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The study identifies a specific problem area related to students' misconceptions about heat and heat conduction. The aims of the study are to contribute knowledge about how practical activities with thermal cameras impact the interaction and understanding of heat conduction among intermediate-grade students. The study was conducted with 23 fifth-grade students in two different schools in Sweden. To address the study's purpose, groups of three to four students were observed during a designed activity in which we participated. This activity included discussions and experiments on heat conduction using a thermal camera. The activity was recorded on video and later analysed. The results of the study, presented in three experiments, indicate that the use of thermal cameras can effectively support students' understanding of heat conduction. Students articulate the concept of heat conduction and use it in discussions. Visualizing heat with the help of thermal cameras facilitates students in connecting theoretical concepts to practical situations and enhances their ability to explain and reason about the phenomenon. The study also highlights the teacher's role in guiding students in their development. Despite some difficulties in verbalizing their conclusions, students show increased awareness of heat conduction and its connection to different materials. The study thus emphasizes the potential of using thermal cameras to support teaching and improve students' understanding of how heat spreads. / Studien identifierar ett specifikt problemområde relaterat till elevers missuppfattningar om värme och värmeledning. Syften med studien är att bidra med kunskap om hur praktiska aktiviteter med värmekameror påverkar mellanstadieelevers interaktion och förståelse för hur värme sprids genom ledning. Studien är utförd på 23 elever i årskurs 5 på två olika skolor i Sverige.    För att besvara studiens syfte observerades grupper av tre till fyra elever under en designad aktivitet där vi deltog. I denna aktivitet ingick diskussioner och experiment om värmeledning där värmekamera användes. Aktiviteten videofilmades och analyserades senare.  Studiens resultat, presenterade i tre experiment, visar att användningen av värmekameror effektivt kan stödja elevernas förståelse för värmeledning. Eleverna uttrycker begreppet värmeledning och använder det i diskussioner. Visualiseringen av värme med hjälp av värmekameror underlättar för eleverna att koppla teoretiska begrepp till praktiska situationer och främjar deras förmåga att förklara och resonera kring fenomenet. Studien belyser också lärarens roll för att vägleda eleverna i deras utveckling. Trots vissa svårigheter att verbalisera sina slutsatser visar eleverna ökad medvetenhet om värmeledning och dess koppling till olika material. Studien betonar således potentialen i att använda värmekameror för att stödja undervisningen och förbättra elevernas förståelse för hur värme sprids.

The usage of technology is increasing in our society, and the schools are adapting ICT into education, and the use of mobile devises is increasing in the classrooms. However, there are no clear guidelines for the schools on how these devices should be used nor when and why. Therefore, the aim of this study is to ascertain if mobile devices are being used in the English language classroom to develop the pupils’ different language skills, such as writing, reading, speaking and listening. In the background, the study compares previous research with interviews. The method that was chosen are two semi- structured interviews, the first one was with a teacher in primary school, and the second one was with a former primary teacher who now works in a university to teach future teachers. The results of comparing previous research with interviews showed that mobile device can be used as a tool to develop the different language skills in K-3. The implication that were found are that the mobile devices should be used to an extent in the different lessons because they exist in the pupils’ everyday life, and the educators should take advantage of it to motivate the pupils’, still, these devices should be used for the right purpose; they are tools that the teachers should use to take learning forward.

School-based social and emotional learning (SEL) interventions have the potential to promote healthy development among children, including social and emotion regulation and academic achievement. Higher levels of implementation quality are associated with greater student outcomes compelling research to identify factors that contribute to successful implementation. Social validity refers to the social significance of an intervention and is thought to improve the uptake of interventions. The ecological model of teacher implementation proposes that individual and contextual factors influence social validity. The present study used a mixed-method design to examine how teacher and school factors were associated with the social validity of SEL interventions. Participants included 112 PK-5 teachers who completed an online survey about their perceptions of social validity of SEL interventions, their demographics, SEL beliefs, self-efficacy, stress level, multicultural competence (MCC), school climate, school location, and proportions of students and teachers of color. Participants responded to four open-ended questions regarding their perceptions of SEL interventions. Structural equation modeling was used to test model fit and estimate relationships between variables. Teacher SEL Competence (indicated by SEL beliefs, self-efficacy, and MCC), School Diversity (indicated by location, proportions of students and teachers of color), stress level, race/ethnicity, and school climate were examined in their association with the social validity (i.e., acceptability, willingness, perceived effectiveness, and disruption) of SEL interventions. Thematic analysis was used to extract common themes from qualitative data and expand the understanding of teachers’ perceptions about SEL interventions. Quantitative and qualitative results showed that teacher and school factors were significantly associated with social validity. Overall, teachers reported positive perceptions about SEL interventions; particularly, teachers with higher SEL competence perceived SEL interventions to be more acceptable and effective and were more willing to engage in them. Teachers with higher stress levels also perceived SEL interventions as more acceptable, suggesting they may think SEL interventions can improve both student behavior and teacher well-being. On the other hand, teachers with more years of teaching experience perceived SEL interventions as more disruptive to classroom routines. This may point to barriers in school settings such as lack of time for non-academic activities. Notably, teachers of color also perceived SEL interventions to be more disruptive, and teachers working in more diverse schools rated SEL interventions to be less acceptable. Teachers noted that SEL interventions should be customized to students’ context and reality. Teachers of color and those working in diverse schools may be more aware of the lack of cultural responsiveness of SEL interventions, and therefore find them less socially valid. Providing trainings and supports that develop teacher SEL competence can significantly increase social validity and, consequently, engagement in interventions. It is also important to promote teachers’ MCC and infuse multicultural considerations into school practices. Research on intervention development, evaluation, and dissemination should account for cultural diversity as well as investigate adaptations to improve implementation quality, sustainability, and student outcomes. Advancing SEL interventions in these areas has the potential to promote a healthier development among students particularly those from diverse communities.

This study examines how primary school teachers view peer assessment. Six teachers were interviewed by semi-structured interviews about how they work with peer assessment with pupils in primary school, how they introduce it and what pros and cons they find with this method of giving feedback. The interviews were summarized with the analytical method called meaning concentration. We used Vygotsky's theory about the zone of proximal development (ZPD) which represents the space between what a learner is capable of doing with a little help called scaffolding from another child. The result was compared to this theory from a sociocultural perspective in the analytical part. The result showed that three teachers used peer assessment as a routine in their class in different subjects, two teachers had used peer assessment earlier but didn’t practice it by the time we had the interviews. One teacher had not used peer assessment with pupils but insisted on potentially using it in the future. The benefit that the teachers saw with peer assessment was that the teachers could focus on the students that needed their help while the other students were used as learning resources to each other. Another benefit was that the pupils developed in their own learning by giving feedback to others, which also prepared them for the peer assessment they would meet in high school. The disadvantage was that it was time-consuming since it required a lot of training before letting the pupils work on their own. One more potential risk with peer assessment was that the quality of the feedback could vary a lot depending on the pupil’s skills of giving feedback. Receiving low quality constructive criticism could make some students feel discouraged to present their work again in this way. The teachers also gave some advice for how to introduce peer assessment in primary school. The conclusions of this study are that peer assessment in primary school requires a lot of time for training as well as the teacher being a role model for the class in order to avoid unwanted conflicts and discouraged students. It is also a good way to prepare the pupils for their future studies and help them develop their own skills in learning.

The problem of this study is to evaluate the work of the primary supervisor of Tarrant County. The major emphasis has been the development of evaluative criteria from a review of literature in the field of democratic philosophy and modern psychology of education as the principles found in each apply to supervision.

Abstract Culture is a significant part of the Swedish curriculum for compulsory school, despite this there is no definition of the concept. Therefore, it was found interesting to explore what understanding teachers who teach social science in primary education possess, and how they integrate culture in their teaching methods. As culture is a wide concept, the current study focused on two definitions of culture, the aesthetics and the anthropological. The study enlightened different views of culture and how students consume and construct culture. We chose to do an interview study where the reflexive interview technique was used. Open questions that were relevant were utilized which made it possible to ask follow up questions. Furthemore, the study contained interviews with six different teachers. To analyze the material from the interviews content analysis was used. The result of the analysis showed that the aesthetic concept of culture is more common in both the teachers' understandings and teachings. Some of the teachers emphasized the anthropological parts of culture. The participants often connected the concept with other subjects than social science. The study showed that the teachers integrated culture in social science through different out of schedule activities. Moreover, this work is often connected to the school's cultural mission and specific days. It was further recognized that culture is not a part of the day to day education in social science and has a development potential. Furthermore, there seems to be a lack of concrete teaching methods when working with culture. If there had been concrete teaching methods, it would favor the teachers in their everyday work. The study contributed with an understanding of how teachers integrate culture in their day to day education, and enlightened their understanding of the concept of culture. The results from the study can support future teachers in their profession. By widening their knowledge about the concept and the benefits of including it in their lesson plan, they can elaborate their teaching.

ADHD is an example of a neuropsychiatric impairment (NPF), which is due to a different development of the brain in a person. This change causes the central nervous system to deteriorate the individual's ability to concentrate and control impulses. The size of the problems varies between individuals, but there is help so that everyday life can function. Knowledge about ADHD and its impact on both boys and girls has increased over time, but there are still large knowledge gaps regarding girls with ADHD. The lack of understanding regarding gender differences in ADHD diagnosis led to girls being diagnosed later than boys, who generally receive more support at school than girls. This is because girls' symptoms are different from boys', which can lead to them not being noticed similarly. The purpose of the essay is to highlight the challenges that girls with ADHD face at school. The importance of increasing awareness of gender differences in ADHD symptoms is to identify and meet the special needs of girls and to ensure they receive the right help. The importance of various interventions and strategies to support them and reduce the negative consequences of ADHD problems in girls' lives. The method we use is to create a literature review as a guarantee to increase the relevance and reliability of the study. This mainly concerns the problems girls must be aware of to receive a diagnosis and treatment in time. Their symptoms and signs of ADHD are different from the boys', which means that the teachers do not notice them, and they are left without support and help. In our conclusion, we have concluded that the girls' challenges due to ADHD have a major impact on their learning and social relationships. Teachers and parents play an important role in identifying the girls' problems early and providing the right support. There is a need for increased understanding of these students' special needs.

No / Purpose To determine the test-retest reproducibility of accommodation measurements gathered in an unselected sample of primary school children. Methods Monocular and binocular amplitudes of accommodation (AA) were collected by five different Testers using the push-up method in an unselected sample of school children (n=137, age: 8.1±2.1-years). Testing was conducted on three occasions (average testing interval: 8-days) in 91.2% of the children. Results The median AA was 19.1D, the variation due to the identity of the Tester was 3.1D (p<0.001) and the within-subject variation (which takes the variation due to Tester identity into account) was 5.2D. Around 75-79% of children exhibited monocular AAs-12D when tested on the first occasion, but more than 90% exhibited an AA-12D when subsequently tested. Around 74-80% of those with an AA<12D on the first occasion had values-12D on subsequent testing even though no treatment had been undertaken. Poorer initial AA measurements were less likely to improve on repeat testing. Conclusions Our results reveal substantial intra-individual variation in AA measurements, raising questions about the usefulness of this test in children aged 4-12-years. We suggest that AA assessment may prove most useful in children in this age range as a pass/fail check for substantially reduced AA, for example, where the AA is <12D. Our sample would suggest that the prevalence of persistently reduced AA may be around 3.2% when tested under binocular conditions and 4-6.4% when tested monocularly.

Yes / For schools to consider physical activity (PA) interventions, improvements must be shown in PA and additional educational benefits such as executive function (EF) and academic performance (AP). Over 8800 schools worldwide have implemented The Daily Mile™ (TDM), without any formal assessments of its impact. Rigorous and high-quality studies are needed to explore TDM's contribution to moderate-to-vigorous PA (MVPA) guidelines and potential impact on EFs and AP. Methods: Children (14 classes, n = 303, age mean = 8.99 ± 0.5) from 11 primary schools already implementing TDM consented. At the individual level, children were randomly assigned using a 4-block process to either TDM or continued academic lessons (TDM n = 158, control n = 145). Children completed pre and post, EF tests (Trail Making Task; Digit Recall; Flanker; Animal Stroop) and a maths fluency test (Maths Addition and Subtraction, Speed and Accuracy Test). Accelerometers assessed MVPA using 15-s-epochs and Evenson cut-points. Results: Using multi-level modelling, TDM revealed significantly greater MVPA (+10.23 min) and reduced sedentary time (−9.28 min) compared to control (p ≤ 0.001, d = 4.92, 3.61 retrospectively). Maths fluency interacted with condition and time (p = 0.031, d = 0.25); post hocs revealed no significances over time (p > 0.05). No differences in EFs (all p > 0.05). Conclusions: This study is the first assessing the acute effects of TDM compared to continued academic lessons. TDM revealed no significant improvements in maths fluency or EF. These findings question justifying the widespread adoption of TDM based on enhanced cognition claims. Nonetheless, TDM may provide 10 min of MVPA, achieving a third of the daily in school recommendations to meet overall daily recommendations.