The starting point of this study is national as well as international surveys which show that the study motivation and general level of knowledge among Swedish students have decreased. The Swedish Curriculum for the Non-Compulsory School System (Lpf94) states that each student shall be given the possibility to strengthen their will and ability to learn. The teachers are expected to play an important role in the effort to increase student motivation. The opinions of the students are a valuable source when trying to understand what motivates them. The purpose of this study is to provide a more profound understanding of what students express about their motivation in the interaction with the teachers.

The purpose of this essay is to describe what difficulties and challenges are for teachers of religious education at upper secondary school. The essay is written from a teacher's perspective, where the focus is on the teacher's perceptions of the difficulties and challenges of teaching religious education. The methodology for the collection of information was done through qualitative interviews. Previous research shows that one of the challenges in the teaching profession is the interpretation of the curriculum, and then which of those is correct. The essay shows that the biggest challenges that teachers experience in the subject of religious education is the students' prejudice against different religious groups, and also the difficulty of getting students to understand the purpose of what is being taught.

In this survey the author discusses teachers interpretation of documents formulated bythe government. The text in focus is the beginning of the curriculum where the basicvalues for the Swedish school system are to be found. Since there are great difficultiesknowing what the politicians mean, this survey tries to discuss different words likesecularism, confessional, non-confessional, and what they mean. This might seemobvious at first but it is relevant when you discuss religion and it´s roll in liberaldemocracies. This survey also tries to show how different interpretation of the textwould lead to different practice because of the lack of an actual consensus.

Democracy is a term that has been researched, and still is researched, a lot. In my education to become a teacher it has been the subject that interests me the most and I would like to be able to contribute to this research. The starting point of this essay is that in my experience there is a difference in how the national curriculum describes democracy and how the students I have met describes it. Therefore I wanted to investigate whether this also applies to a wider context than the students that I meet in my everyday life. The purpose of this essay is; to examine whether students in the ninth grade has the same view on democracy as the national means of control. The result I have attained through my work is that they somewhat share the same vision.

This essays aim is to investigate the possibilities of subjective interpretation of Lgr11, the Swedish curriculum for elementary school. The assignment that the Swedish authority Skolverket got in 2009, was to create a curriculum that would grant that the students achievements would not be influenced by any subjective opinions and that all elementary schools in Sweden will give an equivalent education. In the Government bill this is a theme throughout the text and the Minister of Education has also claimed that this document will leave very limited space for subjective reading and interpretation. He says that Lgr11, in contrast to the previous curriculim Lpo94, will clarify what the purpose of the different subjects is and on what grounds the assessment of the students should be based.The method used is the literary theories of reader ? response as they are expressed by Literarycriticist Stanley Fish.

Syftet med uppsatsen är att undersöka om det sydafrikanska skolväsendet bygger på teorierom det individuella lärandet. Undersökningen genomförs med tre metoder, en textanalys avläroplanen, intervjuer av lärare i Sydafrika och observationer av undervisning i ensydafrikansk skola. Resultatet är att det finns vissa spår av individuellt lärande i läroplanen,hos lärarnas svar och i viss undervisning. I diskussionen kommer jag fram till att även om detfinns frön av individuellt lärande i den sydafrikanska skolan så är det inte tillräckligt för attsäga att hela det sydafrikanska skolväsendet bygger på tankar om det individuella lärandet.Nyckelord: Individuellt lärande, Lärstilar, Revised National Curriculum StatementGrades R-9, Sydafrika..

This essay deals with how the development of society, the media society in particular, has an impact on the teaching of the subject of art. In the society of today, we are bombarded with more images than ever before. As an effect of this, the curriculum of 2011 emphasises the importance of the ability to orientate oneself in the modern society. Furthermore, it describes art not only as a practical subject, but also as a verbal and community-orientated subject. Because of sparse and dated research, the subject of art is in danger of marginalization as a school subject. The purpose of this study is to illustrate art teachers? conception of the aim of the subject of art.

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..

In this essay I examine how a municipal- and an independent upper secondary school compare to the ideal types the Company and the Political organization and how that affects the school practise as it?s described in policy documents. The conclusions are that the municipal school on a number of variables correlate to the ideal type the Political organization. At the same time the school reforms of the 1990s are considered as an intention to ?companylize? the municipal school and a number of tendencies how that have affected the municipal school are shown.

The content of teaching materials considerably affects pupils? attitudes and worldview. This paper is an analysis of textbooks used in 7th through 9th grade of the Swedish School system in Swedish as a Second Language (SSL) and English as a Foreign Language (EFL). The purpose of this paper is to look at which minority groups, the five official national minorities as well as other minorities, are included and portrayed in the textbook series Tre gånger svenska and Wings Mini as well as to see if there is any bias in their portrayal. The seven types of bias investigated; invisibility, stereotyping and generalizations, unreality, imbalance and selectivity, fragmentation and isolation, linguistic bias and cosmetic bias are an adaption of the framework to detect bias in curriculum materials presented by Sadker and Zittleman (2002/2003).

Parents and students opportunity to influence school affiliation between special school and school.

In 1998 years' curriculum for the preschool stands it those children under school age will get possibility that? communicate with the aid of differently expression shapes? and an example that is mentioned in the governing document is song and musical.  The purpose with this study is to examine how the song and the music are used from a language development perspective in three different preschools' activities. In the essay, I review to earlier research around the music?s' and the song's possibilities for the child's linguistic development. In the essay, it is discussed about some important factors that obstruct music situations in the preschool that the curriculum for the preschool (Lpfö98) not specific describes what expression shapes as song and music will contain and that deficiency on musical education at pedagogues.  The method for the study was to collect empirical materials through observations on three different preschools.

'Teachers in current Swedish child- and youth literature' is an essay that attempts to understand the reasons behind why authors portray teachers the way they do. The foundation and focus point of this essay are ten Swedish child and youth books that were all published during 2012. Throughout this essay I have analyzed the fictional teachers in these books using the discourse analysis method but also employed a gender perspective. The main questions were these: Do the teachers presented in these books follow the curriculum LGR - 11, or do they represent the authors own education experience brought forward to current settings? Furthermore, was there a difference in how female and male teachers were represented? And if so what, possible reasons could account for that? The conclusions made were thus: ? The teacher characters within these books were mostly a throwback to days gone by, therefore reflecting the authors own memories of their school. ? They were mainly presented to the reader in a negative light which most likely has its roots in how Swedish school and Swedish teachers have been portrayed within the mass media. ? That there was indeed gender stereotyping in how female and male teachers were described..

Daily citizens are informed by the media about the environment and the climate changes. The schools purpose is to educate students according to events that are of current interest and take place in present time. According to Swedish curriculum, Lpf94, all Swedish education should include and discuss the problems surrounding durable development. The purpose of the study is to se how the textbooks in History, Social studies and Geography and their contents meet the demands of the curriculum. The study shows that only the textbooks in geography meets the demands that the curriculums have on durable development.

According to the national curriculum guidelines for elementary school, preschool and after-school 2011, (i.e. Lgr11), the Swedish school is based on a democratic foundation. Schools should prepare students to develop an understanding and acceptance of cultural diversity not only in the society as a whole but also how this should be reflected in the morals and ethics between us. The purpose of this study was to describe how teachers in multicultural schools perceptions and experiences on teaching pupils with diverse immigrant origin, and how they apply these cultural expression in practice.In particular, I focus on four teachers in multicultural schools and how they reason about applying cultural expressions that are transmitted at these schools and by them. Explicitly, I review how from policy documents and their own personal pedagogic are reflected in the actual teaching.