The purpose of the study is to investigate how primary school teachers understand the concept of research-based teaching. The data is collected through qualitative research interviews and analyzed via life-world phenomenology. The study's overall conclusion is that teachers are complacent about research-based knowledge or exclude it from their teaching. The result shows five different dimensions; external, internal, relational, conscious critical and unconscious. The two categories of internal and relational dimension can characterize the meaning of teacher as researcher. These two categories show teachers understanding and being an example that a practice paradigm of research-based teaching is under development. 

In 2010, the Swedish Parliament enacted a new education act that, among other aspects, stipulated education in primary and secondary schools must be based on research and proven experience. Such a legal requirement that would apply to both school levels is quite innovative not only in Sweden but internationally. Over the years principals and teachers have developed new pedagogies designed to improve teaching and learning. Could another means toward such improvements lie in a law stipulating that education in primary and secondary school must be based on research and proven experience? What conditions are required for such a law to affect the work of the school faculty and staff? The analytic methods used in this investigation are Lundgren’s frame factor theory and Goffman’s frame analysis. The focus is on the relationship between parliamentary control via legislation and the possibilities of principals and teachers to fulfil the intentions of the law. Our analysis reveals that the law experienced difficulties due to it not being properly implemented and not providing clear instructions on how it should be used in teaching practice.

The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom.

Studien har som syfte att utveckla kunskap om datorspelens pedagogik; hur är den uppbyggd, vilka pedagogiska principer bygger den på och går det att överföra den till skolmiljöer?

En alternativ formulering av studiens syfte är att utveckla kunskap om vad det är i datorspelen som får unga att tillsammans med ett sexpack Red Bull sitta stilla i timmar framför datorn och ägna sig åt datorspel. Finns det en pedagogisk innovation i spelen som i överförd mening skulle kunna få unga, tillsammans med en sexpack Red Bull, att sitta med sin matematikläxa i timmar varje dag – eller sammanlagt 10.000 timmar utöver dem som skolan kräver? 

Resultatet visar att datorspelen tar pedagogiken till en ny nivå.

Genom att utbilda lärare i hur forsknings bedrivs i en lokal skolpraktik utvecklas en vetenskaplig kompetens bland yrkesverksamma lärare. Med en sådan kan lärare studer hur barn och unga lär sig och med den kunskapen som grund göra didaktiska val. Dessa val skapar förutsättningarna för full måluppfyllelse hos eleverna i grundskolan.