It is important that the language in Textbooks for foreign language learners reflects the language that the learners would encounter in real life. For this reason, the presence of the thousand most common nouns in two Swedish Textbooks in Spanish for upper secondary school is observed in this study. Furthermore, this study aims to examine how these nouns occur in order to determine if their pattern of occurence favours the learning and consolidation of words. The main materials that have been used are A Frequency Dictionary of Spanish by Davies (2006) and the word search program available in the digital versions of the Textbooks. The results show that the presence of the thousand most common Spanish nouns does reflect the frequency information presented in the frequency dictionary but not all thousand nouns are included.

The demands on the adult literacy-rate are very high in Sweden. People with reading and writing difficulties may find it hard to fit into the community and to succeed in school. To accommodate the needs of students with learning disabilities, Swedish schools provide easy-to-understand materials. The purpose of my thesis is to examine how easy-to-read Textbooks for high school students are different from regular Textbooks. The study was carried out using a content analysis and I examined the books according to criteria specified by the Swedish author Torbjörn Lundgren.

The purpose of this paper is to examine how gender in Islam and Hinduism are described in Textbooks for high school. The study was conducted using a qualitative content analysis and also using a feminist gender theory and postcolonial feminist theory. All Textbooks are written or revised after 2011 when The Swedish National Agency for Educations? new curriculum came into force. Previous research in this area shows that it is most common that gender is treated in isolated parts within the chapters, but that there are Textbooks that allows the gender perspective permeate the entire text.

This exam paper has examined visual portrayals of overweight and fatness in two swedish upper secondary school Textbooks, one in physical education and one in social science. The Textbooks were analyzed in regard to numeral representation, interacting social categories such as gender and age, depiction in forms of activities and stereotypes and relation to context close to or far away from a swedish context. The analysis showed an underrepresentation of overweight and fat bodies in both Textbooks, but the represention of overweight bodies in the textbook on physical education were nearly nil whereas in the textbook on social science there where representations of both overweight and fat bodies. Combined the both Textbooks gave a representation of health and youth as not represented by overweight or fat bodies..

The aim of this bachelor?s thesis is to analyze if there are differences in the way of explainingthe causes of The Great Emigration from Sweden to America in the late 1800s/beginningof the 1900s. Due to the researcher?s education the thesis has a didactic, and comparativeperspective between how history Textbooks aimed for Middle School and High School andhow the exhibition Drömmen om Amerika (= The Dream of America), in Vaxjo, Sweden,explains this phenomena. A special analysis scheme is applied to the sources in a way to makeit clear to the reader how informative they are and how much effort they put in the explaining.The outcome of the analysis shows that the exhibition gives the visitor a wider, deeper,and more informative depiction of The Great Emigration, compared to the Textbooks? moresummarized extracts.

This essay aims to examine if five high school Textbooks represent Judaism as homogeneous or diverse. The purpose is to see if Textbooks add a diverse or homogeneous view on Judaism. The methods for this essay are a qualitative content analysis and an image analysis. The results tells us that both homogeneous and heterogeneous tendencies can be found in the Textbooks to a certain extent. The homogeneous tendencies can be explained as an aftereffect of the Textbooks? authors becoming limited by their schedule, amount of pages and so on.

A lot has been written about Nobel and Nobel Prize winners. In literature it is common to describe patterns or trends in Nobel?s peace prize rewards. One aim with my study is to examine if the same is possible to distinguish in how the authors of Textbooks have written about Nobel?s peace prize.

This thesis is intended to respond to the extent to which South African Textbooks on the subject of history is linked to the governmental policy documents and whether they are producing and reproducing national identity. The two Textbooks are aimed at students in grade 10. Both books were produced in 2008 but published by different publishers.The essay is based on Norman Faircloughs critical discourse theory which has been supplemented by Michael Billings theory Banal Nationalism, which assumes that it is the national words that remind us daily of our homeland that is producing and reproducing national identity.  The survey shows that both Textbooks are closely tied to the government policy document for the teaching of history. The Textbooks refer to the policy, both explicitly and implicitly. The two Textbooks reproduce a common national identity in South Africa based on the discussions taking place in society.

It is important that the language in Textbooks for foreign language learners reflects the language that the learners would encounter in real life. For this reason, the presence of the thousand most common nouns in two Swedish Textbooks in Spanish for upper secondary school is observed in this study. Furthermore, this study aims to examine how these nouns occur in order to determine if their pattern of occurence favours the learning and consolidation of words. The main materials that have been used are A Frequency Dictionary of Spanish by Davies (2006) and the word search program available in the digital versions of the Textbooks. The results show that the presence of the thousand most common Spanish nouns does reflect the frequency information presented in the frequency dictionary but not all thousand nouns are included.

Textbooks are the most dominant literature used in schools and are therefore an important source of information. Consequently, it is crucial that these are not misleading or biased and maintain a high quality along with a strict concordance to the School Department?s curriculum. The aims of this study have been to examine how Mormons, Jehovah?s Witnesses and Hare Krishna are presented in four religion Textbooks used in senior high schools, as well as to examine what type of knowledge is being presented in terms of epistemology.

This thesis will explore how the medium of film is treated in the recently published Swedish Textbooks and how these Textbooks take into account the four different aspects of Cineliteracy.Cineliteracy is a theory which advocates the necessity of students' increased cinematic knowledge by presenting the four skill areas that should be included when it comes to teaching film in school. The theory implies students´ analytical skills, contextual knowledge and knowledge of the film canon as well as the development of students' skills to produce films. Cineliteracy theory finds support both within Swedish National Agency for Education and in recent Swedish research.This study includes investigation of eight new Textbooks, adapted to the criteria for the new Swedish curriculum 2011. The analysis will be limited to Textbooks for the course Swedish 1, since it is mandatory regardless of the orientation of the student?s education..

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 thesis is intended to respond to the extent to which South African Textbooks on the subject of history is linked to the governmental policy documents and whether they are producing and reproducing national identity. The two Textbooks are aimed at students in grade 10. Both books were produced in 2008 but published by different publishers.The essay is based on Norman Faircloughs critical discourse theory which has been supplemented by Michael Billings theory Banal Nationalism, which assumes that it is the national words that remind us daily of our homeland that is producing and reproducing national identity.  The survey shows that both Textbooks are closely tied to the government policy document for the teaching of history. The Textbooks refer to the policy, both explicitly and implicitly. The two Textbooks reproduce a common national identity in South Africa based on the discussions taking place in society.

The purpose of this paper has been to highlight how three different highschool Textbooks portrays Christianity and Islam. The aim of the paper has been to higlight and pinpoint how the three different Textbooks uses different angles and perspectives on recontextualization; which ergo in turn creates a different field of transferred knowledge from each individual textbook.The paper uses an applied model of Bernstein?s theory of recontexualization, and from it derives two analytical tools to process and make an analysis of the Textbooks transferred knowledge. The first analytical methodical tool of Bernstein?s theory is positioning, which is used in the paper to highlight what the different Textbooks value and evaluate different kinds of knowledge of Christianity and Islam.

Even though discrimination of gender in schools and general workplaces is prohibited by Swedish law, there are reports and witness accounts that suggest that discrimination, such as sexual harassment, still exist in Swedish schools.The main purpose with this essay is to look into how questions concerning gender related issues and equality between the sexes is treated in the schools governmental directives, and in Textbooks, such trying to examine in what way these questions are addressed in schools. I will answer the following:In what way and to what extent do the governmental directives bring up questions concerning gender related issues and equality, and how are the teachers governed into teaching these matters?Has there been any change concerning these matters between Lgr-80 and Lpo-94?What is written in Textbooks in social studies about gender rôle and equality and to what extent do they follow the curriculum?Is there any visible change in Textbooks written after Lgr-80 and Lpo-94?In order to answer these questions I will analyze the curricula, Lgr-80 and Lpo-94, and Textbooks in social studies written on the basis of these curricula.The study showed a more evident governing towards an active teaching and mentoring the students to equality between the sexes, in Lgr-80 than in Lpo-94. The Textbooks followed above all Lgr-80 in three of four cases and in the fourth case the curriculum was not followed at all..