This paper presents a case study carried through with interviews from three remedial teachers in English working with students with dyslexia at public schools in the south of Sweden. The aim of the study was to investigate the learning strategies used by remedial teachers in order to help students with dyslexia to facilitate their learning process and reach higher grades in English as a foreign language. The results of this study indicated an agreement between the remedial teachers and previous research found regarding the use of technological learning aids, the adjustment made for students with dyslexia as well as using formative assessment. However, the remedial teachers appeared to show a divided approach to the aspect of focusing on grading requirements when supporting student with dyslexia in English. Since previous research on the area of working on grades appeared to be deficient, these finding could indicate a need for research of effective strategies to support students with dyslexia in developing and reaching higher grades in English. This study therefore concludes the necessity of further and wider research within the area of supporting student with dyslexia in the process of learning a foreign language.

The study had the aim to find out what attitudes high school students and their teachers had towards slang expressions from the English language, in which situations the students used slang, where they learned these expressions from and if there were any differences between boys and girls. The methods used were both (a quantitative method by using) questionnaires for students and (a qualitative method by) interviews with teachers. The result shows that students were positive towards using English speaking slang and they mostly used the expressions while communicating with friends or online. The students learned slang expressions from social media platforms and other websites, music, film/television series and friends. The teachers had a neutral attitude towards slang and their view on the matter was that students had difficulties in using formal English since students learned informal English from popular culture.

Undersökande arbetssätt ska enligt läroplanerna ingå i undervisningen i matematik för alla åldrar. Majoriteten av den forskning som lagts på undersökande arbetssätt har fokuserat på åldrar upp till grundskolans senare år. Syftet för detta arbete är att avgränsa sig till hur undersökande arbetssätt används i matematikundervisning i svensk gymnasieskola, och lyfta hur lärarna ser på undersökande arbetssätt som möjlighet för delaktighet och differentierad undervisning. Datainsamlingen har gjort genom kvalitativa semistrukturerade intervjuer av fem undervisande gymnasielärare i matematik. Resultatet visar på att lärarna har olika syn på hur man kan få in undersökande arbetssätt i undervisningen, men även på en gemensam uppfattning om att elevernas delaktighet är den mest centrala förutsättningen för en lyckad undervisning oavsett arbetssätt. / According to the curricula, an investigative approach is expected to be included in mathematics education for all age groups. The majority of research conducted on using an investigative approach has been focused on age groups up to the later years of primary school. The purpose of this work is to narrow down the focus on how an investigative approach is used in mathematics education in Swedish high schools and to highlight how teachers view the use of an investigative approach as an opportunity for participation and differentiated education. Data collection was conducted through qualitative semi-structured interviews with five teaching high school mathematics. The results indicate that teachers have different perspectives on how to incorporate an investigative approach into their teaching, but there is also a common understanding that students' participation is the most central prerequisite for successful education, regardless of the approach used.

The aim of the present inquiry was to identify significant factors which had impact on the lives of Miriam Darvas and the protagonist Liesel Meminger, linked to the circumstances of the Holocaust in their respective narratives Farewell to Prague and The Book Thief. Through the investigation of the living conditions impacting the individuals, Maslow’s Theory of Motivation is applied in order to find the factors hindering the possibility for Miriam and Liesel to develop in their personal selves. Simultaneously, an educational aim followed the study in order to clarify the pedagogical possibilities of using the narratives in an EFL classroom.    The findings of the present inquiry indicate great similarities in the change of circumstances between Miriam and Liesel due to the war, which consequently impacted the individuals in their basis of developing their personal self. The results disclosed several instances in which the surroundings of Darvas and Meminger hindered their ability to develop and deprived them of the necessities needed, according to Maslow’s theory. However, they also disclosed indications of finding inner strength by self-improvement through education. Therefore, the findings from the present study supports an area of pedagogical possibilities using the narratives in the EFL classroom, such as enhancing the knowledge and understanding for the living conditions during the Holocaust, providing alternative reading suggestions to the commonly used Holocaust literature, as well as allowing collaborations between several subjects in high school.

This is a qualitative interview study aiming to examine the concept of tolerance as it is a core value in the curriculum for the Swedish upper secondary school and high school. The concept of tolerance is linked to the subject of religious studies. A total of six teachers were interviewed regarding their understanding and interpretation of the concept, as well as its place in their teaching. The method of analysis was hermeneutic and the statements made by the teachers were further analyzed in the light of normcritical pedagogy and didactical awareness. The results show a diversified understanding of the concept, manifested in a broad scale of attitudes to it, ranging from negative to positive, though all were based on a reflective approach. This affected the teachers' tendency to include, or focus on, the concept of tolerance in their teaching, varying from active inclusion to exclusion. The discussion focuses on the differences and difficulties associated with acts of tolerance versus attitudes of tolerance. The teachers define religious studies as a subject with heavy focus on interpersonal relations. Acts of tolerance are therefore problematic as they are also acts of power between individuals and groups. This shows the didactical importance of discussing the concept of tolerance, mainly in relation to attitudes and acts, between teachers as well as in the classroom.

The starting point of this study is national as well as international surveys which show that the study motivation and general level of knowledge among Swedish students have decreased. The Swedish Curriculum for the Non-Compulsory School System (Lpf94) states that each student shall be given the possibility to strengthen their will and ability to learn. The teachers are expected to play an important role in the effort to increase student motivation. The opinions of the students are a valuable source when trying to understand what motivates them. The purpose of this study is to provide a more profound understanding of what students express about their motivation in the interaction with the teachers. Students that describe themselves as school tired is one important target group for increasing motivation among students. Therefore, a more specific purpose is to see what in the interaction with the teacher and the teacher’s education might affect the motivation for school work among high school students who are tired of school. Research and studies relating to motivation are presented and discussed in the theoretic chapters of this work, covering the impact of social background, students’ inner motivation and the roles of the interaction with the teacher as well as teachers’ expectations and the teaching itself. The study is conducted as an analysis of qualitative interviews with five high school students who have expressed that they are school tired. The main results show that this particular group of students appreciate teachers who are caring, encouraging and supportive. The students have a need to feel connected with the teacher, who ideally should be calm, positive and have a sense of humour in order to generate positive energy. As for the Pygmalion effect, it is significant that the students express that their first meeting with the teacher is important and that they wish the teacher to be encouraging and to show them that she or he believes in every student´s ability in order to motivate them. The study shows that a teacher should also be able to challenge the students, but not by setting the goals too high or by putting too much pressure on them. When introducing a new course the teacher should make sure the students have the ability to keep up with the pace. Teachers should also enable students to catch up if they get behind. In addition, the teacher should have empathy and be able to explain various topics in an interesting way, and finally make it clear that they are teachers because they want to and not out of necessity.

The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

The point of this study is to understand how Umeå university’s curriculum for the subject of history evolved in the time period 1970 to 2015. Therefore, this study will analyze Umeå university’s curriculum for the course History AB 1, that is included in the history teacher training education. Furthermore, this study will take this analyzation of the curriculum and compare it to the Swedish high school curriculum. This is to better understand the evolution of the education program for teachers, but also to study the symbiotic relationship between schools and universities. Moreover, this assignment will be using Stina Hallsén’s description of policy analyzes to examine the valuation and norms from Umeå’s curriculum, and then take the analyzation further by comparing it to the Swedish high school curriculum. It will thereafter be analyzed with Gert Biesta’s three concepts, Qualification, Socialization and subjectification. Biesta’s concepts will help to measure how good the education at the teacher education program in Umeå is. The results of the study can shortly be described that there’s a long line of changes happening at the teacher education program at Umeå university and the subject of history in the time period 1970 to 2015. The changes range from small differences like the curriculum changing pace, to big changes like entire course moments getting removed and new ones getting added. In addition, the curriculum from Umeå university gets compared to the Swedish high school curriculum. This comparison alongside the study’s framing of question serves to give better insight into how the teachers education program has changed and evolved during the time period. Lastly the results of this study show that yes, there is a symbiotic relationship between Umeå university’s education for teachers and the Swedish high school curriculum. Furthermore, the students attending the teacher training education are taught that becoming a teacher is a lifelong mission to evolve and understand the changes happening in the schools.