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I förskolan finns det barn som av olika anledningar har svårt i leken. Denna studie har i syfte att belysa hur ett organiserat arbetssätt kan främja och stötta de barn som har svårigheter i lek. Det arbetssättet är speciella lekgrupper. För att synliggöra hur arbetet med speciella lekgrupper kan organiseras har en kvalitativ studie genomförts. Semistrukturerade intervjuer genomfördes med sex pedagoger i två olika kommuner för att få pedagogernas uppfattningar om arbetet, samt urskilja eventuella möjligheter och utmaningar. Med hjälp av det sociokulturella perspektivet och de centrala begreppen; proximal utvecklingszon, medierande redskap och scaffolding, analyserades resultaten. I resultatet framkommer att leken har en väsentlig roll för barns utveckling samt att redskap och lekmaterial bidrar till samspel och en inkluderande lek. Pedagogerna har en närvarande roll som stöttar och stärker barnen i det sociala samspelet. Resultatet synliggör att arbetet med lekgrupper har sina utmaningar, såsom tid- och personalbrist. Pedagogerna lyfter flera fördelar och möjligheter med sitt arbete kring speciella lekgrupper. En slutsats är att det är av stor vikt att barn med svårigheter i lek får tillgång till en miljö där de med hjälp av omgivningen kan få stöttning i sin lekutveckling., In Early Childhood Education and care (ECEC), there are children who, for various reasons, find it difficult to play. The purpose of this study is to highlight how an organized way of working can promote and support children who have difficulties in play. That way of working is special play groups. In order to make it visible how the work with special playgroups can be organized, a qualitative study has been carried out. Semi-structured interviews were conducted with six pedagogues in two different municipalities to get the pedagogues' perception of the work and to see any opportunities and challenges. Using the socio-cultural perspective and the central concepts; proximal development zone, mediating tools and scaffolding, the results were analyzed. The results show that play has an essential role in children's development and that tools and play materials contribute to interaction and inclusive play. The educators have a present role that supports and strengthens the children in the social interaction. The result makes visible that work with playgroups has its challenges, such as a lack of time and staff. The educators highlight several advantages and opportunities with their work around special playgroups. One conclusion is that it is of great importance that children with play difficulties have access to an environment where they can receive support in their play development with the help of the environment.

Syftet med detta arbete är att undersöka hur lärare arbetar med differentierad undervisning för andraspråkselevers begreppsförståelse i so, samt vad deras definition av begreppet differentierad undervisning innebär. Varför definition av begreppet är viktigt och relevant är för att få en översikt kring lärarnas kunskaper och tillvägagångssätt i undervisningen, då alla elever har rätt till likvärdig utbildning enligt Lgr 22 (Skolverket, 2022). Att fokusera på lärares definition av differentierad undervisning kan också bidra till att öka lärarnas professionalisering och kompetens inom området. I studien om lärarnas arbete har socialkonstruktivismens syn använts för att tolka och förstå lärarnas uppfattningar samt deras arbete. Enligt detta perspektiv är det viktigt att ta hänsyn till elevernas bakgrund, erfarenheter och språkkunskaper för att skapa en inkluderande och givande undervisningsmiljö. Genom att arbeta med differentierad undervisning kan lärare hjälpa eleverna att utveckla en djupare förståelse för ämnet och främja deras inlärning på ett effektivt sätt. Denna studie är av relevans då den lyfter fram vikten av att förstå hur lärare arbetar med differentierad undervisning för att främja andraspråkselevers begreppsförståelse i so-ämnena. Genom att undersöka lärarnas definition och tillvägagångssätt inom detta område kan vi få insikt i hur undervisningen kan anpassas för att möta elevernas behov på ett effektivt sätt. Utifrån kvalitativ metod har vi med hjälp av semistrukturerade intervjuer fått fram resultat som besvarar våra forskningsfrågor. Lärarna som deltog i vår studie är lågstadielärare som arbetar med so-ämnena. Resultatet visar att lärares definition och inställning till begreppet differentierad undervisning liknar varandra. Det visar sig att alla intervjuade lärare arbetar differentierat utifrån olika metoder och strategier för att kunna nå ut till alla elever. Deras definition och inställning till differentierad undervisning tyder på att begreppet ä

Detta arbete handlar om hur elever kan få språklig stöttning i matematik, mer specifikt vid problemlösning inom bråk i matematik. Syftet är att ta fram språklig stöttning vid problemlösning inom bråk i matematik. Första delen av detta arbete har bestått i att ta fram en arbetsgång med stöttande frågor för att hjälpa elever att läsa, förstå och lösa ett matematiskt textproblem, hämtat från boken Rika problem. Arbetsgången har arbetats fram enligt Gibbons cirkelmodellen och utifrån en språklig analys av det matematiska innehållet i textproblemet utifrån lexikon- och registerperspektiv. Den arbetsgången användes sedan på fem grupper i två klasser där eleverna diskuterade och gemensamt löste två problem, det ena med de stöttande frågorna i arbetsgången och det andra utan. Ordningen på problemen varierades för att se om det spelade någon roll om de fick stöttning i första eller andra problemet. Det vi kunde se av undersökningen var att när eleverna fick stöttning skapade de en gemensam bas och grund att börja lösa problemet ifrån och de diskuterade mer hur de skulle gå till väga. Vi har också kunnat se att elever som fick stöttning i första problemet tog med sig frågorna i det andra problemet och även försökte identifiera begrepp och strategier när de gick vidare till problemet utan vår stöttning.

Syftet med den här kunskapsöversikten har varit att undersöka vad forskningen säger om litteratursamtalets betydelse för högstadieelevers litterära förståelse. Den här kunskapsöversikten består av en systematisk sökprocess där vi har granskat och valt ut artiklar samt avhandlingar som är aktuella och relevanta för valda ämnet. Sökprocessen har resulterat till nio vetenskapliga artiklar och en avhandling. Resultatet av källorna visar vilka möjligheter det finns i litteratursamtal för att främja elevers litterära förståelse. Möjligheterna är att läsningen blir en social aktivitet samt att eleverna får möjlighet att reflektera och diskutera sin läsupplevelse med klasskamrater.

This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants

Syftet med undersökning är hur lärare i årskurs F–3 beskriver hur de arbetar utvecklande och uppmuntrande med särskilt begåvade elever i svenskämnet. Undersökningen grundar sig på semistrukturerade intervjuer där sex lärare som undervisar i årkurs F–3 och som har erfarenhet av särskilt begåvade elever deltar. Det teoretiska ramverket i undersökningen är det sociokulturella perspektivet. Slutsatsen i den här undersökningen visar att vikt bör läggas på individanpassad undervisning för alla elever. Ofta läggs vikt vid individanpassning av svagare elever samtidigt som det är minst lika viktigt som de särskilt begåvade eleverna. Genom att individanpassa undervisningen kan särskilt begåvade elever bli utmanade, vilket då gör att eleverna blir mer motiverade. Att eleverna känner sig motiverade i undervisningen är en av de viktigaste aspekterna när det kommer till särskilt begåvade elevers lärande., Svenska

The aim of this study is to describe how four teachers in middle school work to verbally support students´ language and comprehension of subject-specific concepts, and also illustrate what teachers´ express they consider is linguistic development. The research questions posed in this study are: which multimodal linguistic representations do the teachers use in a group to verbally support students’ linguistic development, and what do the teachers consider to be linguistic methods. The study is a qualitative study with two different methods. The study set out to explore what multimodal linguistic support the teachers’ use in classroom, through observations using an observation scheme based on communicative representations. To find out, what teachers consider, is linguistic development, an interview in a focus group with the observed teachers was conducted. The sociocultural perspective on language and teaching, where learning is considered as a social process together with others, is used in the analysis collected for data. It was found that the teachers in the study use multimodal linguistic support for the students with learning difficulties. The students are able to be involved in the lessons. The teachers often use subject-specific concepts so that they will be well known and used by the students themselves. The teachers talk about linguistic development as subject-specific concepts and have not reflected that they develop the student’s language through the multimodal linguistic methods they use in their daily work with the group, both individually and collective.

The level of fluency in the genre specific language of schooling, also known as Academic English (AE), determines students’ success in school. Government agencies that legislate school policies therefore give teachers the directive to conduct education in ways that promote communicative abilities in academic English across all curricula. While the acquisition of an AE register entails hard work for native English-speaking students it presents an enormous challenge for English language learners (ELLs) who are faced with the triple burden of leaning basic interpersonal communicative skills (BICS) in addition to content knowledge and academic English. Classroom practices, teachers’ training, and students’ cognitive abilities are predictive factors in the successful acquisition of academic English by ELLs. This literature review, which draws on cognitive theory in addition to systemic functional linguistics theory, contributes to the topic of how to most effectively teach AE to ELLs in English speaking classrooms. The results from seven peer reviewed research sources indicate that teaching practices differ depending on the nature of the subject, but that systemic learning theory, scaffolding, and contextual awareness are reoccurring elements. Furthermore, the results imply that there are challenges including that ELLs constitute a very heterogeneous student body with varying cognitive abilities that require a variety of teaching approaches. In addition educators’ attitudes, competences and training in teaching AE across all curricula pose a challenge to the quality of instruction. Further research on the topic could involve making actual classroom observations in addition to conducting teacher interviews in schools that have content and language integrated learning in Sweden to explore what instructional methods are used to teach AE in CLIL- education.

The aim of the study is to investigate how multilingualism can be expressed in a classroom. With the aid of a qualitative approach applying the sociocultural perspective and with translanguaging as a theoretical framework, a fifth-grade class has been observed during three lessons in Swedish and mathematics. The class teacher was also asked to answer questions by email about how the pupils’ multilingualism was manifested in the classroom. The result shows that the teacher promotes the pupils’ opportunities for developing knowledge, language and identity by letting them translate words and summaries of texts from Swedish into their mother tongue. The pupils are helped by being allowed to use their multilingualism since they can help each other with words they do not understand and can carry on conversations with each other with no linguistic obstacles. By working in language groups, the pupils are allowed to converse with each other by switching between their languages and thereby creating further conditions for accomplishing the tasks with which they are presented.

Syftet med studien är att få kunskap om hur lärare kan stödja elever, i årskurs 1–8, till meningsskapande samtal om naturvetenskapliga begrepp. För att undersöka detta har kvalitativa observationer och intervjuer genomförts med sex lärare på tre olika skolor i södra delen av Norge. De kvalitativa metoderna har använts för att få en djupare förståelse för hur lärarna organiserar den naturvetenskapliga undervisningen. Den insamlade data från observationerna och intervjuerna har utgått från studiens syfte och frågeställningar för att sedan analyserats med hjälp av en innehållsanalys där olika teman har identifierats. Studiens resultat visar att samtliga lärare utgår från eller tar in elevernas egna erfarenheter i den naturvetenskapliga undervisningen. Hur lärarna gör detta samt i vilken grad varierar. Studien visar även på vikten av samtal i naturvetenskapsundervisningen för att lärare ska kunna bekräfta elevernas kommentarer och idéer med naturvetenskapliga begrepp. För att föra meningsskapande samtal tillsammans med eleverna visar studien att lärarna använder frågor och olika så kallade medierande resurser. Genom en variation av dessa medierande resurser samt arbetssätt visar några av studiens lärare resultat på innehållsrik undervisning. En slutsats som dras av studien är att när lärarna organiserar undervisning på ett sätt som fångar upp elevernas vardagliga erfarenheter och synliggör naturvetenskapliga begrepp främjas meningsskapande., NO

The aim of this study is to examine (from a didactic perspective) how two social studies teachers who work in two different elementary schools, grade three, pursue their oral instructions with subject terms. We have selected these four following questions as main evaluation points throughout the study, basing our conclusion upon the information composed from the answers: Which of the five “conceptions of high order thinking” do the teachers value as the purpose for the teaching content? How do the teachers in their use of notions relate to the needs of second language students and how do they reflect on it? How do the teachers use subject-specific notions in their teachings practices? How are students given the opportunity to use, communicate and integrate around notions and how are the teachers reflecting on it? In this study we applied two types of qualitative methods. Six observations combined with interviews in the form of four short unstructured interviews and an in-depth interview with each teacher. Previous research shows that great linguistic skills are a common factor for success in all subjects. Our investigation has been made from a sociocultural theory that promotes learning through interaction with others as well as by receiving support from the teacher, through scaffolding. Our result indicates, in conclusion that the number of second language learners in the class has an impact on how actively the teachers work to concretize abstract notions. The student population determines how they in teaching practices use notions. Social issues also decided how the teachers gave students room to use notions. For teacher no. 2 who worked in an environment where the second language students were a majority, a second language perspective was an obvious matter, whereas teacher no. 1 considered it to be a management issue and a collective responsibility.

Lexington Avenue and East 37th Street.

Old carriage houses, 155-161 East 35th Street, 2008. Group of four carriage houses. 155 and 157 E. 35th Street, built: 1901. 159 and 161 E. 35th Street, built: 1910. All four buildings are now residential units.

Fraternity Clubs Building, 22 East 38th Street, east side looking south from 38th Street, 2008. Fraternities Club Building; Built: 1922-1924; Architect: Murgatroyd & Ogden. The club was built by the Allerton Hotel chain specifically for members of college fraternities. The medieval Italian-style building had meeting rooms for Greek organizations and 560 guest rooms. Several university clubs, including Notre Dame, Cornell, and Harvard, were once housed in the building as well.

129 E. 35th Street. Photographed behind scaffolding. Built 1859-1860 by granite dealer Thomas Crane and stone cutter Alexander McDonald. The two men developed plans for Nos. 129-137 E. 35th Street and then transferred titles to investors during the building process. This second phase of development in Murray Hill's historic district reflected the wealth of middle class families in the years before the Civil War. Much of the original rich architectural detail survives, including the stoop and railings, the surround and hood over the main entryway, and the building's cornice.

23 Park Avenue; NE corner of Park Avenue and E. 35th St. Also known as: 101-103 E. 35th St. Building under scaffolding at time of photograph. Originally built in 1898 for J. Hampden and Cornelia Van Rensselaer Robb. Architect: Stanford White of McKim, Mead & White. Acquired by the Advertising Club of New York in 1923. The group had the building remodeled by architect Fred F. French, and the club opened in 1924. During repairs following a 1946 fire, the building was expanded to include an adjacent home at 103 E. 35th St. The building is now an apartment house.

The thesis describes what happens when twelve students learn to read and write. The main purpose of this thesis is to shed light on the learning process of the students, with respect to reading and writing, based on the specific learning environment. Special attention is given to the relationship between the individual and the environment. It is the author's strong belief that one needs to look at both these aspects together. Further, the intention of the thesis is not to compare different environments in terms of good or bad, but rather to use them as examples of situated social practices for reading. The investigation has an ethnographic approach and is based primarily on qualitative data collected by personal studies of the students' reading and writing processes in the classroom environment. Secondly, estimations of the students' reading abilities have been performed in order to validate various kinds of data. Twelve students have been studied from August 1998 when they started in first grade and until March 2001. The analysis derives from Vygotskij's theory, the sociocultural perspective, and to get a better understanding of differences and similarities between the environments, Bernstein's theory about the visible and invisible pedagogic was used. The result indicates that in a classroom, students show a variety of specific behaviours related to the setting in different ways. The conclusion of this thesis is that it is urgent to make teachers observe and pay attention to the behaviour pattern of each group of readers. Teachers hereby receive a tool that gives them a chance to identify students with negative patterns in purpose to make them choose a constructive way of learning. Through guidance the teacher may transfer successful strategies and/or design situations that make it possible for the students to discover an alternative way of learning.