In this thesis, the results of a survey regarding grade progression between secondary and Upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of Upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest Upper secondary schools in said municipality in an attempt to gauge their experiences of grades, grade assessment, teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with Upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their grades differed between the various groups.

During my practice as a teacher trainee at an Upper secondary school it became clear to me that many pupils have difficulties with algebra. Also in a report from the National Agency for Education (1999) you can see that the students algebra knowledge get worse and worse. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in algebra during my training to become a qualified teacher I would like to get to know more about this. I also examine why you have to study algebra in Upper secondary school.

In this thesis, the results of a survey regarding grade progression between secondary and Upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of Upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest Upper secondary schools in said municipality in an attempt to gauge their experiences of grades, grade assessment, teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with Upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their grades differed between the various groups.

Fountain of Knowledge? The Changing Role of the Library at the Upper secondary school Level. There have been many changes in the Swedish society in general, and in the school system and hence the school library in particular during the last decade. The aim of this master thesis is then to study what students at the Upper secondary school level consider to be the optimal school library to meet their specific information needs at school. In addition to and in comparison with this, the aim is also to study the present conditions of the Upper secondary school library as described in documents, reports and other studies in this field.

When the independent Upper secondary schools were started in 1992, it meant a change in the competitive relationship for the local Upper secondary schools. A reduced number of students during some years ahead, while the number of independent Upper secondary schools increase will probably result in tougher competition between Upper secondary schools.The purpose of this study is to review and compare financial and performance management between a public and an independent Upper secondary school. The dissertation will focus on the now existing competitive relationship between the two types of Upper secondary schools.The theory underlying the study is Porter's model - five competitive forces. The model is applied to the local Upper secondary school and used to identify competitive factors affecting Upper secondary schools. The study is using a qualitative approach with five interviews at two Upper secondary schools, one independent and one public, located in the same town.The comparison of financial and operational management of Upper secondary schools indicate that the differences are not as great as we first imagined, but that there still are some differences.

The number of students who finished special Upper secondary school for pupils with intellectual disabilities without an employment has drastically decreased over the last decades. The purpose of this paper is to increase the knowledge of how career counselors at special Upper secondary schools collaborate with the Employment Service, and how the special Upper secondary school prepares their pupils for working life. The collection of data started with a national questionnaire survey which was directed to career counselors at schools.The result shows that the collaboration appears foremost in the pupils last year in special Upper secondary school, and that the special Upper secondary schools do not use the Employment Service's assistance to any great extent. In addition, the collaborative process consists of both inhibiting and promoting factors.The results also indicates that the collaboration between the special Upper secondary schools and the local labor market can be developed more for the pupils to gain experience from working life..

In this thesis, the results of a survey regarding grade progression between secondary and Upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of Upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest Upper secondary schools in said municipality in an attempt to gauge their experiences of grades, grade assessment, teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with Upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their grades differed between the various groups.

The purpose of this project is to examine the development of the Upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the Upper secondary school and the physics course.

The study deals with young people with visual impairment and their choices of Upper secondary school, what is behind and how they are affected by other aspects and other people around them. It also describes how these students experience the career counseling they received for the election. This has been the purpose of the study and was examined through qualitative method and interviews with five young people aged 15 to 21 years with severe visual impairment or blindness. The results and conclusion is that these young people are greatly affected by their parents in choice of Upper secondary school and that the school?s attitude to the pupil has a major impact on whether the pupil chooses the school.

The aim of the study was to improve understanding of how Upper secondary school acknowledge and adjust support and guidance for gifted students regarding their future academic and professional career. The study examined school pricipals and career counselors approach to guidance work with gifted students and how the above mentioned professionals received information about gifted students. It was further examined what measures were applied to adjust the Upper secondary school to the needs of gifted students. Qualitative interviews were conducted and the results showed that in cases where the informants were told it took place in conjunctions with seminars about the class, through grades or through a teacher or the students themselves who contacted the career counselor or principal at the Upper secondary school.The giftedness was connected to the school curriculum and various course topics in the secondary programs. School principals viewed the career counselor as an important resource to provide motivational support, individualize and survey future plans.

The aim of this study was to get a survey and a deeper understanding of students? choice of language at Upper secondary school, as well as their attitude and motivation to the German language. The rapports of diminished interests in studying languages at Upper secondary school raised our interest in how to go against this and motivate students to actually choose to study a language. The study parted from a student perspective with focus on learning, attitude and motivation. A quantitative study with 168 pupils from 11 secondary schools in Halmstad as well as short interviews with their teachers have been used and analysed.Our study showed that students are not particular interested in German.

In this examination project I look into what ways Upper secondary school students conceive themselves as politically influenced before they voted for the general election of 2010. The purpose is to examine which influences the Upper secondary school surroundings and the classes of civic education are contributing with to students before they voted. As a method, I have used personal, semi-structural interviews on eight Upper secondary school students who all voted for a party represented in the parliament. I have asked questions about how they believe their parents, the surroundings of their school and the classes of civic education have influenced them. To separate which influences primarily the Upper secondary school and the classes of civic educations have had on the students, I have selected two comparison groups of four students in each.

The purpose of this Masters thesis is to investigate Upper secondary school librarians conceptions of fiction mediation. By using a phenomenographic method, the different conceptions of the specific phenomena, how the librarians conceptualise their work with mediation of fiction, are made clear. The aim of the method is not to study what fiction mediation is constituted of, but rather how Upper secondary school librarians understand it. Qualitative interviews were held with eight Upper secondary school librarians about their conceptions of their working tasks, the meaning of fiction for youths, reading promotion, inspiration to purchase of fiction, free voluntary reading and if the importance of fiction has changed over time. The results showed that the Upper secondary school librarians conceptualise their working tasks as both changeable and repeatable.

The purpose of this thesis was to investigate the communication between banks and their customers. Delimitations were made and the focus became towards Upper secondary school students. The study was based on two interviews with bankers on different locations and with different stature, and a focus group consisting of eight Upper secondary school students. The conclusion of the thesis was that there are certain problems in the communication between banks and Upper secondary school students. The bank didn?t always communicate on the same level as the students when they presented their proposals.

The purpose of this project is to examine the development of the Upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the Upper secondary school and the physics course.