In this overview we look at how teachers work with inclusion in the heterogeneous classroom with an emphasis on the history classroom. The studies we’ve included in our overview have gathered their information through semi structured interviews with teachers. 25 teachers based in schools in Sweden as well as in the U.S, Cyprus and Netherlands have participated. What the result shows is that teachers in every country values inclusive work, even though the curriculum might vary from country to country. No classroom is the same and the work for inclusion looks different depending on the students various needs. Although, we’ve discovered certain approaches that seem to work better than others. Firstly, there is a connection between interest and commitment, which shows that students are more open to learn something that relates to the things they find interesting. Secondly, when history teachers adjust their classes to better fit the students' history culture, the students seem to better relate to the teaching of the past and better understand the present.

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I denna undersökning studeras verksamma lärares syn på hur undervisning kan förändras genom att använda Flipped Classroom i undervisningen. Till detta används även tidigare forskningslitteratur där lärarnas erfarenheter jämförs för att verifiera resultatet med den tidigare forskningen. Resultatet av studien har visat att undervisning bör varieras och att undervisning som blandar Flipped Classroom med traditionell undervisning är att föredra. Arbetet med texten har visat att denna metod kan leda till att eleverna blir aktivare under lektionstid. Vidare blir eleverna bättre förberedda då de inför varje lektion ska ta del av inspelad teori.

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006. / This research was conducted to determine whether classroom climate influences academic achievement of secondary school learners. The literature study indicates that the classroom climate factors such as organization of learning space, learner involvement and discipline have a direct influence on academic achievement. To confirm the influence of the above factors, the research was conducted at four secondary schools in the Amajuba District of Newcastle. The research revealed that a significant positive correlation exists between classroom climate and academic achievement of learners in secondary schools. The research further confirmed that the lack of organization of learning space, lack of learner involvement in lessons and lack of classroom discipline contributes to poor academic achievement in secondary schools. A positive classroom climate is facilitated by educators being given maximum opportunity to teach and learners being given maximum opportunity to learn. The benefit of a positive classroom climate is that the joy of learning is unfolded in an environment that enables each learner to thrive and to soar to greatness by achieving academic success. Ultimately the positive transformation of our society lies within the domain of our emerging generation. Thus positive classroom climate is necessary to raise matric the pass rate of 70% in the Kwa-Zulu Natal Province.

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