Syftet med föreliggande studie är att undersöka vad som styr lärares val, avseende estetisk integrering i undervisningen. Undersökningen omfattar klasslärare i grundskolans tidiga år. Empirin samlades in genom enkätundersökning med slutna och öppna frågor samt genom halvstrukturerade samtalsintervjuer. Under intervjuerna gavs möjlighet att ställa fler frågor som fokuserade på faktorer som kan vara förutsättningar för estetisk integrering i undervisningen. Det insamlade datamaterialet analyserades utifrån studiens frågeställningar samt ramfaktorteorin. Tidigare forskning visar positiva effekter av att arbeta med estetiska uttryckssätt i undervisningen. Forskningen belyser även en mer komplex bild av den estetiska integreringen. Denna studies resultat indikerar att lärare är positiva till estetisk integrering i de teoretiska ämnena, men att det finns faktorer som styr omfattningen av den estetiska integreringen. Det behövs exempelvis tid till förberedelser och efterarbete samt anpassade lokaler när man arbetar med estetiska uttryckssätt. Goda kunskaper i de estetiska ämnena och elevernas intresse för det estetiska är något som motiverar många lärare. Läroplanen upplevs både motiverande och som en ram lärare måste hålla sig inom. En av undersökningens slutsatser är att den estetiska integreringen i undervisning är komplex. Det finns en rad faktorer som spelar in i lärarnas val av hur de bedriver sin undervisning. Lärarna har ett frirum för initiativ. Samtidigt är frirummet en del i ett skolsystem med regler och ramar som lärare måste förhålla sig till. / The purpose of the study is to examine what factors lead teachers to include, or not include, aesthetic elements in their work with children. The empirical data was collected via a web-based questionnaire as well as two semi-structured interviews, all three concerned teachers working within the first grades of primary school. The interviews allowed for deeper discussion of survey questions and the frame factors that may affect the aesthetic integration. The collected information was analysed according to the frame factor theory. Previous research suggests that art integration in early education has a positive effect on learning. However, it also provides a more complex picture of such integration. Our study indicates that teachers in general have a positive view on art integration in theoretical subjects, but nevertheless there are various factors that reduce the extent to which this integration takes place. Time, space, teacher competence within the aesthetic area, as well as interest from pupils and teachers all seem to play an important part. The current curriculum appears alternately to motivate teachers and lock them within an inflexible framework. In conclusion, art integration is rather complex. There is a range of factors which affect how teachers choose to pursue their teaching. Teachers have a certain freedom of initiative, a 'free space' within which they try their ideas. Even so, this 'free space' is part of a school system with regulations and frames, which the teachers have to take into consideration.

abstract: Recently there has been an increase in the number of people calling for the incorporation of relevant mathematics in the mathematics classroom. Unfortunately, various researchers define the term relevant mathematics differently, establishing several ideas of how relevancy can be incorporated into the classroom. The differences between mathematics education researchers' definitions of relevant and the way they believe relevant math should be implemented in the classroom, leads one to conclude that a similarly varied set of perspectives probably exists between teachers and students as well. The purpose of this exploratory study focuses on how the student and teacher perspectives on relevant mathematics in the classroom converge or diverge. Specifically, do teachers and students see the same lessons, materials, content, and approach as relevant? A survey was conducted with mathematics teachers at a suburban high school and their algebra 1 and geometry students to provide a general idea of their views on relevant mathematics. An analysis of the findings revealed three major differences: the discrepancy between frequency ratings of teachers and students, the differences between how teachers and students defined the term relevance and how the students' highest rated definitions were the least accounted for among the teacher generated questions, and finally the impact of differing attitudes towards mathematics on students' feelings towards its relevance. / Dissertation/Thesis / M.A. Curriculum and Instruction 2012

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Tidigare studier har visat att dansen har en positiv inverkan på individens hälsa. Trots detta ges dansen ett begränsat utrymme i skolämnet idrott och hälsa. Syftet med denna studie är att undersöka ämnet idrott och hälsa i årskurs 7–9 utifrån ett lärarperspektiv med fokus på lärmomentet dans. Studien utgår från en kvalitativ ansats och består av digitala semistrukturerade intervjuer. Urvalet bestod av 6 idrottslärare med giltig legitimation som arbetar på högstadiet med årskurs 7–9. Urvalet bestod av 50/50 könsfördelning. Under intervjuerna fick respondenterna reflektera och diskutera kring dansmomentet i ämnet idrott och hälsa. Respondenterna delade med sig av egna erfarenheter och egna tankar som var relevanta till studien.    Resultaten visade att dansmomentet fungerar bra enligt respondenterna även om det i vissa fall förekommer en mer negativ attityd till dansen. Två större utmaningar som uppmärksammades av majoriteten av respondenterna innefattar attityden/inställningen till dans och Coronapandemins påverkan på dansundervisningen. I dagsläget står dansmomentet som ett kunskapskrav i undervisningen och kan ha stor inverkan på elevernas betyg både positivt och negativt. Dansen ses som en rolig aktivitet som är ”så mycket mer än bara nåt fjantigt” vilket även går att använda sig av utanför skolan. Genusreflektionerna kring dansen påvisar att respondenterna upplever att flickor oftare höjer sig i betyg samtidigt som pojkarnas betyg kan sänkas en hel del. Detta kan delvis bero på att pojkarna har en mer negativ attityd till dansen. Resultatets olika teman går att koppla ihop med varandra vilket visar på att många olika delar kan påverka dansmomentet i idrott och hälsa. / Previous studies have shown that dance has a positive impact on the individual's health. Despite this, dance is given a limited space in the school subject sports and health. The purpose of this study is to investigate the subject sports and health in grades 7–9 from a teacher perspective with a focus on the lesson element dance. The study is based on a qualitative approach and consists of digital semi-structured interviews. The sample consisted of 6 sports teachers with valid identification who work in high school with grades 7-9. The sample consisted of a 50/50 gender distribution. During the interviews, the participants got to reflect and discuss the dance part in the subject of sports and health. They shared their own experiences and thoughts that were relevant to the study. The result was able to state that the dance part works well according to the participants, even though in some cases there is a more negative attitude to the dance. Two major challenges that were highlighted by most participants include the attitude / attitude towards dance and the impact of the Corona pandemic on dance instruction. At present, the dance element is a knowledge requirement in teaching and can have a great impact on students' grades both positively and negatively. In 2022, this will change, which has aroused the thoughts of some participants. The dance is seen as a fun activity that is "so much more than just something silly" which can also be used outside of school. The gender reflections on dance show that the participants experience girls more often rise in grades while the boys' grades can be lowered a lot. This may be partly because the boys have a more negative attitude to the dance. The different themes of the result can be linked to each other, which shows that many different parts can affect the dance part in sports and health.

This qualitative research synthesis examines the design of existing studies on making and maker-oriented activities with digital tools (Digital Making) in early childhood settings. This synthesis also provides an overview of teachers’ understanding of Digital Making, and how teachers implement Digital Making in their teaching practice. To be included in this synthesis, studies needed to (a) focus on Digital Making, (b) include evidence of early childhood teachers’ perspectives on Digital Making, (c) include children aged three to eight as Digital Makers, and (d) be situated in a formal educational setting. Given that young children’s making activities with digital tools are limited by children’s exposure to digital materials, I also considered studies in which children manipulated digital devices in ways that enabled them to develop foundational maker orientations and skills. Although 274 studies were considered, only seven studies met these criteria. Analyses show that the seven selected studies are grounded in the theoretical perspectives of constructivism, embodiment, and empowerment as an essential part of early childhood learning. These seven studies were conducted in a range of contexts with many different kinds of digital tools such as programable robots, remote toys, iPads, and 3D printers. Teachers viewed Digital Making as child-centred and engaging. They also reported using making and maker-oriented activities to support children’s learning of problem-solving skills, social skills, and digital literacies. To better integrate Digital Making at scale, however, more training and support for teachers is likely needed.

This study sets out to examine the teacher perspective of the use of Swedish and English during English teaching in year 4. Whether the first language, in this case Swedish, should be included is a much debated questions, and, there is no unanimous answer. On the one hand, scholars promote the sole use of the target language in the classroom and argue that such an approach would result in the students communicating more in English. On the other hand, the first language, in this context Swedish, is seen as a resource which can aid language learning. In addition, there appear to be a gap between this discussion and practice on ground. Therefore, this study aims to examine a few teachers’ beliefs and motivation for their language use. The study is conducted through lesson observations and qualitative interviews with four Swedish primary school teachers who teach English. Results show that two of the four teachers believe that the ‘English Only’ approach is most advantageous. Whereas the other two believe that the learners need translations to support their understanding. Swedish is used in every classroom to a varying degree; however, all the teachers motivate its use with the same reasoning: the students’ low proficiency in English makes it too difficult to use the target language only. Furthermore, the teachers find the need to include the first language in order to reach and support all learners. However, one can question this approach as it does not include the learners whom have other first languages than Swedish, and who are forced to learn English via Swedish. The results imply that teachers may need further education on how to work with Swedish and multilingualism in a conscious and pedagogical way.

The evolving technologies used for communication has made an impact in the educational system as digital tools are becoming more common. With the digital tools of today, it is possible to create multimodal texts in which different language expressions are combined. The new possibilities for presenting content creates higher demands on today's learners as they are faced with challenges both as receivers, and users of language. This study aims to examine teachers experiences and perspectives regarding the planning of multimodal writing tasks, with use of digital tools. The study also sets out to explore how teachers perceive the use of multiple modes in such tasks, and how the growing technologies may affect their teaching of English in year 4-9. The results shows that the planning of multimodal writing tasks commonly includes images, the use of digital tools and oral presentations. In the described projects, the multiple modes were used either as a support for the writing production or seen as an equal part of the assignment. Furthermore, all participating teachers agreed on that multimodal writing tasks can be beneficial for students communicative skills, and in creating students motivation. However, the results also shows teachers challenges when conducting multimodal writing tasks, as in support for learning new digital tools, the connections to the syllabus and possible difficulties regarding students IT knowledge. The results imply that much of the competence needed to successfully conduct multimodal writing tasks, comes from the teachers own ambition to learn and administrate such tasks.

Due to globalization, diversity in the Swedish classrooms is common. This study sets out to examine the pupil’s and teacher’s perspectives of multilingualism in Sweden and how it effects English language learning. Although, a majority consider multilingualism to be an asset in language learning, many still believe that children mix the languages together and become confused. There seems to be no unanimous answer to whether or not multilingualism aids in learning an additional language. Therefore, this study aims to examine positive and negative effects of monolingualism and multilingualism in English language learning in Sweden. More specifically, the aim is to explore whether or not multilingualism aids pupil´s in speaking English as a Foreign Language. The question “What effects does multilingualism have in Year 1 - 3 EFL students’ speaking skill?” was formulated. The research for this qualitative study included interviews of six teachers and four pupil´s, combined with observations of different classrooms in the south of Sweden. The results indicate that both pupil´s and teachers view multilingualism as an advantage to language learning.

Tidigare forskning visar att lärare uppfattar många hinder i att undervisa i HBTQ samtidigt som undervisningen i större utsträckning är begränsad till skönlitteratur. HBTQ-elever är emellertid ofta måltavlor för våld och kränkningar. Syftet med studien är att undersöka vad lärare i fritidshem har för syn på de nya formuleringarna i 2022 års läroplan och hur undervisning med HBTQ-relaterat innehåll bedrivs i fritidshemmet. Studien använder sig av en kvalitativ metod och är genomförd med semistrukturerade intervjuer med fem intervjudeltagare. Resultatet visar att lärare i fritidshem är positivt inställda till de nya formuleringarna i läroplanen som rör HBTQ. Resultatet visar även att HBTQ-undervisning främst utförs i informella sammanhang eller undervisning genom olika medier som filmer och tv-serier.

Civic teachers in Swedish upper secondary schools are facing a more challenging job than ever due to the current polarized political climate. They are expected to teach about controversial issues whilst keeping the classroom at peace and at the same time allowing each student the opportunity to express their opinion. This research overview strives to explore how teachers teach and deal with controversial topics in civic studies. How can teachers work with controversial issues in the classroom? And what does previous research say about this work? In order to answer these questions a literature search has been done and previous research and empirical material has been analyzed. The findings show different approaches, such as denying the controversy or presenting different perspectives of the controversy, when teaching controversial topics in the classrooms. The results of this research review also presents different perspectives from both teachers and students on the subject, teachers’ dilemma as well as pedagogical tools that can be beneficial for students’ development. The findings also show that there is no clear answer or manual that teachers can follow or be guided by when teaching about and dealing with controversial issues. However, depending on one's goal of the lesson, one can strategically use a certain approach in order to try and reach a certain outcome.