AbstractBachelor essay in Pedagogy by Johan Lidén &Kristian Sagfors, 2011."Genus i gymnasieskolan: En oengagerande fråga?".Supervisor: Zeki YalcinGender and gender equality in our school system has throughout the years become a well researched subject, however most of that research has focused on the lower levels of compulsory school. The upper secondary school has not gotten the same attention.We have chosen to explore how social science teachers in upper secondary school treat the subject of gender and gender equality, what strategies they apply in the classroom and how their pupils respond to the subject.We wanted to get access to their classrooms so we could do an ethnographical study to find the answers to how their lessons were planned and executed, if different teachers made different didactic choices depending on the orientation of the class. As our work progressed we ran in to an interesting problem which ultimately made us rethink the purpose of this paper.In our pursuit of respondents we contacted many schools by e-mail and later visited the schools to find participants. This proved difficult as we were met with a wall of silence and lack of interest.

The purpose of this study is to describe the three most significant pedagogical ideas and their impact on the national curriculum from the concept of communication. As the school is a social learning community this study looks at some teachers? perceptions and experiences of teaching with a communicative approach, and the obstacles they claim to meet. The educationist Kieran Egan argue that these three pedagogical ideas are incompatible and that a curriculum that compromises them is doomed to fail. He mean that a new coherent view on education is required and should be based on students? understandings.

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.

The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student?s participation in school and in the progress with their own IEP.I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school.

The purpose of this study is to present a comparative analysis of seven literature anthologies for the Upper Secondary School, from 1968-2004, to investigate how much space Esaias Tegnér is getting and how many and which of his works that is presented in these anthologies.The study is set against the hypothesis that Tegnér is getting a reduced space in the anthologies because of his connection to Romantic nationalism, which after World War II has been associated to the themes and ideology of the National Socialism. In view of this I have asked myself if Tegnér is getting a reduced space in the literature anthologies for the Upper Secondary School. My study shows that this is the case.One can also see clear trends in a subjective approach towards the author. In the anthologies where Tegnér have had a strong prominent role, he is retaining his position even in later editions. Over the entire period of 1968-2004 he is getting a less prominent role, although he is generally presented as the greatest poet of his time.I have also examined the discussion of Tegnér during that period to see if you can find any connection between the discussion about Tegnér and the change his work gets in the literature anthologies.

The aim of this paper is to elucidate and analyze history teacher's didactic choices in the conflict between unequal educational materials and the requirements of equality in the curriculum of Swedish secondary school. The empirical data consists of interviews with five secondary school history teachers, observations of their lessons as well as analysis of their tests. The starting point was to investigate teachers' didactic work in the role as a bridge between the non-equal historiography presented in textbooks in history and the curriculum?s demands for equality. Three different approaches have been observed in the teachers' didactic work when considering gender perspective into their teaching: that women become extensions in a male-dominated historiography; that another part of the story is presented when a gender perspective is considered; and that the gender perspective is included in history teaching and becomes an integral part of all the content of the subject.Several of the teachers acknowledged that gender equality is less prioritized than the courses core content and related assessment criteria.

AbstractAim: The purpose of this study was to describe and compare education in swimming in grade six in two different schools. Another purpose was to investigate students? perception of their swimming skills and their attitudes to education in swimming. The more précised questions were: (1) How is the education in swimming organized in each school? (2) How do the teachers control that the students reach the goals to attain in swimming in the 5: th grade? (3) How do the students judge their own swimming knowledge? And (4) What attitudes towards the education in swimming do the students have?Method: A quantitative method, a questionnaire, was used to answer the purpose and questions of the study.

The concept of IT has developed into ICT (Information- and Communication Technology) over the years. ICT has an increasing impact in society and the Swedish curriculum (Lpo 94) highlights the importance of school to convey lasting knowledge that constitutes the general frame of reference that everyone in society is in need of. The purpose of this study was to find out how teachers perceive and use ICT in secondary school and discover the teachers? vision concerning ICT.The used approach for the study is a qualitative research with a basis of interviews. Four interviews are made with teachers from the early years of secondary school, at two different schools.

The purpose of this study has been to compare teachers' differing methods of teaching mathematics and their perspectives on the learning process in a municipal school to a Waldorf school. The study has examined which approach best promotes student engagement and learning in mathematics in the first three years of schooling. The study is based on four interviews. The informants? accounts are interpreted using theories from previous research.

The running of a Swedish pre-school is not just about taking care of children but involves incorporating educational activities that follow curriculum guidelines. In addition, time must be allocated for planning, discussion, evaluation and reflection. Many pre-school teachers feel that there is insufficient planning time which is needed to follow the established curriculum guidelines for kindergarten. Due to the rising numbers of children per class, and the obligation to document and evaluate everything, pressure and lack of time has become a significant issue.The purpose of this study is to investigate four pre-school teachers´ views on pedagogical planning and reflection time. Questions to be answered include:1.

The title of this monography is Discourses of Writing in the Curriculum of the A-course in Swedish. The aim of this monograph is to find wich forms and discourses of writing that are emphasized and premiered in the curriculum for the first course in Swedish during secondary education in Sweden, grades 10-12. What kind of writing are presented to the students and what potentially miss due to the selection? Is any form of writing presented more thoroughly or as more important than any other in the curriculum?The professor of linguistics, Roz Ivanic, has formed different discourses of writing that she has found being used in education of writing. With these discourses of writing  I have applied them on the curriculum and then been able to see wich forms of writing that are premiered.

According to the core contents in the curriculum for the compulsory school 2011 for the subject Physical Education grades 7-9, teachers of the subjects shall give their students knowledge about body ideals within sports, and the society as a whole. The purpose of this study was to examine and analyze the attitude toward body ideals of the students soon to leave secondary school. The study was based on a quantitative survey with 70 participating students from three different schools. The results show that the schools, according to the students, do not inform the students about body ideals. However, the result shows that the students consider body ideals as an important topic that needs to be dealt with in school, since they consider the adolescences of today are living with a pressure telling them what to look like.

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.

The aim of this study is to investigate the notion of pupil influence in English teaching at level 1 and 2 at High-School level. The study focuses on how the students and teachers experience the possibility of influence in their English classes. Empirical data has been collected through questionnaires from two classes at year 1 and two classes at year 2 in English. The study also includes interviews from four teachers and four students. The study is both qualitative and quantitative.

This thesis examines how role-playing games can be used as an educational tool in after-school programs and identifies the challenges and opportunities perceived by both students and teachers. The study is based on qualitative methods, with interviews with after-school teachers and children in after-school programs with their observations of role-playing activities in a municipality. The results show that role-playing games promote social development, creative thinking, problem-solving, and language development. Students reported increased motivation and engagement, while teachers observed improved relationships and an inclusive environment where students could explore different roles and perspectives. The research links these findings to previous studies that highlight the potential of role-playing games to develop empathy, collaboration skills, and critical thinking (Daniau, 2016; Trespalacios et al., 2011; Suryani et al., 2020). Furthermore, our findings support the curriculum goals of student influence and situational learning, emphasizing the importance of students' own initiatives and responsibility in educational activities (Lgr22, 2022). The study also identifies challenges, such as teachers' uncertainty about introducing and leading role-playing games due to a lack of expertise.