The purpose of this paper was to look into how the individual has been portrayed in the different curriculums for Swedish Compulsory school from the 60?s to the 90?s. This was done in order to see what type of discourse ?monocultural- multicultural- or intercultural- the understanding of the individual has led to.The purpose was divided into five questions: Who is the individual in the curriculums? How is the individual portrayed in relation to education in the curriculums? How is the individual portrayed in relation to society in the curriculums? What type of discourse - monocultural- multicultural- or intercultural- is mirrored in the different curriculums? Is it possible to see tendencies in the discourses that lead closer to, or farther away from, an intercultural perspective? The material that was analysed consists of four different curriculums: Lgr 62, Lgr 69, Lgr 80, and Lpo 94.The method used was a discourse analytic approach based on the theory of social constructionism. The answers to the questions asked were structured with the support from definitions of monocultural discourse, multicultural discourse, and intercultural discourse, derived from Pirjo Lahdenperäs (2008) descriptions of different organizational cultures.The main conclusion drawn from this analysis was the fact that the intercultural discourse about the individual has not been obtained.

AbstractWhat do the pupils really learn in school? What do the pupils know before they begin schooland what knowledge do they have when they graduate form 5 and should have achieved thegoals? I chose to interview some pupils in the end of nursery school and some pupils in theend of form 5. To limit myself I chose the subject space, because I think most pupils thinkthat space is an interesting subject. The result of my examination was that pupils in nurseryschool have many different thoughts and previous knowledge about space, often on the basisof what they have seen themselves, and that some of the pupils in form 5 have some moredeveloped knowledge while some pupils still got the skill as a nursery school pupil. Myexamination shows that some pupils have learned surprisingly little, bearing in mind that theyhave been in school for five years..

The purpose of this study was to gain a clearer picture of how after-school-care teachers? work with fundamental values in after-school care, both practically and theoretically based on the curriculum Lgr 11. I wanted to acquire a broader understanding of the school's core values and what kinds of tools teachers used to cope with their task. I proceeded with two questions:How does after-school care proactively work with core values based on gender, ethnicity and class?How does the work on value issues at after-school care centers compare with Lgr 11?In my study, I used literature studies and a qualitative analysis of five interviews with afterschool care teachers.

AbstractThe aim of the study was to examine how a school team works with formative assessment in Compulsory school for pupils with intellectual disabilities. The study had a particular focus on formative assessment in relation to pupils with moderate and severe intellectual disabilities. Since there is a lack of research within the field of formative assessment and pupils with moderate and severe disabilities this study may contribute to new knowledge in this field. A sociocultural perspective has been used as a theoretical framework. A central concept in the sociocultural perspective is that people develop knowledge in interaction with other people and that communication and language is important.  The methodical framework was inspired by an ethnographic approach and the empirical material was concocted by participatory observations and by interviews.

Purpose: This thesis aims to study how students in upper secondary school evaluate sources in their everyday school work and how the role of the school library and librarian officiate in this context.Methodology: A web questionnaire was conducted and 155 students from different schools, with or without school library and school librarian, participated. We coded and aggregated the questionnaires according to the strategies that are used when evaluating sources, identified by Francke, Sundin and Limberg. Cognitive authority, a theory by Patrick Wilson, was also a part of our analysis. Conclusions: The study shows that students use different strategies, separately or combined, as a way to evaluate sources. The teacher is regarded as a cognitive authority and is the main influence concerning source evaluation. It also shows that the role of school libraries and school librarians, in this context, seem to be non-existent.

The aim of this paper is to study if implementation of a school library management system called FreeLib has created favourable conditions for the school librarians to cooperate with other professions and become a more forward working place. I have studied relevant literature about school libraries, organisation, digital libraries and documents that regulate school and library activities today as well in the past. In order to fulfil my purpose I have done a qualitative survey with six school librarians from Swedish primary schools with pupils at the age of 6 -16 years old. To identify strengths, weaknesses, threats and opportunities I found in the material I used a method called SWOT analysis. According to this study the use of the digital FreeLib system has developed a better teamwork between school librarians at different schools.

Transition to Non-Compulsory EducationScrutinizing flaws in Students? knowledge in Mathematics.

The aim of this essay was to gain a deeper understanding about how school employees interpret and practice school law regarding cyber-bullying that occurs between pupils on the internet. To examine this we used a qualitative method. We completed eight interviews with five teachers, one headmaster, one school welfare officer and one special educationist. These eight school employees were from four different high schools. In our interviews we found that the school employees thought it was difficult to define different concepts within the school law such as in association with the occupation and offensive behaviour which prohibits them from interpreting the school law in the same way.

The aim of this master´s thesis is to analyse what factors have an impact on the quality of school libraries. The research questions are: How do some school principals, school librarians and school inspectors view quality in school libraries and what has an impact on quality?How do they view some existing quality criteria?How important do they think the integration of the school library into the curriculum is?The theoretical approach is derived from research about school libraries by David Loertscher and by Sharon Markless and David Streatfield. The empirical material has been collected through half structured qualitative interviews. The informants chosen are principals and school librarians from three Swedish primary schools (6-15 years).

This essay discusses how popular literature in general and Stephanie Meyer?s Twilight-series in particular can be useful in the classroom, despite, or rather, thanks to, its inherent problems concerning gender roles, relationships and the power systems within them. The essay takes a reader and teacher centered approach in describing both the problems of Twilight and the ways these problems can be worked with in the context of the school subject Swedish in upper secondary school. It makes an inventory of Twilight?s problematic aspects, and attempts to use them in conjunction with the governing documents of the Swedish school system.

Fountain of Knowledge? The Changing Role of the Library at the Upper Secondary School Level. There have been many changes in the Swedish society in general, and in the school system and hence the school library in particular during the last decade. The aim of this master thesis is then to study what students at the upper secondary school level consider to be the optimal school library to meet their specific information needs at school. In addition to and in comparison with this, the aim is also to study the present conditions of the upper secondary school library as described in documents, reports and other studies in this field.

The purpose of this study is to see how adolescent students in high school formulate their thoughts of death and if a belief in transcendent existence affects their thoughts. The study was done on two separate schools, one municipal school and one private religious school, in minor cities in Sweden. The method used was qualitative inquiries and the amount of participants was four from each school, eight in total. The result of the study showed that six out of eight participants had a belief of a transcendent existence, three from the municipal school and three from the religious private school. The result also showed that the participants from the municipal school that had a belief in an transcendent existence also had a belief in a form of ?afterlife?, this was however not reflected on the students in the religious private school where result showed that one out of four had a belief in a form of ?afterlife? and three view death as the final stage of existence..

This master thesis is aiming to find out how school libraries work towards children in school years 1-6. The mainfocus is how the school librarians and teachers work with literature and reading. The theoretical viewpoints aremainly the sociocultural theory and the child perspective.The study was conducted with participants from five different schools in Uppsala, in the form of qualitativesemi-structured interviews. The results show that schools work with literature first and foremost in a pragmaticway, with reading-strategies and activating discussions. Very little time is spent on reading for its own sake.

This study is of a qualitative phenomenological approach. Its background lies in recent reports that show the problem of self-harm increasing among adolescents. The intent of the study was to highlight school counselors? view of self-harm, and their experiences of meeting self-harm through their work. Six school counselors, all employed in secondary school, have participated in semi-structured interviews.

Although school librarians have an important role to play in high schools helping teachers and students during their education, Swedish school librarians are often considered to end up left out by teachers and head principals due to school librarians vague and unclear professional role in the school. The aim of this thesis is to attempt to study school librarians own apprehensions of their particular professional role in a high school context, and how their professional role is believed to be apprehended by teachers and head principals. The results are based on interviews made with eight school librarians working in different high school libraries in Gothenburg during April 2002. By using phenomenographic method various existing apprehensions of the specific phenomena that the professional role of the school librarian constitutes of are made clear. The aim of the method is not to study what the profession constitutes of, but rather how it is apprehended by the school librarians themselves.