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.

The purpose of this thesis is to see how film can be used to invigorate children?s language development. There is not much research regarding this, which is why we have chosen to study this particular topic. The study consists of questionnaires, an interview and a pilot study. We have chosen to proceed from a socio-cultural perspective, language perspective and learning perspective, thus we are interested in the teacher?s views and thoughts about film as a learning tool complemented by what children can gain through film.

The purpose of the study is, through some aspects, to make it visible and compare the education in mathematics in classes 1-3 in Sweden and Turkey. I have also studied the mathematic lessons, textbook and teaching aids, examinations and the use of calculator, on the basis of steering documents in Curriculum and syllabi. The method used in this study contains of qualitative interviews and have an unstructured character but also observations noted continuously. The result is a comparison between my own experiences and the observations connected to relevant theories and the questions..

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.

Although textbooks are scientifically proven that they are important and central to the school Curriculum one should think critically about the content in textbooks - is it really compatible with the Curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the Curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period.

This study examines how formal mathematics can be taught in the Swedishsecondary school with its new Curriculum for mathematics. The study examineswhat a teaching material in formal mathematics corresponding to the initialcontent of the course Mathematics 1c could look like, and whether formalmathematics can be taught to high school students.The survey was conducted with second year students from the science programme.The majority of these students studied the course Mathematics D.The students described themselves as not being motivated towards mathematics.The results show that the content of the Curriculum can be presented withformal mathematics. This both in terms of requirements for content and studentsbeing able to comprehend this content. The Curriculum also requires thatthis type of mathematics is introduced in the course Mathematics 1c.The results also show that students are open towards and want more formalmathematics in their ordinary education. They initially felt it was strangebecause they had never encountered this type of mathematics before, but somestudents found the formal mathematics to be easier than the mathematicsordinarily presented in class.The study finds no reason to postpone the meeting with the formal mathematicsto university level.

This study examines the possibilities of interpreting the moral values and ethics presented in the current Curriculums in a way that makes them inclusive and constructive. The study also reveals how the liberal democratic ideal, presented in the Curriculums as a hyper-ideology, is not at all easy to define or live up to in the pluralistic school of today.By close-reading and criticizing the Curriculum for the Swedish senior high school (Gy11)and by looking at it from two different points of views, as rules or norms and as a process, Ishow how the Curriculum can be interpreted as a basis or starting point for a communicationabout values. I also discuss wether the aim of this communication should be consensus or anongoing process..

AimThis qualitative study will provide an insight to different teachers view on handball in two elementary schools. Handball is a competitive sport and has been played for over 100 years in different contexts in Sweden. Are there qualities in the sport that belongs in the school´s non-competitive education? How do they justify this sport according to the governing documents Lgr-11 that gives a lot of room for interpretation by the teachers?How do teachers justify handball based on the Curriculum?What kind of qualities do the teachers highlight with this sport in the education?Do teachers perceive any differences with the new Curriculum?MethodThe method has a qualitative approach. The interviews in this study had a semi structure character.

The purpose of this discourse-analytical study is to investigate teachers? beliefs about writ-ing and writing instruction and how their beliefs and writing instruction can be understood in relation to the Lgr11 syllabus in Swedish. The study included five teachers who teach in grade 6 of primary school, where I applied Roz Ivani??s theories of written discourses, based partly on interviews with teachers and classroom observations of teaching, partly on the Swedish Curriculum for grades 4?6. The result shows that teachers move within creativi-ty, process, genre and social practice discourse, while the skills of discourse and the socio-political discourse lack matching.

The purpose of this thesis is to examine if the school's democracy project is successful. The objective is examined in relation to two specific questions. The first question is whether students, after completing their studies in civics A, understand the relationship between the concepts of human rights and democracy. The second is if the students understood the concepts of practical significance and impact on society and the individual. Variation theory comes from the phenomenographic theories and is central to this work. The approach to learning, in this essay, is a change in how a person experiences, understands or perceives a phenomenon. Variation theory focuses on a learning object and contextualization sees as crucial to how the individual perceives the object.The study is based on a quantitative research method in the form of a survey at a secondary school. A number of students may respond to valuation questions about how they perceive democracy and human rights in practical situations. The results are related to Curriculum goals.The results of the study is not positive in relation to Curriculum objectives, where many students respond negatively to questions..

The essay explores nationalism in the Curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.The nationalism in the Curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, ?folkhemsnationalism? and contemporary nationalism.

The Curriculum of the Swedish school system explains how the transitions between the preschool class and the pre-school should be. The co-operation between the organisations should aim for a long term perspective with the students learning process in mind (Lgr11).The pre-school has almost the same aim in their Curriculum, as the Curriculum of the Swedish school system.The aim with my study is to examine how the teachers from the different organizations relate to knowledge and how they look at the students social interactions. Also how the transition between the pre-school and the pre-school class is viewed from their point of view. How do the teachers from the different organisations comprehend knowledge?How do the teachers from the different organisations comprehend the social abilities?How do the teachers from the different organisations work and interact in terms of the transition between the pre-school and the pre-school class?The study that has been made is about the transitions between the pre-school and the pre-school class. It´s been investigated by doing interviews with teachers from both the pre-school and the pre-school class.

The purpose of this thesis was to study how preschool teachers interpret the values of the preschool Curriculum that relates to culture and how the teachers describe how they work with these values in their professional practice. The study is based on social constructive and discourse analytic perspectives. I have studied how preschool teachers construct the concept of culture and the values of the preschool Curriculum through a specific way to describe this. A specific way to talk about something is called a discourse. In other words I have studied preschool teachers expressed discourses about culture and their professional practice with the values of the preschool Curriculum.To study this, I've done interviews with four preschool teachers.

The study´s purpose is to investigate the underlying norms of how the concepts of language development and learning, used in the preschool Curriculum. Knowledge of the concepts underlying norms can help to make visible what approach preschool teacher is expected to have to children's language, in relation to development and learning. The results of the study may in turn provide a picture of societal norms on children in preschool and a deeper understanding of the importance of preschool to review and analyze the content of the Curriculum, then it is not a foregone conclusion.Theoretical basis is Curriculum theory, which involves studying curricula in order to create a knowledge of a society and its cultural, social and economic demands. Norman Faircloughs critical discourse analysis is used as a method, in order to achieve the study´s intention and answer the questions at issues in the study. The critical discourse analysis considers that the discourse is creating the social world through language.The results of the study show that there is a language in the Curriculum as normatively may influence preschool teacher.

The essay explores nationalism in the Curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.The nationalism in the Curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, ?folkhemsnationalism? and contemporary nationalism.