För att elever ska öka sin läsförmåga är det centralt att de får läsa mycket samt att de får undervisning och stöd när de ska bearbeta en text. På grund av att alla elever inte får tid till att läsa förlorar de som inte läser delar av sin läsförmåga. Syftet med studien är att utifrån den sociokulturella teorin undersöka hur elever uppfattar den enskilda läsningen i klassrummet. Studien utgår från en fenomenografisk ansats och semistrukturerade intervjuer har använts för att samla in det empiriska materialet. Totalt har tolv elever i årskurs 3 deltagit. När intervjuerna hade genomförts transkriberades de och sedan analyserades de utifrån en tematisk analys i sex olika steg. Resultatet visar att eleverna främst har en positiv inställning till enskild läsning, dock hade de önskat att få välja bok mer fritt. Det har framkommit i föreliggande studie att det finns både för- och nackdelar med det. Eleverna i studien berättar om viktiga aspekter som de behöver när det kommer till enskild läsning, dessa är: val av bok, lärarens stöd, tid till enskild läsning och efterarbete. Detta framkom i analysen av resultatet. / In order for students to increase their reading ability, it is central that they read a lot and that they receive instruction and support when they have to process a text. Since that not all students get time to read, those who do not read lose parts of their reading ability. The aim of the study is to examine, from the sociocultural lense, how students perceive individual reading in the classroom. The study is based on a phenomenographic approach and semi-structured interviews have been used to collect the empirical material. A total of twelve students in year 3 have participated. When the interviews were completed, they were transcribed and then analyzed based on a thematic analysis in six different steps. The results show that the students mainly have a positive attitude towards individual reading, however they would have liked to be able to choose a book more freely. It has emerged that there are both pros and cons to it. The students in the study talk about important aspects that they need when it comes to individual reading, these are: choice of book, teacher's support, time for individual reading and post-work. This emerged in the analysis of the results.

Previous research shows that exposure to the target language affect students' performance. Learning English as a second language can be promoted by using different methods and exposing students to English in the early years of education. The aim of this study is to investigate what methods primary teachers use to promote students' English developement and, what amount of time primary teachers expose students to the English language during a school day. The first research question in this study is what methods do primary teachers in the study use to promote students' English in primary school? The second research question is what is the amount of English that primary school pupils are exposed to in a school day? The method that was used in this study was triangulation, which involves an online survey, interviews and classroom observations. The study was conducted among primary school teachers in Sweden. A total of 31 teachers responded to the survey, three of them participated in interviews. After the interviews, two of them also took part in classroom observations. The results from this study show that most teachers use English during English lessons, but speak Swedish when needed. Most teachers use English in addition to English lessons, mostly in morning gatherings. When promoting methods were investigated, results show that body language and gestures are used with a high frequency during exposure in English. The results in this study also indicate that the most common teaching materials in English lessons are film, working sheets and song.

This systematic literature study aimed to examine what previous research showed in regard to digital reading effects on primary school students' motivation. The world is rapidly changing and becoming more and more digitally influenced. The primary school environment is definitely not an exception from this. Digital tools are being used more often in the classrooms and the Swedish national tests are being digitally implemented 2024. Therefore, it was highly relevant to find out what motivates children to read digital texts and books. To find out what the research showed, the following research questions were chosen: In what ways does digital reading contribute to students' reading motivation and are there groups that are more motivated than others? The results of the study disclosed that ebooks offered a wide variety of books which provided students with more options, which then led to increased motivation. It also showed that being able to integrate with the text and being amused by its features were factors that motivated the students to read. Those who were most significantly motivated were the students that previously had problems with concentration and reading difficulties. Girls were also slightly more motivated to read in comparison to boys.

This study explores the impact of digitalization on teaching and language development in primary school Spanish education. The aim of this study is to investigate how the use of digital tools in Spanish education at the primary school level is perceived by participants and to compare the perspectives of teachers and students regarding how digitalization influences instruction and language learning outcomes. A qualitative approach was adopted for this research, where semi-structured interviews were conducted with six ninth-grade students and three Spanish teachers who teach at the same grade level. The interviews aimed to gather insights into their experiences with digitalization in the classroom. Both students and teachers describe the advantages and disadvantages of the use of digital tools in Spanish subject, which is found to be easier and convenient by students. Digital tools have also become useful for teachers to manage communications and to provide variation in their classes and contents. Barriers as distractions and misuse of devices has been pointed out by both students and teachers. The results of this study show that fostering students' and teachers' digital competence is vital to enhance their classroom experience. By promoting informed and purposeful use of digital resources, teachers can support students' language development effectively.

Syftet med denna studie var att få vetskap om hur lärare använder sig av Favorit matematik i undervisningen för att främja elevernas kunskaper i de fem förmågorna. Syftet var även att få en uppfattning om hur läraren förhåller sig till undervisningen om läromedlet inte räcker till. Vi valde att utföra kvalitativa intervjuer via zoom med F-3 lärare. Urvalet består av sex erfarna lärare som har arbetet med matematikundervisning i lågstadiet i minst 4 år. I vårt resultat framkommer det att lärarna använder sig av läromedlet i stor utsträckning men att de behöver komplettera detta med övningar och extra material. / The purpose of this study was to gain knowledge about how teachers use Favorite Mathematics in teaching to promote students' knowledge of the five abilities. The purpose was also to get an idea of how the teacher relates to the teaching if the teaching aid is not enough. We chose to conduct qualitative interviews via zoom with F-3 teachers. The sample consists of six experienced teachers who have worked with mathematic teaching in primary school for at least 4 years. In our result, it appears that the teachers use the teaching aid to a large extent, but that they need to supplement this with exercises and extra material.

The city is inherently ecological in the sense that it accumulates energy which is not lost during long-distance transmission. I mean energy in the broadest sense of the word. So the question is: How to make the urban environment such that a good life can be lived in, and the desire for a family house in the suburb was over. In this context, I understand ecology as a way of being, a relationship to a place, to work, to the built environment, quality and care.

The project focuses on the urban design of an urban residential block, primary school and park in the newly emerging ecological district of Plaines du Loup in Lausanne, Switzerland. The proposal is based on the created master plan and regulatory plan from the TRIBU architectes, which sets out the basic rules for building regulations and approach in the area.

Objects are designed on the edge of the designed park, in it’s southern part near the Ostravice river. Object, in which the elementary school is located, lyceum and the sports hall are located on the edge of this park. The kindergarden object is located separately few meters south. The school is rated for 270 children attending the elementary school and for 120 students of the high school. The kindergarden can be attended by up to 75 children.

The diploma thesis is focused on building a school institution using contemporary information and trends. The corresponding plot is located in Ostrava near Black Meadow, a historic centre, Ostravice river and recently arising housing complex New Carolina. Therefore this locality is becoming a suitable place for building the school institution. The main idea was to build a school not only for children but also for general public. The centre of the complex is a yard and a vestibule, which divides the building site into private spaces used solely by pupils of the school (classrooms, storage rooms, buffet...) and spaces open to the public (gymnasium, fitness centre, climbing wall, school cafeteria, art studio, library...). Due to these public places the school is “alive” even in the afternoons.

This essay focuses on how students in the later years of elementary school evaluate/assess the democratic values ​​that the school board has justified as a cornerstone of education. In order to measure this, students from grades seven, eight and nine in a medium-sized school in a medium-sized Swedish city participated in interviews where they were asked to evaluate ten statements that deal with the five values ​​that the school board has put forward. This study used both quantitative and qualitative elements. The quantitative element was that the students receive a form with statements that they then rated from 0-7 and the qualitative element was that a group interview was conducted after which the students discussed their answers and then re-evaluated them. The only background variable of interest was the grade the students were in. As this study was not on a larger scale, the results can only give an indication of how students evaluate/assess the democratic values. On a larger scale with more schools, in different cities and with more students, the answer could have been broader and clearer. The results show that students in upper primary school assess the different democratic values differently before and after the group interviews are done and that the students that participated from the three classes assess the democratic values differently from each other. / <p>Godkänd 2023-03-13</p>