Syftet med studien är att undersöka hur Lpo 94 påverkat lärarens yrkesroll i Idrott och hälsa. Undersökningsgruppen består av åtta stycken lärare i södra Skåne. Huvudfrågeställningen lyder enligt följande; Vad innebar Lpo 94 för lärarna i Idrott och Hälsas arbete? Frågan följs även upp av tre stycken underfrågor; Hur upplever lärarna att tolkningen av målen för Lpo 94 förändrats från dess intåg fram till idag? Vad innebar arbetslagen och den förändrade organisationen för lärarna i Idrott och Hälsas arbete? Var lärarna i Idrott och Hälsa redo för förändringen? Detta görs genom en kvalitativ intervjumetod. Resultatet visar på att arbetet med Lpo 94 gått väldigt långsamt och fortfarande inte efterföljs på många skolor. Detta kan till viss del bero på den ökade arbetsbördan som lärarna i Idrott och hälsa upplever. Lpo 94 innebar en ny organisation som genomsyrades av nya samarbetsformer i form av arbetslag, mentorskap och andra former av tidskrävande merarbete. Idrottsämnet och dess nya utformning var inte anpassat för de organisatoriska förändringar som skolan genomgick. Vidare diskuteras och analyseras hur de olika lärarna hanterar det nya uppdraget samt vad de olika värderingarna och handlandena kan grunda sig i. I studien behandlas också ämnet Idrott och hälsa och dess legitimitet i förhållande till andra ämnen samt vilka andra faktorer som påverkat idrottslärarnas arbete efter införandet av Lpo 94. / The aim of this study is to show how the Lpo 94 has affected the teachers professional role in Physical education. Eight teachers from the south of Skåne were used as informants. The main question asked is; What impact did the Lpo 94 have to teachers of Physical education? The main question is also monitored by three subqueries: How do the teachers in Physical education feel that the interpretation of the objectives for Lpo 94 have changed from its entrance until today? What did the “work team” and the changing organization influence the teachers in Physical education? Were the PE teachers ready for the change?A qualitative interview method is used and the results show that the progress of Lpo 94 has gone very slowly and that it still hasen´t been enforced in many schools. According to the PE teachers there are several reasons to why it hasen´t been enforced but a common denominator is the increased workload. Lpo 94 meant new organizations, new cooperation in teams, mentoring and other forms of time-consuming burdens. Physical education and its new design were not adapted to the organizational changes that the school underwent at the same time. Further discussed and analyzed in the study is how the various teachers handled the new assignment and what their different values and actions can be based on. The study also deals with Physical Education and its legitimacy in terms of other school subjects and other factors that have affected the PE teachers work after the introduction of Lpo 94.

Svensson, Elisabeth (2018). Rektors ledarskap och organisation i Montessori- friskolor – enintervjustudie av tre rektorer. (Principals leadership and organization in Montessori-schools - aninterview study of three principals). Pedagogik, Institutionen för Skolutveckling och ledarskap,Fakulteten för Lärande och samhälle, Malmö universitet.The research that has taken place has consisted of interviews with principals in two Montessorischools(F-6, F-9) and one Montessori-inspired school (F-6). My purpose with this study was toinvestigate how principals pedagogically lead and organize the daily work connected with how theschool structurally is built and lead. The interviews have been accomplished by a manual withquestions and are semi-structured. I have with a phenomenologically approach tried to describe,interpret and analyze the principals daily work from respondents own perspective. In my analysis,I have used the complexity theory in order to understand and interpret the complexity of the schoolorganization and two models of leadership, transformational and transactional leadership. Theresult of the analysis shows that the Montessori-school principals strategically consciously workwith attitudes and methods of working in the context of learning and teaching. I have identified abasis for how school leadership can be practised within the Montessori pedagogy. I have also in myanalysis established the fact that many of the characteristics of the Montessori pedagogy correspondwith what is stated in the curriculum of the compulsory school (Lgr 11). In relation to theleadership of the principals I have been able to state the fact that both a transformational and atransactional leadership are represented in the three schools. I have made the complexity in theprincipal’s leadership evident in the relation to the organization of the schools and have identifiedan obvious challenge and conflict of interest between the main organization, that is controlled bythe committee, and the principal and the staff of the the schools. My analysis clearly shows that theopinion of all three principals is that the daily work in the school organization is complex. I make acomparison with the complexity theory, which indicates that when the abstract and the simplifiedissues in the daily work meet with the more concrete and complex issues, this will cause difficultiesin the organization. .The study can hopefully increase the knowledge of principals’ leadershiprelated to the organization in Montessori-schools and be complementary to further research in thisfield.

Syftet med examensarbetet är att diskutera och belysa hur några skolor arbetar med attidentifiera och stötta elever med dyslexi och sätta det i relation till skolans styrdokument. Föratt kunna undersöka dessa frågeställningar användes semistrukturerade intervjuer med sexstycken lärare som alla arbetar på olika skolor. Resultaten visar att skolorna arbetar med attkartlägga och följa upp eleverna och att lärarna försöker kompensera elevers svårighetergenom olika pedagogiska stöd och tekniska hjälpmedel. Skolorna arbetar inkluderande och deanpassar undervisningen och lärandemiljön utifrån elevernas olika behov och svårigheter.Resultaten visar också det finns dilemman som lärarna mött under sitt arbete med att hjälpaeleverna med dyslexi så som att skolan ska vara kompensatorisk men samtidigt varainkluderande, tidsbrist, hjälpmedlen kan vara utpekande och att eleverna behöver få endiagnos för att skolan ska få extra resurser. / The aim of the study is to discuss and illustrate how some schools are working to identify andsupport pupils with dyslexia and how it relates to their policy documents. To investigate thesequestions, semi-structured interviews were chosen as the method. Six teachers, all working atdifferent schools, were interviewed. The results show that the school are working to identifyand follow up students, and that educators are trying to compensate for pupils difficultiesthrough a variety of educational supports and assistive technology. Schools working in aninclusive and personalizing the teaching and learning environment according to puppilsdifferent needs and difficulties. The results also show there are dilemmas that educators facedin their effort to help students whit dyslexia as that the school should be compensatory but atthe same time inclusive, lack of time, that the us of aids can become stigmatizing, andstudents need a diagnosis for the school to get extra resources.

Syftet med denna studie var att beskriva betydelsen av studie- och yrkesvägledande aktiviteter med barn i åldrarna sju till tolv år. Kvalitativa intervjuer genomfördes med sex examinerade studie- och yrkesvägledare som bedriver studie- och yrkesvägledningsverksamhet med barn i grundskolans år 1-6 eller fungerar som stöd till pedagoger som arbetar med studie- och yrkesorienterande verksamhet med barn i dessa åldrar. Resultatet visade att intervjupersonerna anser att arbetet måste påbörjas tidigt, helst redan i grundskolans första år, för att målen så som de skrivs fram i de nationella styrdokumenten ska kunna uppnås. De förutsättningar intervjupersonerna menade krävs för att tidig vägledning ska kunna bedrivas är av såväl strukturell som av individuell art. Slutsatsen som drogs var att studie- och yrkesvägledande aktiviteter som påbörjas i grundskolans tidigare år och som följer elevernas kognitiva utveckling kan medverka till att eleverna ökar sina förutsättningar att göra väl underbyggda val i framtiden. / The main purpose of this study was to describe the importance of educational and vocational guidance activities for children, seven to twelve years old. Qualitative interviews were conducted with six guidance counselors engaged in this type of activities or counselors that provides support to educators working with these matters. The result showed that the respondents believe that the work must be started early preferably already the first year in primary school to achieve the objectives of the national steering documents. The conditions interviewees felt necessary for the early guidance to be conducted are both individual and structural, such as economical factors. Conclusion drawn was that educational and vocational guidance activities that start in primary school and follows students' cognitive development can help the students increase their ability to make informed choices in the future.

Syftet med den här studien var att undersöka, belysa och exemplifiera hur en svensk grundskola arbetar med elever som har dyslexi, dels i generella termer, dels med inriktning mot engelskundervisningen, vad gäller stöttning, hjälpmedel, bedömning och betygssättning samt i vilken mån den undersökta skolans dyslexiarbete harmonierar med styrdokumentens föreskrifter.      För att kunna undersöka det valda området användes semi-strukturerade intervjuer med tre lärare och en specialpedagog på skolan. Intervjuerna sammanställdes och analyserades.      Resultaten på studien visade att skolan arbetar medvetet för att underlätta för elever med dyslexi genom hjälpmedel och nivågrupperingar, men att lärarna ändå till stor del står frågande när det gäller vilka metoder som fungerar bäst, hur de ska handla vid misstanke om dyslexi samt bedömning och betygssättning. Resultaten visade också att engelska är ett ämne som lärarna och specialpedagogen upplever som extra svårt för elever med dyslexi. Under engelskundervisningen arbetar lärarna dock inte annorlunda med elever som har dyslexi, trots att det ämnet anses som svårare. De anser sig inte ha verktygen. / The aim of this study was to examine, illustrate and exemplify both in general terms and in the teaching of English, how a Swedish compulsory school works with pupils who have dyslexia. The study focused on support, assistance, assessment and marking, and to what extension the school’s work with dyslexia corresponds to the regulations of the steering documents.      Semi-structured interviews were chosen as the method for examining the chosen subject. Three teachers and one special educational needs teacher were interviewed. The interviews were then put together and analysed.      The results of the study showed that the school works deliberately to make school easier for pupils with dyslexia by giving them assistance and ability grouping, however, the teachers still seem to have many questions regarding teaching methods, what to do if suspecting dyslexia, assessment and marking. The results also showed that English is a subject which is considered to be especially difficult for pupils with dyslexia, by the teachers and the special educational needs teacher. During the teaching of English, the teachers do not work differently with the pupils who have dyslexia, even though English is believed to be a difficult subject to learn. The teachers do not feel that they have the right tools to do so.

The ability to apply and follow mathematical reasoning is an ability students should develop according to Curriculum for the compulsory school, preeschool class and the leisure- time centre 2011. The purpose of this survey was to find out how teachers in compulsory school and preeschool class work with the ability to apply and follow mathematical reasoning. I was also interested in investigating if participation in continuing professional development in mathematics influence the teachers way of working with the students. The survey consisted of six qualitative interviewees in which three of the interviewees were part of continuing professional development in didactics for teachers educating mathematics. The result showed that all interviewees consider that it is importent to communicate mathematics, both between students as well as between teachers and students. The teachers included in continuing professinonal development showed a clear consciousness in their work to reason and follow mathematical reasoning. However, among some interviewees the consiousness appeared to come from their experience and which reflects their way of working. The student's age and how far they have developed their language also appeared to be significance to how capable they are of reasoning. The teachers analyze the ability to apply and follow mathematical reasoning, it's meaning and usage, differently.

This study aims to examine the regard paid to the use of Assistive Technology (AT) when assessing the knowledge of Year 9 pupils with dyslexia in the subject Swedish. A starting point was to examine the knowledge of a group of teachers in the areas of dyslexia and AT. The issues then developed as to which AT a dyslexic pupil is allowed to use in an assessment situation and how the use of these tools affects the assessment. There was an examination of the guidelines that the teacher group can use as support when assessing the knowledge of dyslexic pupils on the basis of AT. The method used was qualitative semi-structured interviews. The group examined was made up of four subject teachers in Swedish. The results showed that the teacher group had limited knowledge of both dyslexia and AT. It also emerged that computers were the most common form of compensatory aid in assessment situations. The use of AT did not affect the assessments. The curriculum contained no guidelines for assessing knowledge on the basis of AT and left a lot of room for interpretation by individual teachers. The conclusions drawn were that there is a need for teacher training to include courses on dyslexia and the areas of application of AT. Greater knowledge would better ensure that the correct compensatory aid is chosen for each pupil in each assessment situation. Clear guidelines are also needed so that assessments can be regarded as fair and of equivalent value.