A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level. The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based. In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.

This study was designed to contrast the differences between sociometrically high and sociometrically low individuals, in regard to nine selected variables which were considered to differentiate between these individuals.

Les recherches menées sur l’enseignement public élémentaire dans les Alpes-Maritimes dans l’entre-deux-guerres permettent de dégager des perspectives intéressantes. En premier lieu cette étude conduit à préciser les caractères du milieu géographique et humain du département. Celui-ci ne se résume pas à l’image d’une Côte d’Azur cosmopolite et luxueuse. Les Alpes-Maritimes comprennent certes un littoral dynamique ouvert, attirant de nouveaux habitants souvent accompagnés d’enfants, pour qui doivent être créées des écoles. Mais le département présente également, un moyen et haut-pays dans lequel subsistent de nombreux villages et hameaux souvent très isolés et en voie de dépeuplement. La présente étude permet également une approche des mentalités. Elle apparaît que l’absentéisme scolaire, bien réel n’est pas en contradiction avec l’attachement des parents pour maintenir des écoles même dans de modestes hameaux. L’esprit localiste est très vivant et se traduit par l’attachement au maintien des écoles normales dans le département et par le refus des instituteurs de s’exiler dans d’autres départements. La thèse éclaire l’histoire de l’administration des instituteurs notamment dans le domaine du recrutement facile des élèves dans l’école normale, le déroulement des carrières et des règles de mutations. L’engagement politique et syndical notamment au sein du parti communiste conduit certains maîtres à s’opposer à l’administration. C’est, entre autres, le cas de Virgil Barel. Dans les Alpes-Maritimes l’école se trouve dans une situation intermédiaire entre tradition et modernité. En somme entre 1919 et 1939, les Alpes-Maritimes peuvent être définies comme une sorte de laboratoire dans lequel se confrontent deux conceptions de l’école, deux cultures et deux univers. / The researches undertaken on élémentaire public éducation in the Alpes-Maritimes in the inter-war period make it possible to release from interesting prospects. Initially this study results in specifying the characters of the human geographical environment of the department. This one is not summarized with the image of a cosmopolitan and luxurious Riviera. The Alpes-Maritimes understand certainly an open dynamic littoral, attracting new often accompanied inhabitants children, for whom must be create schools. But the department also presents, a means and high-country in which remains of the many villages and very isolated hamlets often and send depopulation. The present study also allows uneapproche mentality. It specifies school absenteeism which is not in contradiction with the attachment of parents to maintain schools even in the modest hamlet. The spirit very alive localist and results by the attachment with the maintenance of the teacher training schools in the apartment and in the refusal of the teachers to exile itself in other departments. The thesis clarifies the history of the teachers in particular in the field of the easy recruitment of the pupils in the teacher training school, and the rule career profile of changes. Political commitment and trade-union in particular within the Communist party led to certain Masters to be opposed to the administration. In the Alpes-Maritimes the school is in an intermediate situation between tradition and modernity. All in all between 1919-1939, the Alpes-Maritimes can be defined as a kind of laboratory in which two designs of the school are confronted, two cultures and two universes.

Title: Analysis of primary school pupils' knowledge of population protection Objectives: The aim of this diploma work is to discover the knowledge of pupils of second degree of primary school about inhabitant protection. Methods: An online knowledge test consisting of 23 questions was created and used to discover the knowledge of the pupils. This test was sent to leaders of primary schools, sports and leisure organizations. The target group consisted of pupils of the second grade of primary school. A total of 458 respondents participated in the research. The data was processed and graphically interpreted using Google Sheets. Results: Pupils of the second grade of primary school showed in the overall evaluation 68% knowledge of the issue of population protection. Children have the most knowledge about health education. They showed the lowest level in traffic education. There are no significant differences between the knowledge of girls and boys. Keywords: analysis, knowledge, pupils, protection, inhabitants

The purpose of my exam thesis in advanced level is that I formed a perception about what difficulties newly arrived students encounter in mathematics. What I also formed is a perception about how I can complete those difficulties. This is done for newly arrived students in order to finally increase their opportunities to develop in their learning and also for teachers, how to behave and react to help their newly arrived students. To answer the purpose, I started with a research overview. The research overview below served as an aid and guideline during the course of the work. “What different types of difficulties do newly arrived students experience in relation to mathematics”. What I also have done is conducted an information search using keywords that are combined in different ways in different databases about scaffolding benefits for newly arrived students, which I discussed later on with the results I got.   To answer my purpose, I implemented qualitative interviews with newly arrived students around the age 15 and 16 in a school that is located in Malmo, Sweden. The work has a phenomenological approach, which has contributed to experiences being the focus of the collection and processing of materials.The results show that newly arrived students' experiences of mathematics are different. Students that didn't get any extra help have a hard time learning math in school while students who get extra help from either family or classmates have it easier. Newly arrived students developed their mathematic and Swedish skills when they were taught and assisted in their first language during class and tasks, however that method was not used a lot by their teachers. Students who had family helping them or students who speak the same language feel less lonely in school than students who didn't have anything. Same difficulties are found in the Swedish language, in which the newly arrived students described how math is a universal language, but some math problems require Swedish language, therefore they are connected.

This study attempted to detremine some of the outstanding problems arising in the teaching of reading to first-grade Spanish-American children, and to discover and evaluate methods and materials used by administrators and first-grade teachers in attempting to solve these problems.

Interest in outdoor life has increased in recent years, not least during the pandemic. Friluftsliv is one of three areas of knowledge in the Swedish curriculum for the subject of physical education. Through teaching, students are supposed to develop an interest in outdoor activities and understand the value of friluftsliv. The problem with the concept of friluftsliv is the lack of consensus about the concept's meaning in the academic world, among non-profit organizations and not least among the teaching profession. This can lead to uncertainties about the purpose, goals and values of friluftsliv education. So with the words of John Dewey as a mantra: That students have difficulties relating the school's education to their everyday life, the purpose of this study is to investigate ninth graders' taste for friluftsliv and how they relate this interest to the education of friluftsliv. The questions that the study intends to answer are: Which practices in friluftsliv engage ninth graders? What value do ninth graders place on the friluftsliv practices that engage them? How do the students describe the relationship between their experiences of friluftsliv outside of school and the friluftsliv they encounter in school education? The study's empirical data consists of two focus group interviews that were conducted at two schools. The schools are located in different geographical sites in south of Sweden and in different sized communities. The interviews were transcribed and then interpreted and analysed using Bourdieu's habitus and capital theory and Engström's logics as theoretical tools. The results show that students have a taste for a variety of friluftsliv practices. These practices attribute different values to the students, such as calmness, joy and freedom. The choice of practices and the attributed value can be explained based on the logics of each practice. These logics are part of an individual's habitus. The results show that some students can, based on their habitus, relate to the school's friluftsliv education, while some cannot. Our conclusion is that teachers should find out what practices engage students and what values students attribute to these practices in order to make the teaching of friluftsliv meaningful.

This study examines how students without formal statistics draw conclusions based on statistical data. The study refers to how pupil draw conclusions based on existing data, reason within the subject statistics and which aspects pupil may have difficulty in perceiving. To investigate this, the following research question were used: How do Swedish students without formal statistical training express informal statistical inferences?     This study is based on informal statistical inference which means that how to draw conclusions based on already existing data about what will happen in the next step. To collect data for this study, the data collection method focusgroup interviews with students in year 5 was used. The collected data were compiled, analyzed and compared with previous research. The results showed that students have difficulty drawing conclusions based on the existing data because they do not see it in a larger context.

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There was a time when people could go West and become empire builders; when there was little competition, but the resources which nature provided so abundantly no longer exist in their vastness. Pioneers and adventurers have skinned the cream of these luxuries. It is necessary now for science and its cohorts to substitute skill, knowledge, and training for the vagrancies of chance and its dependence upon fate. There was a time when a boy raised on a farm had to stay on the farm; there was no city where he could find work. There was a time when the village mechanic could never be anything but a mechanic. There was little opportunity for travel, to see and learn things. Today, education and facilities for learning are open to all. Men are no longer born to their life work; they discover it for themselves. It has not been long since the field of vocational choices that first existed in America was exceedingly limited. Now there are nearly three thousand types of occupations. Many of our occupations are subdivided into different classifications. Great numbers of these are of the type which require little training. However, skill and training are demanded more by employers as time progresses. So that today, the boy or girl who has a high school education finds himself qualified to enter higher types of employment, and better able to succeed.