The main purpose of this essay is to investigate the role of teachers of religious education in the proactive work against violent extremism and radicalization. Furthermore, the ambition is to raise awareness of how these five teachers of religious education in the Swedish upper secondary schools and primary schools in the subject of religious studies work with and implement the school's democratic mission, and to find structures to teach about radicalization, fundamentalism, pro-violence extremism and terrorism. To obtain a result, five semi-structured interviews with active religious education teachers in the upper secondary schools and the primary schools were conducted.To show the extent to which the school's democratic mission in the proactive work against radicalization and violent extremism is carried out, the collected empirical material has been analyzed based on Paulo Freire's awareness-raising pedagogy as a theoretical framework which indicates whether the interviewed teachers of religious education work according to what Freire calls the bank view or the liberating teaching. The study shows that all interviewed teachers work according to both these models. The teachers believe that it is inevitable to ignore the teaching of facts but prefer the liberating teaching. This is because all interviewed teachers believe that through dialogues and discussions, a critical thinking is created in the students. Furthermore, it appears that all teachers find it essential to create a good and open classroom climate where there is mutual acceptance of dissent. Thus, a long-term effort to create students as source-critical thinkers is fundamental.

The topic of this diploma thesis is supervision which implementation is held at the primary schools in the Czech Republic. The main aim of this thesis is to determine the impacts of supervision of teachers who attend it. The initial part of this thesis is comprised of a theoretical introduction about phenomenon supervision residing in an explanatory of theoretical concepts and terms. They are essential for comprehension and appropriate interpretation of ascertained outcomes of the analysis. The analysis proceeds on the basis of qualitative research using open coding applied to semistructured interviews which were realized with the primary school teachers. The part with theoretical conceptions is followed by all the determined findings and particular codes. This diploma thesis detected the most substantial element of the supervision process which is the supervisor who should dispose of experience with using suitable techniques. The personality of the supervisor demonstrates a significant part of the whole process. All of these facets affect the behaviour of participants during the supervision. The research revealed that the deficiency of feeling safe and not using suitable methods during supervision lead to the inceptions of stress even though the supervision should be used as a prevention of them....

The purpose of this literature study was to compile research on how the method cooperative learning affect students achievement and motivation in the classroom of mathematic. Even though most researchers agree that cooperative learning has a positive effect on students achievement and motivation, the method isn’t used so much, instead traditional teaching dominates the teaching of mathematic. Are there any difficulties and challenges when you use this method that could be explanations to why teachers choose not to use this method in their teaching? This question has also been explored from the most recent research. The result showed that factors such as students age, time, students with varying abilities and socioeconomic backgrounds can be difficulties and challenges that can be reasons for why the method isn’t used more widely. / Syftet med denna litteraturstudie var att sammanställa forskningsresultat om hur metoden kooperativt lärande påverkar elevers prestation och motivation i det matematiska klassrummet. Trots att mycket av forskningen är överens om att kooperativt lärande påverkar elevers prestation och motivation positivt, så används inte metoden i så stor utsträckning, utan i stället är det traditionell undervisning som dominerar matematikundervisningen. Finns det svårigheter och utmaningar vid användning av metoden som kan vara en anledning till att lärare inte väljer att använda den i sin undervisning? Även denna fråga undersöktes utifrån aktuell forskning. Resultatet visade att faktorer som elevers ålder, tid, elever med varierande förmågor och socioekonomisk bakgrund kan vara svårigheter och utmaningar som gör att metoden inte används i större utsträckning.

Ordet attityd är ett komplext begrepp och kan påverka eleverna på ett omedvetet sätt. Somverksam lärare är det viktigt att bli medveten om vad som kan påverka eleverna för att främjaett positivt lärande. Genom denna systematiska litteraturstudie är syftet att undersöka vadforskningen visar angående, hur lärarens olika attityder till matematik påverkar eleverna.För att kunna främja elevernas utveckling till matematiken är det till stor vikt att undersöka hurlärarens attityd till matematiken påverkar undervisningen, samt att undersöka vilkakonsekvenserna blir för eleverna. Resultatet av studien visar hur lärares attityder både kan varaav positiv och negativ karaktär. Dessa uppkommer ur egna erfarenheter och föreställningar samtvilken kunskapsbas läraren besitter. Lärarens attityd kan påverka elevernas motivation,prestation och resultat. Framtida forskningsområde skulle kunna vara en mer övergripandeanalys om hur lärarens attityder påverkar samt fler konsekvenser. / The word attitude is a complex concept and can affect students in an unconscious way. Asan active teacher, it is important to become aware of what can affect students to promotepositive learning. Through this systematic literature study, the purpose is to investigate whatthe research shows regarding, how the teacher´s different attitude to mathematics affects thestudents. To promote students’ development in mathematics, it is particularly important toinvestigate how the teacher´s attitude to mathematics affects teaching, and to investigate whatthe consequences will be for students. The result of the study shows how teachers’ attitudes canbe of both a positive and negative nature. There arise from one´s own experiences and ideas aswell as the knowledge base the teachers possesses. The teacher´s attitude can affect students’motivation, performance, and result. Future research area could be a more comprehensiveanalysis of how the teacher´s attitudes affect and more consequences.

(in English): In my work I deal with the occurrence of risk behavior of students of the 2nd grade of primary schools (in Prague 5). In the first, theoretical part of this work I deal with the explanation of concepts that relate to the issue and form the basis of the work. These theoretical findings are applied in the second, practical part, in which I am interested in whether the students of the 2nd grade are sufficiently informed about the manifestations of risk behavior, whether they are already in some form, whether in the school environment or outsider it, and also which manifestation of risk behavior is currently most pronounced in schools. In my work I also try to point out the short comics of the minimum preventive programs of primary schools. These data are read from the annual reports of primary schools, for a period of 2 years. For my work, I chose quantitative research, which includes a larger number of respondents, specifically online questionnaires. I chose students of the 8th and 9th grades of primary schools in Prague 5, because I find this target group is the most endangered by risk behavior.

(in English): This diploma thesis focuses on how spelling is taught as a part of Czech language lessons at primary schools. The thesis aims to describe the level of spelling knowledge in students attending first and lower secondary schools, and it also attempts to compare their performance. Attention is first paid to the essential theoretical framework of the Czech language, its spelling, and teaching in Czech. The possibilities of evaluating spelling knowledge in Czech language lessons are highlighted. For the practical part, a survey was performed at a primary school in Kolín, and a total of 84 pupils attending grades four to eight were selected. The participants were presented with several spelling exercises in three different formats: dictation, gap fills, and error correction. The collected data were analysed and compared. The findings suggest that the pupils' spelling knowledge reaches only an average level, and it is, therefore, necessary to pay more attention to spelling practice. With specific phenomena, better results were recorded in the 7th and 8th grades than with younger pupils.

Today's school has become more and more digital the last years which means that schools have more access to digital tools than before. For example, digital games are something that is used frequently during mathematic classes. This systematic literature study has the purpose to compile current research about which impact digital games have in school and also see how digital games contribute to students' development of mathematical proficiencies. The results of this study show that students develop mathematical proficiencies through digital games with numerical literacy as the most central. The results also show that students are stimulated by using digital games, this contributes to a positive learning. More research would be desirable about how digital mathematics games can be associated with regular teaching. It would also be interesting to do a qualitative study of teachers’ knowledge about using digital games. / Dagens skola har blivit mer och mer digitaliserad de senaste åren vilket innebär att det finns ett större utbud av olika digitala läromedel än tidigare. Exempelvis är digitala spel något som används frekvent inom skolans matematikundervisning. Denna systematiska litteraturstudie har till syfte att sammanställa aktuell forskning kring vilken inverkan digitala spel har i skolan samt på vilket sätt dessa digitala spel bidrar till elevers utveckling av matematiska förmågor. Resultatet av studien visar att elever utvecklar matematiska förmågor genom digitala spel där räkneförmågan är mest central. Resultatet visar även att elevers matematikintresse stimuleras genom användning av digitala spel vilket bidrar till en positiv inlärning. Ytterligare forskning kring hur digitala spel kan komplettera vanlig traditionell matematikundervisning vore önskvärt. Det vore även intressant att göra en kvalitativ studie om lärares kunskaper kring användning av digitala spel.

The purpose of this study was to construct portrayals of teachers7 work conceptions in various career stages from the stories they told and the metaphors they used to describe the ways in which teachers learned about their work. Specifically, the study included preservice teachers, first-year teachers, third-year teachers, and teachers with more than four years of teaching experience at the elementary and secondary school levels. Thirty-five elementary and secondary school teachers from the North-Central area of Texas participated in this study (nineteen inservice and sixteen preservice teachers). Qualitative techniques were employed to collect data. The preservice teachers filled out a questionnaire and wrote short stories about their preconceptions of their first year of teaching. Inservice teachers were interviewed using a short questionnaire and a long interview schedule. Nine inservice teachers participated in a storytelling workshop/focus group session. Group stories based on predetermined scenarios were constructed, tape-recorded and transcribed. The focus group session was videotaped and transcribed. Fifteen categories emerged from the analysis of the data: cyclical, ritualized, hierarchical, reciprocal, developmental, experiential, reflective, cumulative, body of knowledge, folkloric, individualized/personalized, order/control/manage, disciplinarian, facilitative, and replicative. These categories represent a summary of the constructs, images, contextual maps and metaphors held by these teachers to describe their enculturation process. The descriptive categories developed in this study offer teacher educators, supervisors and teachers a basis for understanding the culture of teachers. The storytelling technigues used in this study provide a means by which teachers and teacher-related personnel can generate further information about the enculturation process that can be applied to recruitment, orientation/ induction programming, reflective teacher preparation and change strategies.

The purpose of the study is to contribute knowledge about how teachers use cooperative learning in mathematics education. To achieve this purpose, the following questions have been answered: What is the purpose of teachers using cooperative learning in mathematics education? In which areas of mathematics education do teachers use cooperative structures? How do teachers use cooperative learning in mathematics education? Cooperative learning involves students interacting with each other and emphasizes that cooperative learning has its roots in sociocultural theory.    To collect data, a survey was sent to 50 principals who forwarded it to their teachers. The survey was also uploaded to a Facebook page for practicing teachers. A total of 17 teachers responded to the survey. Out of the 17 teachers, two were selected for an interview. The material was analyzed using Larsen's five steps in content analysis. The results show that teachers have different purposes for using cooperative learning in their mathematics lessons, but the majority state that the purpose is for students to learn from each other. It also emerged that teachers primarily use cooperative learning in the areas of problem-solving and number sense. The structures that teachers use the most are EPA, True or False, and Question, question, exchange. In the surveys, teachers describe using cooperative learning by having students work in pairs or groups, with a focus on conversation, reasoning, and collaboration to develop mathematical thinking. / Syftet med studien är att bidra med kunskap om på vilket sätt lärare använder kooperativt lärande i matematikundervisningen. För att uppnå syftet har följande frågor besvarats: I vilket syfte använder lärare kooperativt lärande i matematikundervisningen? I vilka ämnesområden i matematikundervisningen använder lärare kooperativa strukturer? Hur använder lärare kooperativt lärande i matematikundervisningen? Kooperativt lärande handlar om att eleverna ska samspela med varandra och kooperativt lärande har sin bakgrund i den sociokulturella teorin.     För att samla in data har en enkät skickats till 50 rektorer som skickat vidare den till sina lärare. Enkäten laddades även upp på en Facebook-sida för verksamma lärare. Det var totalt 17 lärare som svarade på enkäten. Av de 17 lärare valdes två med ut för en intervju. Materialet analyserades utifrån en innehållsanalys. Resultatet visar att lärare har olika syften med att använda kooperativt lärande i sina matematiklektioner, men majoriteten säger att syftet är att eleverna ska få lära av varandra. Det framkommer även att lärare främst använder kooperativt lärande i ämnesområdena problemlösning och taluppfattning. De strukturer som lärare använder mest av är EPA, Sant eller Falskt och fråga, fråga byt. Lärarna beskriver i enkäterna att de använder kooperativt lärande genom att eleverna får arbeta i par eller grupper där fokus ligger på att samtala, resonera och samarbeta för att utveckla ett matematiskt tänkande.

Blockmodellen är en visuell problemlösningsstrategi som kommer från Singapore och som används för att lösa matematiska problemlösningsuppgifter. Modellen används i allt fler svenska skolor men trots det saknas svensk forskning inom området. Syftet med denna studie är att ge en bild av hur svenska mellanstadieelever, som är bekanta med Blockmodellen, använder den i problemlösning. Detta syfte besvaras med följande två forskningsfrågor: På vilka olika sätt använder elever i åk 5 Blockmodellen och vilka svårigheter framträder? På vilka olika sätt beskriver elever i åk 5 att Blockmodellen är till stöd för dem vid problemlösning? Studien genomförs genom att 36 elever i åk 5, som i skolans undervisning använder sig av Blockmodellen, gör ett skriftligt test med problemlösningsuppgifter och därefter intervjuas åtta av dessa elever individuellt. För att analysera materialet användes meningskategorisering som metod. Resultatet visar att de svårigheter som framträder är: svårigheter med att rita en modell, problem med översättning mellan modellen och beräkningar och att flera elever tror att de ska dividera med det totala antalet block för att räkna ut värdet av ett block. I studien framkommer det att elever beskriver att Blockmodellen hjälper dem att urskilja den viktiga informationen i textuppgiften och att de uppritade blocken hjälper dem att förstå problemet på ett bättre sätt. En slutsats som dragits av denna studie är att undervisningen behöver ge eleverna en djup förståelse för Blockmodellen för att de ska kunna använda den framgångsrikt i problemlösning. / The Bar Model is a visual problem-solving strategy that comes from Singapore and that is used to solve mathematical problem-solving tasks. The model is becoming more frequent in Swedish schools but despite this there is a lack of Swedish research in the area. The purpose of this study is to provide a picture of how Swedish intermediate school students, who are familiar with the Bar Model, use it in problem solving. This purpose is answered with the following two research questions: In what different ways do students in grade 5 use the Bar Model and what difficulties appear? In what different ways do students in grade 5 describe that the Bar Model is a support for them in problem solving? The study is conducted by having 36 students in grade 5, who use the Bar model in school teaching, conduct a written test with problem-solving tasks and then eight of these students are then interviewed individually. To analyze the material, sentence categorization was used as a method. The results show that the difficulties that emerge are: difficulties in drawing a model, problems with translation between the model and calculations and that several students think that they should divide by the total number of blocks to calculate the value of one block. The study shows that students describe that the Bar Model helps them to distinguish the important information in the text task and that the drawn blocks help them to understand the problem in a better way. A conclusion drawn from this study is that teaching needs to give students a deep understanding of the Bar Model for them to be able to use it successfully in problem solving.