This study investigates the perceptions and observations of teachers regarding the implementation of Game-Based Learning (GBL) for students with special needs, with a focus on ADHD, mainly in the Swedish educational system. Utilizing a qualitative research methodology, semi-structured interviews were conducted with six educators experienced in special education and GBL. The data were analyzed using thematic analysis, guided by the Technology Acceptance Model (TAM), to identify key themes related to the benefits, challenges, and attitudes towards GBL. The findings indicate that GBL significantly enhances student engagement and motivation, facilitates easier and more permanent learning, and improves academic performance. However, challenges such as inadequate teacher training, limited resource access, and scepticism among educators were also identified. These results underscore the need for targeted professional development and better resource allocation to maximize the potential of GBL in supporting students with special needs and ADHD. This research contributes to the existing literature by providing valuable insights into the practical implementation of GBL and its impact on students with special needs and ADHD.

People in children’s environment can significantly influence the process of inclusion in regular schools,teachers and their perceptions on students with special abilities are recognized asplaying a key role. As such, this study aims at investigating, comparing and analyzing Greek and Swedish primary school teachers’ attitudes on inclusive education for childrenwith mental disabilities, as well as their experiences concerning the impact students’ environment has on their efficient inclusion and development. To this end, interviews with them have been employed for data collection in this cross-cultural qualitative research.

This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional curriculum regarding teaching social emotional skills and the influence of those beliefs on their classroom practices. The study drew from the works of Dewey and Bandura in the development of a framework for teacher decision making. A case study design incorporating multiple cases within the case study utilized a mixed-methods approach for data collection and analysis. Ten teachers volunteered and participated in the quantitative data collection, and four of those ten participated in the qualitative data collection through interviews and classroom observations. Data collection methods also included a demographic survey, a questionnaire on teacher beliefs about social emotional learning, and a self-ranking scale of practices related to teaching social emotional skills. Results indicated that although all participants believed social emotional skills instruction was part of their duties as teachers, their practices in teaching social emotional skills varied. Additionally, there was a mismatch between participants’ self-identified practices and the practices that were observed during the study. Administrative support for program implementation was high, but did not necessarily translate to effective practices during the first year of implementation of a particular program. While not significant in this study, variation in teacher characteristics may be important.

This study focuses on teachers' experiences of participating in collaborative professional development. Learning study is a systematic model where teachers collaborate around specific content areas (an object of learning) trying to find out what the students need to discern, and how that can be taught, using variation theory as a framework for lesson design and analysis.  The aim of the study is to find out what the perceived consequences are for teachers and their teaching when participating in a learning study. It also examines how the teachers perceive the collaborative work in a learning study. The study draws on data collected through qualitative semi-structured interviews with ten teachers with experience of participating in learning studies. The interviews were coded and categorized using a qualitative content analysis approach. The results indicate that the collaborative work in a learning study is perceived as both collaborative and collective learning. Learning study is also seen as a systematic model which enables collective and individual reflection on teaching.  Furthermore, the consequences of participation in learning study are perceived in terms of instructional changes, where teachers take greater use of students understanding as they plan and implement teaching and focus on the content. Variation theory emerges as an important tool in this change. The theory also seems to contribute to reflection and knowledge about teaching and students learning.

The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p> Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.

The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p> Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.

In 1976, the Louisiana Legislature passed Act 709. This act mandated accountability in education. As a result of this law, Louisiana students in grades four, eight, and eleven are given tests each year in reading, mathematics, and writing. The primary motivation for conducting this study was the wide-spread discussion about the value of the state-assessment program. There was a need to determine what the perceptions toward the Louisiana State-Assessment Program were by superintendents, principals, and teachers. Based upon a review of related literature and discussions with Louisiana educators, a questionnaire was developed with thirty-three items. These thirty-three items were grouped into six research questions that determined what the perceptions of superintendents, principals, and teachers were toward the Louisiana State-Assessment Program.

Denna studie har som syfte att öka kunskapen om pedagogers föreställningar om barns tillträdesstrategier och exkluderingar av varandra i leken samt pedagogernas egen roll i leken. För att undersöka detta har kvalitativa semistrukturerade intervjuer genomförts med tre förskollärare på olika förskolor.   Resultatet visar att pedagogernas föreställningar om barns tillträdesstrategier är att barnen använder följande sätt för att starta upp en lek och ta sig in i en påbörjad lek: producera en liknande handling, observera och leka vid sidan om, fråga om lov att vara med, fråga en pedagog om hjälp samt att förstöra leken. Pedagogernas föreställningar om barns exkludering i leken är att de protesterar mot att någon försöker ta sig in genom att förstöra och klagar hos en vuxen, sätter upp ramar och förutsättningar för att hindra andra från att vara med samt verbalt neka tillträde. Att verbalt neka tillträde tar en pedagog upp som ett sätt att neka vuxna att vara med. Utifrån pedagogernas berättelser har jag urskilt tre övergripande roller som pedagogerna tar i barnens lekar. Dels att vara med bara för att det är roligt, dels för att styra leken så att den inte går överstyr och något barn far illa samt för att lära barnen sociala färdigheter och sakkunskaper.

Forskning har påvisat många fördelar och möjligheter med att använda digitala verktyg i matematikundervisning. Samtidigt har det framhållits att digitala verktyg används i liten utsträckning i matematikundervisning. För att undersöka lärares inställning och användande av digitala verktyg i matematikundervisning har en enkätstudie genomförts. Data från 25 respondenter vilka alla undervisar i matematik i någon av grundskolan årskurs 1-6 har samlats. Resultatet indikerar att lärarna inkluderar digitala verktyg i relativt låg utsträckning i sin undervisning. Användningen av verktygen fokuserar ofta på enskild färdighetsträning eller helklassgenomgångar. Lärarna beskriver att digitala verktyg ökar variationen och underlättar individualisering i matematikundervisningen samt ökar elevernas motivation. De framhåller även att deras användande av digitala verktyg begränsas av strulande teknik och deras egna kunskaper på området. / Research has demonstrated many benefits and opportunities to use digital tools in mathematics education. At the same time, it stressed that digital tools are used to a small degree in mathematics teaching. To examine teachers' attitudes to digital tools, how they choose to use them and the factors that influence their choices a survey has been done. Data from the 25 respondents who all teach mathematics in some of the elementary school grades 1-6 have been collected. The result indicates that the teachers include digital tools in a relatively low degree in their teaching. The use of the tools often focuses on the student’s individual practice or whole class situations. Teachers describe that the digital tools increases variability and facilitates individualization of mathematics teaching and increase student motivation. They also stresses that their use of digital tools is limited by problem with the technology and their own knowledge of the field.

Studies have shown that a majority of teachers in Sweden (among other countries) today use an algebraic approach to introduce complex numbers. Studies have also shown that this approach could be problematic for students' conceptualization, and can lead to misconceptions regarding the complex numbers. The purpose of this study was therefore to investigate if teachers' perceptions of complex numbers had any effect on their choice of method in regards to introducing the complex numbers to their students. A secondary purpose of this study was to see which digital learning resources teachers use, and how they use these in their teaching of the complex numbers. A qualitative interview with seven teachers was conducted to hear their personal choices and experiences. The study found no connection between the teachers' perception of complex numbers, and their choice of introducing complex numbers. Regarding the use of digital learning resources, the study found many of the teachers to be inexperienced or limited in their use of digital learning resources in their teaching of the complex numbers. / Forskning har visat att majoriteten av lärare i Sverige (bland andra länder) använder idag en algebraisk undervisningsmetod för att introducera komplexa tal. Forskning har också visat att detta kan vara problematiskt för elevers begreppsskapande och kan leda till missuppfattningar av komplexa tal. Syftet med den här studien var således att undersöka om lärares uppfattningar av komplexa tal har någon inverkan på deras val av introduktion i undervisningen. Ett sekundärt syfte var att se vilka digitala hjälpmedel lärare använder och hur de väljer att använda dessa i samband med undervisningen av komplexa tal. En kvalitativ intervju gjordes med sju lärare för att ta del av deras undervisning och deras personliga erfarenheter. Studien fann ingen koppling mellan lärarnas uppfattningar av komplexa tal och hur de valde att introducera komplexa tal. Gällande digitala verktyg så fann studien många lärare oerfarna eller begränsade i sin användning av digitala verktyg i sin undervisning av komplexa tal.