så har också lärarnas uppgift vidgats och satt de i en kontext som kräver mer, men kanske också även ger mer? Denna uppsats är en studie om lärarnas upplevelser om att vara en del utav en mångkulturell skolkontext. Hur upplever de sin arbetsplats, hur ter sig bemötandet mellan lärare och elev, och vilka konsekvenser talar de om vad gäller ungdomarnas integreringsprocess? / Today we live in a multicultural society that is in constant movement, which means that also the Swedish school system looks different than just before a few years ago. In the midst of this movement, also the teachers' roles has expanded, putting them in a context that requires more, but perhaps also gives more? This paper is a study on teachers' experiences of being a part of a multicultural school context. How do they experience their workplace, how does the response between teacher and student take form, and what impact are they talking about in terms of theese young people's integration process?

I lärarutbildningen har det funnits möjlighet att tillägna sig olika tillvägagångssätt för hur undervisning i klassrummet planeras och struktureras. Detta har utvecklat ett starkt intresse hos mig för att söka vidare kring hur elever i koncentrationssvårigheter hanteras i klassrum. Inom området koncentrationssvårigheter och läsinlärning fattas det forskning. Därmed är området i behov av vidare forskning. Syftet med den här studien är att undersöka hur lärare i skolans tidigare år beskriver läsinlär- ning hos elever som bedöms vara i koncentrationssvårigheter. Detta gjordes genom semi- strukturerade intervjuer med sex lärare från tre olika skolor och intervjumaterialet analysera- des genom en kvalitativ innehållsanalys. Resultatet visar att de lärare som blev intervjuade har en överensstämmande syn på elever i koncentrationssvårigheter. Lärarna anser att undervisningen bör vara strukturerad och väl planerad, men även att undervisningen bör variera inom det igenkända. Möjligheterna att dela på gruppen och att fler lärare arbetar tillsammans ses som mycket positivt. Men att nivåanpassa de texter som eleverna stöter på anses vara en utmaning. Studien visar att koncentrationssvårigheter påverkar läsinlärningen till viss del, men att andra faktorer kan påverka läsinlärningen. / In the teacher education, there has been the opportunity to adopt different approaches to how classroom teaching is planned and structured. This has, for me, developed a strong interest to investigate further how students in concentration difficulties are handled in classrooms. However, in the area of concentration difficulties and reading learning, research is scarce. Thus, the area is in need of further research. The purpose of this study is to investigate how teachers in the earlier years of the school describe reading learning among pupils who are considered to be in concentration difficulties. This was done through semi-structured interviews with six teachers from three different schools and the data was analyzed through a qualitative content analysis. The result shows that the teachers who were interviewed have a consistent view of pupils in concentration difficulties. The teachers believe that the teaching should be structured and well planned, but also that the teaching should vary within what is familiar to the pupils. The opportunities to divide the group of pupils and the fact that more teachers work together are seen as very positive. Adapting the level of texts that pupils encounter, though, is considered a challenge. The study shows that concentration difficulties affect reading learning partially, but that oth- er factors also affect reading learning.

Digital teaching materials are today considered an important complement in the teaching of mathematics in today's school. As our society becomes increasingly digital, it is even more important that the school adapts and develops its knowledge in digital curricula. That teachers then have knowledge of how these teaching aids are structured and work is now even more important, partly so they know which teaching aid is most effective both for the student's knowledge and development and as an aid to the teacher's ability to assess. In this work, a qualitative content analysis of five digital teaching materials in mathematics has been done. The purpose of the content analysis was to see which digital teaching materials have feedback as part of their offer and whether the teacher has the opportunity to provide feedback to the students in the digital teaching materials in mathematics for grades 1-3. All the digital teaching materials have been analyzed based on the student's and teacher's insight into the teaching materials, this was done with the help of an analysis schedule. The results have then been set against different levels of feedback to conclude that all five digital teaching aids have feedback at the task level as an important aspect. Furthermore, the analysis showed that there are three "types" of e-textbooks. One of the digital teaching materials examined belonged to one "type" of e-textbook while the other four belonged to one and the same. Finally, it could be stated that all five digital teaching aids have some shortcomings when it comes to feedback. / Digitala läromedel anses idag vara ett viktigt komplement i undervisningen inom matematik i dagens skola. Då vårt samhälle blir allt mer digitaliserat är det ännu viktigare att skolan anpassar sig och utvecklar sina kunskaper inom digitala verktyg. Att lärare då har kunskap om hur dessa läromedel är uppbyggda och fungerar är nu ännu viktigare, dels för att de ska veta vilket läromedel som är mest effektivt både före elevens kunskapsutveckling och som hjälpmedel för lärarens möjlighet till bedömning. I detta arbete har en kvalitativ innehållsanalys av fem digitala läromedel inom matematik gjorts. Syftet med innehållsanalysen var att se vilka digitala läromedel som har återkoppling som en del av sitt utbud samt om läraren har möjlighet till att ge återkoppling till eleverna via de digitala läromedlen i matematik för år 1–3. Alla de digitala läromedlen har analyserats utifrån elevens och lärarens insyn i dem, detta gjordes med hjälp av ett analysschema. Resultatet har sedan ställts emot olika nivåer av återkoppling för att komma fram till att alla de fem digitala läromedlen har återkoppling på uppgiftsnivå som en viktig aspekt. Vidare visade analysen att det finns tre ”typer” av e-läroböcker, det vill säga digitala läromedel. Ett av dem som undersöktes tillhörde en ”typ” av e-lärobok medan de andra fyra tillhörde ett annat digitalt läromedel. Slutligen kunde det konstateras att alla de digitala läromedel som undersöktes har några brister när det kommer till återkoppling.

This thesis investigates how Swedish teachers manage confidential information about their pupils in reference to the General data protection regulation (GDPR). The purpose of the study has been to understand the general and individual actions that are carried through to ensure that the key principles of GDPR are actualized in a school context. Previous research in the field of education and information science has indicated that policies and shared regulations are a key element of obtaining information security in the management of personal data. It has also presented that teachers often have an inadequate knowledge about information security in the matter of their pu- pils’ personal data.  In order to examine the purpose of this study, seven interviews with Swedish elementary school teachers were conducted. Information culture theory was used to analyse the data collected from the interviews. The result of the study indicates that the interviewed teachers lack knowledge about the key principles of GDPR due to an absence of information provided to them by their employers. The key principle regarding integrity and confidentiality were the most common one to address in order to ensure that the legislation has been fulfilled. The other key principles of GDPR were often neglected as a result of inadequate knowledge and/or a lack of common policies.  This is a two years master's thesis in Library and information science.