När lärare undervisar utgår de från en ämnesplan som innehåller information om de delar en kurs omfattar. Lärare tar ofta hjälp av olika läroböcker för att genomföra sin undervisning. Mellan åren 1938 och 1991 granskades läroböcker statligt innan de kom ut på marknaden. Efter 1991 sker granskning inte längre statligt utan det är upp till varje lärare att avgöra om en lärobok passar till undervisningen. Syftet med denna studie är att undersöka hur presentationen av texttyper från ämnesplanerna för svenska 1, svenska 2 och svenska 3 i tre serier med tryckta läroböcker överensstämmer med ämnesplanerna. Utgångspunkten är texttyperna argumenterande text, utredande text och text av vetenskaplig karaktär. De läroböcker som undersöks är serierna Svenska helt enkelt och Svenska impulser samt läroboken Människans texter. Språket. Studiens metod är en kvalitativ innehållsanalys som undersöker hur läroböckerna explicit och implicit presenterar innehållet från ämnesplanerna. Resultatet visar att serien Svenska helt enkelt behandlar allt utvalt innehåll från ämnesplanerna medan serien Svenska impulser och läroboken Människans texter. Språket inte behandlar allt utvalt innehåll. Studien kommer fram till att läroboken kan användas som ett stöd i undervisningen men inte som enskilt underlag då det kan finnas innehåll från ämnesplanerna som inte behandlas i läroboken. / The practice of teaching usually starts with the syllabus which contains information about the content that should be taught in a course. Teachers often use textbooks in order to fulfill the course. Between the years 1938 and 1991 textbooks were reviewed by the Swedish government before entering the market. After 1991 reviewing textbooks is done by the teachers and they decide if the book fits their way of teaching. The purpose of this study is to analyze how the presentations of different genres of text in different textbooks correspond with the syllabus. The genres in focus are argumentative text, investigative text and academic text. The textbooks that are being reviewed are the series Svenska helt enkelt and Svenska impulser as well as the textbook Människans texter. Språket. The method used is a qualitative text analysis that analyzes how the selected textbooks explicitly and implicitly present the content from the syllabus. The results of the analysis show that the series Svenska helt enkelt treat all content from the syllabus while the series Svenska impulser and Människans texter. Språket does not treat all content. The conclusion is that textbooks can be used as support for teaching a course but they cannot be used as base for the course since there might be content from the syllabus that is not treated by the textbook.

This study has examined the relationship between student´s grades in Physical education and self-assessed health and level of physical activity. In this way some of the subject´s aims has been examined. Students should, through the subject, develop knowledge and skills that enable them to take an active responsibility for their health and physical activity throughout life. A quantitative method were used where students at the upper secondary school have taken part in a survey. The results from the study were analyzed using the cultural sociological perspective as well as curriculum theory. The results show a positive relationship between student´s grades in Physical education and self-assessed health as well as level of physical activity. Relationships could also be seen between student´s grades and if they state that they make active choices regarding their health and physical activity based on knowledge and skills learned in the subject. The relationships indicate that the teaching lives up to the researched aims. However, the results also show that the answers from many students indicate that the teaching in the subject does not live up to the researched aims. The results can thus be interpreted in two different ways.

Aim and research questions The purpose of this study is to investigate how teachers in physical education (PE) in grades 7-9 use ball games in education in relation to the curriculum. The study also aims to investigate teachers' description of how their assessment of students in connection with ball games relates to the knowledge requirements. Below we present our specific question formulation. In what way do PE teachers work with ball games in relation the curriculum for grades 7-9? How do PE teachers motivate the use of ball games in education connected to the curriculum? How do PE teachers describe their assessment of students’ ability in relation to ball games as content and the curriculums’ knowledge requirements? Method The data collection was done through semi-structured interviews. Six legitimate PE teachers in grades 7-9 were interviewed. All the interviewed teachers worked in different suburbs to Stockholm. The selection was made through a structured selection with the help of the Facebook groups “Idrottslärare” and “Sveriges idrottslärare” but also through snowball selection. The theories that have been helpful in understanding and interpreting the results are curriculum theory and frame factor theory. Results All interviewed teachers work with ball games as a tool to develop students’ complex movements and cooperative ability. A couple of teachers said that ball games can also be applied to parts of the curriculum such as health, sports injuries and more. The PE teachers motivate ball games as a method for developing student’s complex movements. Most of the teachers describe that it is difficult to know where the boundary between different grades when it comes to assessment and that it is also difficult to justify why the students has received a specific grade. Conclusion The study shows that the curriculum in PE for grades 7-9 is perceived as relatively interpretable on the transformation and realisation arena. This gives teachers choices when it comes to the choice of teaching content and implementation. Based on the curriculum theory it is possible to ascertain that all interviewed teachers interpret ball games in the curriculum and think that ball games are an important part of teaching. The reason why the PE teachers think that ball games are considered to have a place in PE may be because they are influenced by society and sports culture. Based on the pedagogical framework system, the teachers must have a great knowledge about how the assessment should be realized in reality and to avoid different interpretations of the grading steps, teachers work and discuss together to make the assessment fair. / Syfte och frågeställningar Syftet med studien är att undersöka hur lärare i idrott och hälsa i årskurs 7–9 använder bollspel i undervisningen i förhållande till ämnets kursplan. Studien syftar också till att undersöka lärares beskrivning av hur deras bedömning av eleverna i samband med bollspel relaterar till kunskapskraven. Nedan presenteras studiens specifika frågeställningar. På vilket sätt arbetar lärare i idrott och hälsa med bollspel i relation till kursplanen för årskurs 7–9? Hur motiverar lärare i idrott och hälsa användandet av bollspel i undervisningen kopplat till kursplanen? Hur beskriver lärare i idrott och hälsa att deras bedömning av elevernas förmåga går till i relation till bollspel som innehåll och kursplanens kunskapskrav? Metod Datainsamlingen gjordes genom semistrukturerade intervjuer. Sex lärare i idrott och hälsa i årskurs 7–9 intervjuades. Alla intervjuade lärare arbetade i olika förorter till Stockholm. Urvalet skedde genom ett strukturerat urval med hjälp av Facebookgrupperna ”Idrottslärare” och ”Sveriges idrottslärare” men även genom snöbollsurval. Teorierna som funnits till hjälp för att förstå och tolka resultatet är läroplansteori och ramfaktorteori. Resultat Samtliga intervjuade lärare arbetar med bollspel som ett verktyg för att utveckla elevernas komplexa rörelser och samarbetsförmåga. Ett par lärare menade att bollspel går att applicera även på delar i kursplanen såsom hälsa, idrottsskador med mera. Lärarna i idrott och hälsa motiverar bollspel som en metod för att utveckla elevernas komplexa rörelser. En majoritet av lärarna menar att det är svårt att veta var gränsen mellan olika betygssteg går, och att det även är svårt att motivera varför eleven har fått ett specifikt betyg. Slutsats Studien visar att kursplanen i idrott och hälsa för årskurs 7–9 uppfattas relativt tolkningsbar på transformerings- och realiseringsarenan. Detta ger lärare valmöjligheter när det kommer till val av undervisningsinnehåll och genomförande. Med utgångspunkt i läroplansteorin går det att konstatera att alla intervjuade lärare tolkar in bollspel i kursplanen och anser att bollspel är en viktig del i undervisningen. Anledningen till att bollspel anses ha en plats i undervisningen kan bero på att de är influerade av samhället och idrottskulturen. Kopplat till det pedagogiska ramsystemet krävs en stor kunskap gällande hur bedömning ska gå till och för att undvika olika tolkningar av betygsstegen arbetar och diskuterar kollegor tillsammans för att bedömningen ska bli rättvis.

Dance genres in Swedish upper secondary school - a quantitative survey Dance as a subject in upper secondary school is a relatively young subject with a vague framing that provides the teachers with more room for interpretation. The aim of this paper is to shed light on a somewhat unexplored researched field and to contribute with knowledge about what dance genres that are featured in Swedish upper secondary schools. The study investigates what genres the students encounter in the everyday dance training and how much time in class. Further, it is investigated which genres the schools bring in as guest genres and who teaches them. The data is collected via a survey that was sent to all Swedish upper secondary schools with an arts program in dance. The results are analyzed and discussed via curriculum theory and Swedish dance history. Some of the main conclusions are that the modern and contemporary dance stands out in more than one way and is well established in dance programs in Swedish upper secondary schools. Another result shows that there is a wide diversity in the genres schools chose to include as a guest genre. The results also show that the most common is to bring in a guest teacher in different subgenres of street dance.

The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and to gain clarity about the process with a view to formulating pertinent recommendations for its successful implementation. This study starts by presenting background information which highlights the need for the curriculum to be more relevant to the sociopolitical changes in Mozambique as the main aim of transforming the basic education curriculum. Secondly, it maps out the national environment in which the new curriculum is operating and the critical factors justifying the changes brought by curriculum transformation. Then it introduces the research questions that essentially explore four issues, namely (1) the nature of the new curriculum and the strategy used to implement it, (2) the perceptions of educators, subject specialists and principals regarding the new curriculum, (3) classroom practices as envisaged in the new education curriculum and (4) efforts towards successful implementation of the new curriculum. Before the research topic is addressed the precepts of curriculum theory and the principles of curriculum development are discussed as the context within which to conceptualize the implementation of the new curriculum in Mozambique. The study under review explores the seven basic conditions for effective change identified by Giacquinta (1998). The researcher has found with due reference to the subject literature that the relevance of these conditions is borne out by the findings of the research under review. This research therefore has the merit that it relates these conditions (referred as factors in the study) to each other, thus serving as an important guide for monitoring and implementing education change of which curriculum reform is a basic element. The study employed mainly quantitative analysis (descriptive statistical analysis and factor analysis) having as research instrument a survey questionnaire designed to gauge educators’ and learners’ opinions regarding implementation of the new Basic Education Curriculum in Mozambican schools. As the main findings of the study, it was clear from participating principals’ and teachers’ responses that school leadership is an essential factor in assuring the presence and maintenance of all the necessary conditions for successful implementation of the new curriculum. The capacity building is another indispensable factor derived from participating principals’ and teachers’ responses concerning successful implementation of the new curriculum, which is viewed as an important condition for creating and maintaining teachers’ confidence in their ability to fulfil new role expectations. In this regard, principals and teachers identified innovative classroom practices as an important condition for successful implementation of the new curriculum. So, principals’ responses showed that it was important to recognise the association between leadership, innovative classroom practices and capacity building, while participating teachers’ responses showed that there was an important link between capacity building and leadership, rewarding and innovative classroom practices. Thus, with the exception of rewarding the same factors were identified as critical by both principals and teachers. A distinct enabling condition for successful implementation of the new curriculum that emerged from participating students’ responses comprised (1) an association of students’ expectations, learning opportunities and outcomes, (2) students’ subject preferences, (3) and a friendly and supportive school environment. This research both contributes to understanding of the curriculum implementation process, and enables the formulation of pertinent recommendations towards successful curriculum implementation. It also enriches the current literature on this matter through critical analysis of a new curriculum implementation, offering empirical evidences of the relevance of school resocialization, which entails restructuring and reculturing. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Syfte och frågeställningar: Syftet med denna studie är att undersöka hur idrottslärare i Stockholmsområdet tolkar målsättningar i ämnet idrott och hälsa utifrån styrdokumenten, samt hur dessa tillämpas i undervisning i förhållande till påverkansfaktorer för att sträva efter en likvärdig undervisning. Frågeställningarna är: (1)Vilka målsättningar har lärare i ämnet? (2)Hur arbetar lärare för att uppfylla dessa mål och sträva efter en likvärdig undervisning? (3)Vilka faktorer påverkar lärares mål med undervisning?   Metod:  Eftersom studien syftar till att undersöka lärarnas tolkningar och upplevelser valdes en kvalitativ metod. Datainsamlingen genomfördes genom semistrukturerade intervjuer med sex idrottslärare i Stockholmsområdet. Datainsamlingen analyserades med hjälp av en deduktiv innehållsanalys utifrån två teoretiska utgångspunkter. Dessa två teoretiska utgångspunkterna var ramfaktorteori och läroplansteori.   Resultat: Resultatet visar att idrottslärarna hade gemensamma målsättningar med ämnet idrott och hälsa. Dessa målsättningar var: rörelseglädje, intresse för framtida fysisk aktivitet, kunskaper om hälsa och etiskt perspektiv. Resultatet visade att två idrottslärare hade ytterligare enskilda målsättningar. För att tillämpa dessa mål i undervisningen använde de sig av variation av olika aktiviteter samt olika pedagogiska tillvägagångssätt såsom anpassning, repetition och progression. De inre och yttre faktorer som påverkade lärarna var framförallt erfarenhet, idrottsbakgrund, lokal, tid och elevsammansättning.   Slutsats:  Utifrån resultatet av studien kan vi dra en slutsats att lärarnas tolkning av ämnets målsättningar grundades utifrån de formulerade målen i styrdokumenten. Detta tyder på att de olika riktlinjerna på formuleringsarenan bidrar till en mer likvärdig tolkning. Däremot tillämpades målsättningarna på olika sätt beroende på de yttre och inre faktorerna. Baserad på denna iakttagelse kan en slutsats dras att likvärdig undervisning kräver att läraren gör anpassningar utifrån de förutsättningar hen har i sitt specifika sammanhang. / Aim:The aim of this study is to investigate how physical education teachers in the Stockholm area interpret objectives in the subject of sports and health based on the governing documents, and how these are applied in teaching in relation to influencing factors in order to strive for an equivalent teaching. The questions are: (1) What are the goals of teachers in the subject? (2) How do teachers work to meet these goals and strive for equal teaching? (3) What factors influence teachers' goals in teaching? Method:Since the study aims to examine teachers' interpretations and experiences, a qualitative method was chosen. The data collection was carried out through semi-structured interviews with six sports teachers in the Stockholm area. The data collection was analyzed using a deductive content analysis based on two theoretical basis. These two theoretical basis were framework factor theory and curriculum theory. Results:The results show that the physical education teachers had common goals with the subject sports and health. These goals were: joy of movement, interest in future physical activity, knowledge of health and ethical perspective. The results showed that two sports teachers had additional individual goals. To apply these goals in the teaching, they used variety of different activities as well as different pedagogical approaches such as adaptation, repetition and progression. The internal and external factors that influenced the teachers were primarily experience, sports background, location, time and student base. Conclusion:Based on the results of the study, we were able to conclude that the teachers' interpretation of the subject's objectives was based on the formulated objectives in the curriculum. This indicates how the different guidelines in the formulation arena contribute to a more equal interpretation. However, the objectives were applied in different ways depending on the external and internal factors. Based on this observation, it can be concluded that equivalent teaching requires the teacher to make adjustments based on the conditions in their specific context.

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The current Swedish curriculum for the compulsory school came in 2022 and replaced the one from 2011. The curriculum and the subject Physical education and health (PEH) have been through multiple changes historically regarding the name of the subject, the text, content and objectives. Something that is relevant today is the diversity in Swedish schools where there are many different students with different backgrounds, experiences and expressions. Because of this it is interesting to compare and explore how inclusion is visible in the current curriculum and the previous ones.  The study aimed to compare curriculum from the years 1969, 1994 and 2022 in PEH for grades 7-9. The purpose is also to examine the thoughts and goals behind the changes in the curricula and relate them to an inclusion perspective. The study was a qualitative literature study which analyzes the curriculum, syllabus and their commentary material through a qualitative content analysis. Curriculum theory was used as a theoretical framework. In the results both similarities and differences were found from an inclusion perspective between the curricula and five categories were created. For example the results showed differences regarding the content of PEH where it goes from a content focused on competition and performance in specific sports while the latter two curricula was about movement and could include more various activities and interests. Differences in the language between the curricula was shown through concepts and words that have different consequences on inclusion.   The study concluded that there are many similarities between the curricula where there is an inclusive way of thinking in PEH even in the older curricula, especially with regard to their time and context. However inclusion increased through the curriculum changes.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.