This essay is a study of how teachers in social studies relate to three central Curriculum concepts; cultural diversity, swedish culture and common cultural heritage.Through unstructured interviews, I have taken part of two practicing school teachers interpretations and understandings of the concepts and their practical approach for teaching about identity. An area mentioned in the core content of the courses Social studies 1a1 and Social Studies 1b.The conclusion of my study is that teachers interpret the key concepts in a transparent manner. It is believed that the main task is to problematize the concepts rather than define them. In contrast to this, the practical teaching is largely based on normative values. An open discussion and a normative practice can be said to balance right on the border between the schools values ??and the demands of the Curriculum on transposition of the current culture..

Biological diversity is one out of four dimensions, characterizing the subject of Biology ac-cording to the school Curriculum. As a concept, biological diversity had its break through at the UN environmental conference in Rio de Janeiro in 1992, where the convention about bio-logical diversity, named CBD, was signed. According to the convention, almost all the na-tions of the world have engaged themselves to preserve the national diversity of species, in-cluding the diversity of genetics and ecological systems.This thesis focuses the biological diversity from the perspective of school books. The aim is to find out how the biological diversity is presented in biology books for students aged 12-15 years.In 1994, the current Swedish secondary and high school Curriculum called LPO-94 was pre-sented. The biology books used in this study were published between 1994 and 2007, all of them exist in many editions and are published by three different publishers.The conclusion of the study is that all the biology books that were examined have reached different levels of the development in the field of biological diversity..

The purpose of my study was to explore how preschool educators in Kenya look at children's influence on teaching. Researchers have argued that the formal educational system in Kenya today is a remnant of its days as a colony when people were expected to blindly follow rules without questioning them. I have used qualitative interviews as a method in order get the most concrete understanding of educators? views on the influence from children. The educators I interviewed were based at a school I visited in Kenya.

Several researches asserts that as teachers are responsible for the content of teaching and by formulating teaching "Why, ""How" and "What", that will also give signals to students about what is important knowledge. This essay addresses the difficulties teachers may face in terms of self-disclosure student texts and awareness of this in the design of teaching and writing tasks. Research shows that self-disclosure and self-therapy student texts exist and that teachers are experiencing a difficulty with regard to assessment and treatment.Through qualitative interviews examined seven teachers' design of any, to the student, self-disclosure information from Curriculum and policy documents. Another purpose of this paper is to examine the extent to which teachers, through the information they give to their pupils, may affect the texts students submit. It turns out that the respondents are united in the belief that they, through their data, may affect the texts they receive from their students when they are the ones that control the content of teaching, and they agree that the curricula gives them a great choice for design data. The survey shows that the perception of the Curriculum that will open up for self-disclosure texts differ as some of the respondents believe that the Curriculum is very much about the students way to express feelings and opinions, while others believe that they may try to package this data in another purpose or exercise.

New national Curriculums are issued in order to change the present state of the educational system in a nation. In 2011 the old Curriculum, the Läroplanen för de frivilliga skolformerna (LPF94) was replaced by the Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011 (GY11). As future teachers we are interested in how a new Curriculum affects the work of teachers concerning planning, teaching and examination from the teacher?s point of view.We conducted interviews with five teachers working at upper secondary schools (16-19 year olds) in Kalmar county. Our theoretical framework is based on Curriculum theory and concepts of Leonard Bernstein: framing and classification.

This thesis in Educational Sciences consists of a narrative ideology-analysis of the Swedish school's fundamental values with perspectives from the philosophy of Nietzsche and Kant, which also analyzed the same way, with the aim to trace and problematize the ideological foundations of "our society's shared values" that teachers should convey to the students. Based on a theory that a humanism crisis occurs when important values are perceived as threatened, does the introduction of the basic values of the Curriculum appear as a response tosocietal changes. Nietzsche and Kant represent completely different idea currents that both have been reflected in the Curriculum in which basic values have different meanings. Nietzsche has inspired social criticism, postcolonial and postmodern thinkers to a critical constructivist approach that is an asset in the multicultural classroom to deconstruct stereotypes and prejudices. That culture, ethnicity, morality and religion do not have an objective essence, but seen as social constructions, using a critical approach is a way of thinking which was developed with inspiration from Nietzsche.

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.

This study is about the use of textbooks in teaching English as a second language and about teachers? attitudes and opinions of using textbooks during lessons. The aim of the study is to receive a deeper understanding of the use of textbooks in English teaching and to learn about why teachers choose whether to use the textbook approach or not. The study contains an analysis of the textbooks the teachers in our study used. The analysis shows the actual content and the types of texts together with the design and the structure of the textbooks.

There have been debates on the big differences in mathematics knowledge concerning pupils in Sweden and Finland. Especially, one common issue in the discussions of education is the Pisa test results, which take up in the media. In the Pisa research the Finnish pupils get through well year after year. Because of the discussions about the distinct school systems in Sweden and Finland, I found it interesting to investigate the divergence of the Curriculums in these two countries. The main research questions asked were, what are the main differences and similarities in the Swedish and Finnish Curriculums in primary school? Such as, is the assignment of primary school similar in Sweden and Finland?In my study I analyzed and compared by means of the Curriculum especially mathe-matics teaching in primary schools in grade three in Sweden and in grade two Fin-land.

Due to the interest of starting a preschool with a scout profile in my circle of acquaintances I chose to write my report about how the scout method would work in a preschool. I did this by comparing the origin of scouting and preschool. I based my report on the following questions:Are there any similarities or differences with Curriculum, education act and the scout method that can make it easier/harder to work with the scout method in the preschool?There are many theorists that have had influence on the preschool. Give some examples of their theories that could affect the scout preschool?What is the difference between a teacher and a scout leader?What would a preschool look like if you included the scout method in the daily activity?With the help of my literature studies I compared the scout method against the laws and rules to make sure that the scout method doesn?t contradict them.

Career counselors in schools have for a long time reported a feeling that their work is not as important as teachers work. According to the Swedish Curriculum for the compulsory schools, all staff is responsible for viable counseling for pupils. Therefore, this study focuses on teachers, headmasters and a school executive director view of school career counseling, how they experience the fulfillment of Curriculum goals and how it interferes/interacts with their work. To analyze the empirical material we collected from interviews, we used theoretical terms of organizational theory with focus on social structures, differentiation and integration. We also used the career theory of Super.

The purpose of this study is to examine the conditions for pre-school teachers to achieve those goals that are constituted for science education in the Swedish Curriculum for the pre-school. The study questions of formulations are: which importance have the conditions for the work with science education in pre-school, which importance have pre-school teachers engagement and knowledge for the work with science education in pre-school and does the pre-school pre-school teachers think that they have enough conditions to achieve those goals that are constituted for science education in the Swedish Curriculum for the pre-school. The results are based on an interview survey with ten pre-school teachers from three pre-schools that are connected in a unit. The interviews were recorded and transcribed. The results from the study points out that the pre-school teachers engagement are most important for the work with science education in pre-school to flourish.

Human rights have been added to the new Curriculum which came into force the 1st of July 2011 in the Swedish Upper Secondary school. The purpose with this master thesis is to compare the old and the new Curriculum as part of an examination of what way they affect the Social Science education. Further the analysis focus on what is affecting discourses in the Social Science about human rights, as well as its communication and incorporation in its education. The empirical material consists of the schools steering documents and interviews with Social Science teachers. The theoretical framework is based on human rights education (HRE) and Curriculum theory.

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.

This paper attempts to display how five teachers of social studies use and relate to the policy documents and their instructions on gender. To penetrate the subject, five teachers were intreviewed. Each interview focused on how the Curriculum attempts to guide teachers regarding gender, sex differences and equality of opportunity. The collected information was processed, analyzed and discussed using gender studies and discourse theory.The results show that the interpretation and usage of the Curriculum is very subjective and varies greatly between all the interviewed teachers. Their personal interpretation proves to be crucial when it comes to making reality of the stated goals in the Curriculum, concerning actively working towards equality of opportunity between sexes.