The aim of the study is to find out what pre-school teachers perceived of the Curriculum, regarding esthetic subjects. The study is built on the teachers thoughts and ideas about the esthetic work, and how it is supposed to help all children develop. How the teachers has interpreted the Curriculum points on how they have chosen to work with the esthetic subjects. The study is based on interviews with six teachers, from two pre-schools. The material from the interviews has then been analyzed with theories and earlier research.The result shows that the teachers think that the esthetic expressions are a language, and that the pre-school is supposed to give the children the opportunity to experience different types, for example dance, music, drama and art.

Recent studies indicate that teaching the theory of evolution in Swedish secondary schools is not as uncontroversial as expected considering that Sweden is often described as one of the World?s most secularzied countries. A recent study indicates that Swedish teachers have a varity of tactics to avoid coming in conflict with their students or even parents of students that believe they have a rightto dictate how evolution should be taught. This study had fourmain aims; the first being to analyse both the previous Curriculum and the new to see how the teaching of evolution is adressed, and if any changes have been made in the Curriculum. The second being to look into how teachers interpret the Curriculumand if they have noticed any changes in the new Curriculum which have had an affect on their teachingmethods? The third being if teachers have met resistance when they teach evolution and the origins of life, and if so, how do they deal with these conflicts? The fourth and final aim of this study was to see if instances of conflict are on the rise as indicatedin the literature.The results of this study indicate that there has been no siginificant changes made in the Curriculum with the exceptionthat the new Curriculum is more clear and precise as to what teachers are expected to teach and that pseudoscience, such as intelligent design, has no place in science classroomsexcept when teachingthe philosophy of science.

In previous contact with secondary schools, we have noticed a dull setting for friluftsliv among teachers in Physical Education and Health. We suspected that both teaching and assessment are sometimes conducted in error. Under the provisions of Skolverket the teacher must involve all elements mentioned in the core content of the Curriculum and the assessment of students' knowledge may be based only on what is expressed in the syllabus for each course. Research shows that the implementation of the Curriculum have failed in the subjects investigated (Skolinspektionen, 2013:22). We have identified a gap of knowledge regarding the situation of friluftsliv in the course physical education 1.

The purpose of my study is to find out how preschool teachers reason concerning their work withgender equality from outside of the Curriculum. I propose the following questions: If there is apositive view over the relevance of gender equality from outside of the Curriculum? Does thepreschool teachers think themselves to work with gender equality from outside of the Curriculum?Does the preschool teachers have any thoughts on whether working with gender equality will have apositive or negative effect on the children? In what way does the preschool teachers reason on theirown meetings with boys and girls? The method chose to use is a qualitative study that is based oninterviews. I have interviewed four preschool teachers in a small society called Katrineholm. Afterthe interviews I have analyzed the material and split it into themes that has been processed.

In previous contact with secondary schools, we have noticed a dull setting for friluftsliv among teachers in Physical Education and Health. We suspected that both teaching and assessment are sometimes conducted in error. Under the provisions of Skolverket the teacher must involve all elements mentioned in the core content of the Curriculum and the assessment of students' knowledge may be based only on what is expressed in the syllabus for each course. Research shows that the implementation of the Curriculum have failed in the subjects investigated (Skolinspektionen, 2013:22). We have identified a gap of knowledge regarding the situation of friluftsliv in the course physical education 1.

In the previous Curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new Curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the preschool teachers. According to Curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

AbstractWhich assignment teachers feel they have to accomplish in their professional work has been thestarting point of this essay. To find this out, two questions have been asked:1.Which assignment do teachers experience as the most important assignment? How can this be relatedto the Curriculum?2.How do teachers interpret the term 'learning'? How can this be related to the Curriculum?Working as a teacher means that you have different assignments to implement, which brings complexityto it. One part is to prepare the students for becoming future citizens. Another part is to seeto that they reach the knowledge as well as other goals of the education.

According to pre-school Curriculum, the children´s needs and interests from the basis for the design and planning of the educational activities. The Curriculum also highlights that all children should have the opportunity to satisfy their increasing ability to influence the content and approach. The purpose of this study is to examine whether and how teachers work in involving children's influence and interest in forest excursions.The essay is based on a qualitative approach in which we have chosen to carry out unstructured observations by a team of three educationalists. The study includes children of 3-5 years of age.The results show that the educationalists take advantage of children's interests and needs foremost in conversations. The children are given the possibility of influence that of which concerns only themselves and nobody else.

The purpose of this study is to describe and understand how children?s participation and influence is described in the Curriculum of preschool. The purpose includes how educators perceive, working with and what opportunities and challenges they believe that there is in the process of participation and influence. The methods I used were qualitative text analysis and e-mail interviews. I studied text in the Curriculum and interviewed four educators to find out their views on children's participation and influence.

The swedish education system in general and the swedish gymnasium in particular is at the point of a thorough reform of the guidelines in education. One major difference given in the guidelines is that the former core subject of arts education is abandoned in favour of making history a mandatory class. This despite the Curriculum outlined in 1994 remains. Through comparativ text analysis of the documents and reports outlining this reform and defining the Curriculum as well as the guidelines for the education system this study aims to point out the reasons for this change. Through in depth interviews with teachers, educators and authorities in addition to readings of contemporary research on arts in education the study will depict a larger picture of the scheme of things.

This study focuses on two text books, Magasinet and Ess i svenska, both common teaching material in Swedish schools. Since Swedish school system recently got a new Curriculum and grading criteria, the purpose with this essay was to see how well the teaching materials used in school match the new documents.Since the subject has not really been studied before, the chapter containing recent studies focuses on layout, appearance and contents of good teaching material. The survey that I have implemented includes studies of the two text books, with comparison of the new Curriculum, grading criteria and previous studies of what makes a good text book.Conclusions were that Magasinet is very comprehensive and match the criteria and Curriculum very well, even though it spans over four classes and has to cover a lot of information. However, since it covers so much information, each section sometimes feels not as thorough as it perhaps should have been. Ess i svenska on the other hand, is a good complement to use in ninth grade, if you have studied the previous books for seventh and eight grade in the series.

AimThe aim of this essay is to investigate some local Curriculum?s interpretation of the upbringing assignment that is expressed in Lpo 94, together with how the physical education teachers in these schools interpret and give expression to this assignment in their teaching. The questions are:? How does the local Curriculum interpret the upbringing assignment of the PE teachers?? How does the PE teacher interpret the concept upbringing?? How does the PE teacher work with the upbringing role in their daily teaching?? How does the different experiences regarding to uppbringing and the schools development affect their or the PE teschers? daily teaching?? Is there any difference in the subject teacher?s upbringing role compared to the PE teacher?s?MethodThis study is qualitative and based on four deep individual interviews of teachers, two at the age between 25 and 35, and two at the age of 45 or older. In addition, four local Curriculum?s have been investigated with consideration to upbringing.

The aim of my thesis is to unveil orientalistic powerstructures in the new national Curriculum for religious studies in Swedish upper secondary schools. Western imperialism and modernistic ideals has formed the Swedish perception of what constitutes as Swedish, this perception also influences the Swedish religious understanding. This understanding is imbedded in the national Curriculum for religious studies which enables a western hegemony to prevail..

The aim of my thesis is to unveil orientalistic powerstructures in the new national Curriculum for religious studies in Swedish upper secondary schools. Western imperialism and modernistic ideals has formed the Swedish perception of what constitutes as Swedish, this perception also influences the Swedish religious understanding. This understanding is imbedded in the national Curriculum for religious studies which enables a western hegemony to prevail..

Today there is a large consensus about the importance of Swedish schools providingconditions enabling students to develop the ability to manage and learn through information technologies (IT). The goal of this study was to describe and examine how national education goals for the use of IT transformed into municipal IT-strategies for the school. A content analysis was conducted of thirty-eight municipal IT-strategies collected from Swedish municipal websites on the Internet. The content in the municipal IT-strategies was compared with the content in both the Swedish education act and the national Curriculum. The results showed that the content in the Swedish education act and the national Curriculum in fact was translated into municipal IT strategies, but that the range of strategies concerning technology, pedagogy and content in relation to IT was broad.