Denna undersökning är ett försök att visa på vilka faktorer som påverkar elevers inre motivation positivt och som bör eftersträvas i undervisningen, samt de faktorer som bör undvikas. Underökningen är utförd med hjälp av, och vänder sig främst till elever på Hantverksprogrammet, men kan förhoppningsvis vara till nytta och av intresse även för andra utbildningar.

AbstractThe purpose of this study has been to find out what attitude fifth graders have towards mathematics. This is done to get a better understanding of student’s feelings regarding about mathematics and what it is that makes mathematics fun or boring. My questions have been: What do the students think is fun, boring and difficult about mathematics? How do students think that a good mathematics teacher should be? Do the students see a difference in the mathematics teaching in easy compulsory school years?To find answers to my questions I have looked into prior research on students attitudes towards mathematics. I have also conducted group interviews with ten year old students.I was quite surprised to see what the attitudes of the students towards mathematics. I thought that it would be more students that thought that mathematics was a boring subject, but this was not the case. There are different factors that influence the student’s attitude towards mathematics. The factors that influenced the students positively were varied teaching, a committed teacher and peer-peer work.Things that can influence the students negatively are no variation in work, to hard problems to solve and exclusively working in their textbooks. Also the current emotional state of the students may influence their attitude towards mathematics, both positive and negative.Four key phrases:Student’s attitude towards mathematicsVaried teachingThe teacher’s role in teachingJoint work

Syftet med mitt examensarbete är att bidra med ökad kunskap om och förståelse för invandrarelevers situation i skolan vad gäller bemötande, trivsel och lärande. Frågeställningarna jag utgick ifrån var: Hur upplever invandrarelever sig själva och hur blir de bemötta i skolan av lärare och klasskamrater? Vilka möjligheter respektive hinder ser invandrarelever i skolan? Vilka erfarenheter har invandrarelever genom att de vuxit upp i två olika kulturer? Undersökningen grundas på kvalitativa intervjuer med 10 invandrarelever i en mångkulturell skola i en medelstor stad. De flesta av de intervjuade eleverna är födda i Sverige men trots detta ser ingen av eleverna sig som svenskar. Alla invandrareleverna trivs i skolan med sina lärare och klasskamrater. Det mest positiva med skolan är att lära sig olika saker och att träffa kompisar, men få elever har berättat om sitt språk och ursprungsland på lektioner men däremot för kamrater på raster. Språket är ett hinder för de flesta liksom att inte ha några kontakter på fritiden med svenska familjer. Att se annorlunda ut och sakna sina släktingar är nackdelar med att växa upp i två olika kulturer, medan språket är såväl en fördel som en nackdel. Fördelen är att man kan hjälpa någon som inte kan svenska språket samt att kunna tala hemligt med sina landsmän. Nackdelar är däremot att inte kunna behärska det svenska språket eller svenska regler och lagar samt att modersmålet glöms bort.

<p>As we have been actively involved in various teaching programmes for many years, we wanted to enquire how the students and teachers understood their school and compare it to how we experienced it.  Do the students fully understand the knowledge they are receiving and can they learn from it? Do the teachers believe what they are teaching is understood by the students? What is the underlining knowledge of social practices in the school, which can inspire students in different ways? The aim of the study, as the title suggests, is to convey and describe the various methods practiced in a specific social practice.</p><p>Our project is a quality study.  We have used observation, specific intense individual and group interviews. In the result, arrives a different message through what there is possible for the students to learn about the matter. These messages are visible in the different attitudes the teacher, the school and the organisation have vis-à-vis the matter. In the discussion, we have focussed on what has arrived in the result around the teacher's and the organisation's attitudes. How can these attitudes influence the students' attitude to the matter and how will one work in order to become aware about the messages that are sent.</p>

The aim of this study is to proceed from pupils’ thoughts and experiences of reading aloud in the classroom. There is some research in the field of reading aloud: the reading aloud that children encounter in the home, which prepares the child for reading, as the child discovers new words and how a story is built up. There is also some research about how school takes over and continues with reading aloud, how reading aloud in school differs from that in the home, and the importance of conversation and discussion. The study is based on sociocultural theory, which focuses on cooperation and social interaction. The study concerned a class of 20 pupils in grade three. In focus groups they discussed the teacher’s and their own reading aloud in the classroom. The result shows that most pupils appreciate the opportunities for reading aloud that occur in the classroom, but want to be able to influence the reading to a greater extent. The pupils wish for more variation between pupil and teacher as regards who is in charge of the reading aloud, and they wish to participate more in the process. The conclusion is that the pupils should be involved in the reading aloud, not just in the conversations about the book but also in the planning of the reading.

The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children’s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were: What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool? Which role does the teacher believe that they should take regarding children’s learning? What differences and similarities can be identified in the teachers' perceptions? To carry out this study, I used a qualitative research method. I interviewed four preschool teachers, two from a Reggio Emilia inspired preschool and two from a traditionally operated preschool. The teachers’ approaches have been analyzed by a social constructionist view on the child, knowledge building, learning and the teacher's role. Dewey, Vygotskij and Freinet are the main theoreticians of the view on children and knowledge. Meanwhile modern researchers account for the theory regarding the role of teachers and the educational environment. The result of the study showed that all teachers had the same approach regarding children, knowledge, learning and their own role. My conclusion is that teachers' attitude permeates all activities and that it affects children's learning in the end. Although the pre-schools were conducted with different pedagogical approaches, this study revealed that there were no differences in teachers' ways of looking at the children, knowledge, learning and their own role in children’s learning.

According to the national curriculum in Swedish schools, teachers have the responsibility to prevent and discourage psychological and physical harassment (Lgr 2011). This study focuses on 7 teachers with their viewpoint and understanding of bullying as a human based social problem. The teachers, as the informants, give their personal explanation on how they act, prevent and discourage bullying in their school. The research places the emphasis, based on, interviews from which teachers are telling, relating and explaining on how they say that they are preventing and discouraging bullying. The conclusion from this study is that the interviewed teachers do, from their viewpoint, understand bullying as psychological and physical harassment problem which is based on a question of interpretation in regards to the victim. The informants do place different emphasis on what causes the problem, if it is a question of the individual or of it is a problem based on the socialization between individuals. The conclusion is also that the teachers know how they should and would act in the prevention and discouragement of bullying in school by continuously making conversation with students about bullying and their behavior. Further more the conclusion is that teachers within their school cooperate and that they receive support from their schools by further-education in how to work with the prevention and discouragement against bullying.

Litteraturstudiens syfte är att undersöka betydelsen av det specialpedagogiska arbetet med elever som är i behov av särskilt stöd i undervisningen. Fokus i studien är att ur ett specialpedagogiskt perspektiv undersöka lärarens betydelse för att alla elever inkluderas i en skola för alla. Att undersöka vilka metoder som förekommer i arbetssätten med elever som kräver särskilt stöd i undervisningen. I resultatet och diskussionen undersöks pedagogens specialpedagogiska kompetens och vilken betydelse den har i verksamheten. Här undersöks även hur lärare och elever möter olika arbetssätt och metoder där de förhåller sig ur ett inkluderande, integrerande, segregerande eller exkluderande perspektiv.

<p>I föreliggande uppsats genomförs en studie vars syfte är att få en inblick i hur lärare i grundskolans tidigare år resonerar och talar kring begreppet fostran.</p><p>Tidigare forskning visar på att de begrepp som finns beskrivna i läroplanerna kan uppfattas som diffusa och tvetydiga. Det är därför viktigt att undersöka hur lärarna själva upplever sin situation. Som blivande lärare ser vi det som intressant att fördjupa oss i hur det kan uppfattas och se ut för lärare ute på fältet.</p><p>Datainsamlingen har utförts med hjälp av halvstrukturerade intervjuer som vi analyserat utefter ett kvalitativt tillvägagångssätt. Studien är av diskursanalytisk karaktär då syftet är att undersöka hur lärare talar om begreppet fostran och hur det kan uppfattas.</p><p>Resultaten visar på en mångfald där åsikterna går isär, det råder en relativt stor osäkerhet kring vad fostran står för och främst hur lärarens roll ser ut i det hela då begreppet uppfattas som mycket komplext. Vårt resultat åskådliggör att det är lärarens personliga tolkningar av begreppet fostran som styr.</p><p>Vidare följer en diskussion där några av de områden som diskuteras och tas upp är skolans och föräldrarnas ansvar, tolkningar av läroplanen, värdegrunden samt det yrkesetiska språket. Tidigare forskning och litteratur kring ämnet reflekteras kring och redogörs för.</p> / <p>In the previous essay, we have carried out a study which aims to bring about an insight into the reasoning of teachers, teaching the lower levels of compulsory school, as regarding the notion of child rearing.</p><p>Earlier research reveals that the concepts found in the course of instruction can be interpreted as vague and ambiguous. It is therefore important to investigate how teachers themselves apprehend their situation. As teachers to be, we find it interesting to get more involved in the realities of working teachers.</p><p>The collection of data has been carried out with the aid of interviews that we have analysed in a qualitative matter. Our study has the character of a discourse analytical study with an aim to investigate how teachers talk about the notion of child rearing and how that same notion is perceived.</p><p>The results show up a multifold of varied opinions; there seems to be a rather large insecurity as to what the notion of child rearing actually entails and, mainly, how they as teachers should position themselves as regarding this notion which is thought of as very complex. Our result shows that it is each teacher’s personal interpretation that governs the interpretation of the notion of child rearing.</p><p>Further on, there is a discussion containing, amongst other things, the responsibilities of the school and the parents, interpretations of the course of study, the foundations of values as well as the ethical language of teachers. Earlier research on the subject is reflected upon and accounted for.</p>

I läroplanens första kapitel beskrivs skolans uppdrag, som bland annat innebär att elever efter genomgången skolgång ska, genom att argumentera och samtala utifrån kunskaper och etiska överväganden, formulera ståndpunkter och visa på ett kritiskt förhållningssätt (Skolverket, 2017d, s.13). Ett kritiskt förhållningssätt kan utvecklas genom att arbeta med critical literacy. Syftet med studien är därför att undersöka hur verksamma lärare i årskurs F-6 arbetar för att elever ska utveckla critical literacy. Studien utgår ifrån frågeställningarna:  - Inom vilka områden i undervisningen berörs critical literacy?  - Vilka verktyg används för att utveckla critical literacy?  - Vad anser lärare att deras uppgift är i arbete med critical literacy?     Studien utgår ifrån intervjuer med fyra verksamma lärare. Intervjuerna är av en semistrukturerad form och lärarna har valts ut genom ett tillgänglighetsurval. Resultatet som framkom i intervjuerna visar att aspekter så som genus, etik, kultur och normer berörs i flera av skolans ämnen, exempelvis bildämnet, de samhälls- och naturorienterande ämnena samt svenska. Lärarna lyfter olika typer av verktyg som kan leda till att critical literacy utvecklas, exempelvis användes diskussioner, iPads, böcker, bilder och läromedel. Resultatet visar också att det finns faktorer lärarna måste ta hänsyn till och dessa är eleverna, planering och planeringstid samt att de i sin undervisning måste vara förebilder genom att förhålla sig kritiskt. / The first chapter of the curriculum describes the school’s obligations, which partly implies that students after they graduate, should reason and discuss on the basis of knowledge and ethical considerations express viewpoints and so indicate a critical approach (Skolverket, 2017d, s.13). A critical approach can be developed thru critical literacy. The purpose of this thesis is therefor to study how working teachers in primary- and middle school are working in order to develop critical literacy. The study are based on the research questions: -Within which areas in teaching are critical literacy brought up?  -Which tools are used to develop critical literacy? -What do teachers consider is their role in teaching that concerns critical literacy?    The thesis is based on interviews with four teachers. The interviews are semi-structured and the teachers have been selected by available range. The result shows that gender, ethic, culture and norms are aspects that the teachers handle in relation to the school subjects art, general science, social science and Swedish. The teachers brought up different types of tools that can be helpful while developing critical literacy, for example discussions, iPads, books, pictures and educational material were mentioned. The results also shows that there are factors that the teachers have to consider and these were the pupils, planning and time for planning and also that they hade to be role models by having a critical approach.