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.

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 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.

The purpose with this study is to examine what kind of support there is for school libraries at the selected independent upper Secondary schools and how these schools ensure that libraryservices is available to their students and their teachers. The purpose is also to examine what attitudes the administrators of the schools have to school libraries and teaching in information seeking. A qualitative method with interviews was used to fulfil the purpose. As a theoretical basis of the study Loertschers taxonomies of the school library media program and Limbergs three levels of pedagogic research were used and the interviews were analysed with these two theoretical frameworks as a background. The result of the study showed that neither one of the three examinated schools has a school library which means that they use the public library instead.

The purpose with this study is to examine what kind of support there is for school libraries at the selected independent upper Secondary schools and how these schools ensure that libraryservices is available to their students and their teachers. The purpose is also to examine what attitudes the administrators of the schools have to school libraries and teaching in information seeking. A qualitative method with interviews was used to fulfil the purpose. As a theoretical basis of the study Loertschers taxonomies of the school library media program and Limbergs three levels of pedagogic research were used and the interviews were analysed with these two theoretical frameworks as a background. The result of the study showed that neither one of the three examinated schools has a school library which means that they use the public library instead.

This study is an investigation of newly arrived young Iraqis and their view on obstacles and opportunities available in a Secondary school in Södertälje City. This is also a comparative study between the newly arrived Iraqis schooling in Iraq and in Sweden. We have used theoretical concepts such as culture, ethnicity, refugee, intercultural education, socialization and PTSD. These have helped us to provide distinct guidelines when we analyze newly arrived young Iraqis in Södertälje City. Our approach has been based on qualitative interviews with both students and teachers.

The purpose of this study has been to look into and analyze the view on sex equality in textbooks and teaching media, and teaching of a group of upper Secondary school teachers, through a gender perspective. The teachers teach subjects within social- and political science. The two questions that I wanted to answer are: What views do the teachers have on sex equality in their teaching? What views do the teachers have on sex equality in the teaching media (textbooks and other teacher media) which they have access to? Since I wanted to look into the teachers own views I chose unstructured interviews as the method of gather empirical information. To interpret the transcribed texts I chose the hermeneutic view of people as intentional.

The study describes six upper Secondary school students? thoughts of and stories about mentors and mentorship in Secondary school. The mentorship has been studied with a hermeneutic approach from a narrative pupil relational perspective, which is influenced by the phenomenological humanity perspective. The aim of this study is to describe a few pupils? life worlds and to try to interpret how they describe and explain their own behavior related to mentorship and their mentors.

Background: Students, at a secondary upper school, attending a practical programme have a lower physical capacity than students from theoretical programs. Our physical self-esteem has a great significance for our motivation in being physically active and thereby also for our health. The purpose: of this study is to find out if there is a difference between perceived physical self-esteem and objectively measured physical activity between students attending a practical programme and a theoretical programme. Method: Four classes, in a medium-sized town in the southeast of Sweden, participated in the study, two classes from practical programmes and two classes from theoretical programmes. All the students were in their final year at the upper Secondary school, when they were part of the study during the autumn of 2011.

Jag har gjort en undersökning om hur intresset för skolkörer ser ut på högstadieskolorna i Malmö. Jag valde att göra både en kvantitativ och en kvalitativ undersökning. Den kvantitativa undersökningen bestod utav enkäter och den kvalitativa undersökningen bestod utav intervjuer av två personer. Tyvärr är det mer än hälften av alla högstadieskolor i Malmö som inte har en skolkör även om intresset verkar finnas hos elever, musiklärare samt hos skolledningen. Skolan drabbas ständigt av olika nedskärningar och skolkörer har blivit ett ekonomiskt problem som skolorna oftast väljer att dra in på.Title: Choir activity in the school ? self-evident or not? - An inquiry at the Secondary schools in Malmö.

Sweden  has  been  characterized  as  one  of  the world?s most  secular  countries, even though  it is  becoming  increasingly more multicultural.  This,  combined  with  the fact that pupils do  not  feel  they  have  enough  time  in  school  for  Religious  Education and that the requirements are increasing made me interested in how they talk about religion in upper Secondary school. The aim of this study is to see if there are any differences between how pupils in vocational programs and academic programs are talking about religion and Religious Education. The main questions that were raised revolved around 1)  how  pupils  talk  about  what  religion  is,  2)  how  they  talk  about  religion  in  the Swedish  society  and  3) how  they  talk  about  Religious  Education  in  upper  Secondary school. The questions were also about what similarities and differences I could find in the way they talked about these subjects.

AbstractIn the secondary-school program for hotel and restaurant complete courses or parts of courses are placed in workplaces so called workplace education (APU), this means that the content in the course plan must be discussed and be divided in a proper way between the school and the workplace, so that the students is gaining all the parts that is prescribed in the goals for the course.Interviews with tutors and teachers have been performed, with the purpose of investigating how the collaboration between the school and the workplaces should look like so that the APU fulfills the content and quality that are prescribed in the specifications of the education. The study shows that a better structure for collaboration between the school and the workplaces is needed. Lack of time and financial resources are the factors that according to the study reduces the possibility?s to (among other things) perform education of tutors, and for the teachers to plan and follow-up the APU-period..

For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary school of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis.

The purpose of this study is to see how Secondary schools in Skelleftea? County market themselves in order to attract students. How the schools portrait themselfs, what is in focus in the information material and how the schools communicate their message to the students who are about to choose schools are the questions asked. The study contains both municipal Secondary schools and independent Secondary schools. A text analysis has been implemented on texts from the schools websites and interviews were conducted with five respondents from the municipal Secondary schools.

The purpose of this essay is to discuss and compare different ways of learning new words and expanding your vocabulary in a foreign language. This is done by an examination of relevant literature and available research, as well as by an empirical study with two upper Secondary school classes, in which two different methods are put to the test: one traditional method of the kind that is found to be most common in second language acquisition, and one designed to take existing research into account. The results show that, although effective in the initial stages of acquisition, the traditional method, where words are learned in isolation and via translation to L1, results in a very limited form of knowledge. A big part of the words acquired via this method is also forgotten soon afterwards. The other method, where words were learned and tested in its proper context, was found to result in a broader form of vocabulary knowledge, covering more aspects, and that remained over time.