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Missile Combat Crew members are officers in the United States Air Force responsible for operating nuclear-tipped intercontinental ballistic missiles. They undergo on-the-job training as part of the curriculum necessary to progress in their careers and achieve higher levels of job responsibility. The curriculum they use is created and maintained by 20th Air Force Test and Training Section. This product is known as the Missile Combat Crew Commander Upgrade program, and it has received criticisms from stakeholders who use it for being out of date and failing to capture the necessary topics for ensuring adequate on the job training is being conducted. This project seeks to examine these critiques, break down the curriculum produced by 20th AF into stages (creation, implementation, and feedback) for evaluation, uses principles of user-oriented design drawing on design anthropology to suggest alternative methods for curriculum creation, and utilizes the results of a diagnostic survey to provide data-driven recommendations to 20th AF for future rewrites of their product based on feedback from the crew members who use their product in the field.

This study aims to determine the similarities and differences between the Finnish and Swedish course plans for the history subject, focusing particularly on the content contained in the course plans and the amount of national history included in them as well as the changes over time. The essay is based on the comparative research method with a theoretical basis in Ulf P. Lundgren's theories about the curriculum and how it is influenced by the society in which it is written. Three different course plans were used from each country, spanning the period between 1985-2020. The main conclusion of this study was that while there are many similarities between the two countries' course plans, they differ in the amount of guiding they yield for the teachers. The Finnish course plans also include more obligatory parts about Finnish history, in contrast to the Swedish which barely touches the subject. Finally, the most distinct change over time is the shift towards a more source-critical point of view when it comes to the importance of the history subject.

Samhällskunskapsämnet har sedan dess uppkomst präglats av stoffträngsel till följd av dess breda och tvärvetenskapliga karaktär. Transformeringen av ämnet från styrdokument till undervisning är komplex och påverkas av flera faktorer, inklusive styrdokumentens utformning. Lärarna arbetar inom ett friutrymme som möjliggörs av styrdokumentens generella formuleringar, vilket är nödvändigt för att anpassa undervisningen efter olika omständigheter och elevernas behov. För att säkerställa likvärdighet måste styrdokumenten vara tillräckligt detaljerade för att undvika alltför varierande tolkningar, men inte så detaljerade att de inskränker på lärarnas professionalitet. De senaste styrdokumenten, Gy 11, är mer detaljerade och innehållsrika än sina föregångare och har enligt tidigare forskning upplevts som mer krävande av lärare.  Syftet med denna studie är att kartlägga och analysera lärares planering av innehåll i samhällskunskapsundervisningen i relation till ämnets styrdokument. Studien, som är en kvantitativ innehållsanalys av grovplaneringar för kursen Samhällskunskap 1b, syftar till att bidra till en diskussion om likvärdighet i samhällskunskapsämnets innehåll. Resultaten visar att lärarna huvudsakligen prioriterar undervisning om statsvetenskap och ekonomi. Även om en innehållslig kärna kan identifieras, förekommer också variationer i hur mycket undervisningstid som ägnas åt olika innehållsområden samt i vilka områden som inkluderas i grovplaneringarna. Dessa resultat pekar på en diskrepans mellan styrdokument och lärares praxis, vilket kan bero på de nuvarande styrdokumentens detaljerade karaktär. Detta kan i sin tur innebära en risk för likvärdigheten i samhällskunskapsämnets innehåll i de fall variationerna mellan olika lärares val och prioriteringar av innehåll blir alltför stora. / Since its inception, the school subject of civics has been characterized by content congestion due to its broad and interdisciplinary nature. The transformation of the subject from steering documents to classroom teaching is complex and is affected by several factors, including the steering documents’ design. Teachers have an autonomy enabled by the general formulations of the curriculum, which is necessary for them to adapt their teaching to various circumstances and the needs of the students, thereby ensuring equity. The steering documents must be sufficiently detailed to avoid overly varying interpretations but not so detailed that they infringe on the teachers' professionalism. The latest curriculum documents, Gy 11, are more detailed and content-rich than their predecessors and have been perceived by teachers as more demanding according to previous research.  The purpose of this study is to map and analyze teachers' planning of content in civics education in relation to the subject's steering documents. The study, which is a quantitative content analysis of teachers’ outlines for the course Samhällskunskap 1b, aims to contribute to a discussion about equity in the subject of civics. The results show that teachers mainly prioritize teaching about political science and economics. Although a core content can be identified, variations occur in how much teaching time is devoted to different content areas and in which areas are included in the course outlines. These results point to a discrepancy between steering documents and teachers' practice, which may be due to the detailed nature of the current curriculum documents. This, in turn, may pose a risk to equity regarding the content of the subject of civics when teachers choose and prioritize content in vastly different ways.

This study investigates the evolution of oral proficiency objectives in Swedish curricula,focusing on Lgy70, Lpf94, and Gy11, and aims to understand the driving factors behindthese changes, particularly in light of globalization's influence on the English language. Using manifest and latent content analyses, the study explores how these curriculareflect the changing roles and functions of English in a globalized context, drawing oncurriculum theory and prior research on Swedish curriculum development. The findingsdemonstrate a clear trajectory in oral proficiency objectives over time, with eachiteration of the curriculum placing increasing importance on communication skills andglobal perspectives. Specifically, the study reveals a shift towards enhanced oralproficiency goals and the cultivation of global awareness among students. Byemphasizing these findings, teachers can anticipate evolving educational priorities andadapt their teaching practices accordingly, ensuring alignment with the changing needsof students in a globalized world.

Contemporary Italian philosopher, Gianni Vattimo (1991), has described ‘the end of history’ as a motif of our times. While neo-liberal conservatives such as Francis Fukuyama (1992) celebrated triumphantly, and perhaps rather prematurely after the fall of the Berlin Wall, ‘the end of history’ in the ‘inevitable’ global acceptance of the ideologies of free market capitalism and liberal democracy, methodological postmodernists (including Barthes, Derrida, Baudrillard, Lyotard, and Foucault), mobilised ‘the end of history’ throughout the later half of the twentieth century as a symbol of a crisis of confidence in the discourse of modernity, and its realist epistemologies. This loss of faith in the adequacy of representation has been seen by many positivist and empiricist historians as a threat to the discipline of history, with its desire to recover and reconstruct ����the truth���� of the past. It is argued by defenders of ‘traditional’ history (from Appleby, Hunt, & Jacob, 1994; R. J. Evans, 1997; Marwick, 2001; and Windschuttle, 1996; to Zagorin, 1999), and some postmodernists (most notably, Jenkins, 1999), that if we accept postmodern social theory, historical research and writing will become untenable. This study re-examines the nature of the alleged ‘threat’ to history posed by postmodernism, and explores the implications of postmodern social theory for History as curriculum. Situated within a broadly-conceived critical-reconceptualist trend in curriculum inquiry, and deploying a form of historically and philosophically oriented ‘deconstructive hermeneutics’, the study explores past attempts to mount, and future possibilities for, a curricular response to the problem of historical representation. The analysis begins with an investigation of ‘end of history’ discourse in contemporary theory. It then proceeds through a critical exploration of the social meliorist changes to, and cultural politics surrounding, the History curriculum in New South Wales (NSW), Australia, from the Bicentennial to the Millennium (1988-2000), a period that marked curriculum as a site of contestation in a series of highly public ‘history wars’ over representations of the nation’s past (Macintyre & Clark, 2003). It concludes with a discussion of the missed opportunities for ‘critical practice’ within the NSW History curriculum. Synthesising insights into the ‘nature of history’ derived from contemporary academic debate, it is argued that what has remained uncontested in the struggle for ‘critical histories’ during the period under study, are the representational practices of history itself. The study closes with an assessment of the (im)possibility of History curriculum after ‘the end of history’. I argue that if History curriculum is to be a critical/transformative enterprise, then it must attend to the problem of historical representation. / PhD Doctorate

自17世紀以來，自然科學在人類物質文明的成就，已成為其它所有科學的「模型」，也成了影響人類文化與世界觀的重要來源。在笛卡兒與牛頓等人的引導下，科學家們運用一種機械性的世界觀來發展並精煉他們的概念架構，這種機械性的概念架構被擴展到我們生活的每個層面，根深蒂固地深植在我們的文化裡。課程作為一門正式學術探究領域的誕生也因而感染了濃厚的機械論色彩，奠基於工廠機械生產模式的課程理論不僅成為課程研究的起源，同時也未被加以批判地成為現代課程理論的基礎。而更令人驚訝的是，自二十世紀初以來，自然科學在歷經幾次觀念革命，並明顯放棄現代機械典範而朝向後現代有機典範發展的時候，當前主流的課程理論卻仍然固守著過時的機械論思想。為了促進課程理論與實務的變革，我們必須尋求新典範的轉移。本研究的目的，便在藉由科學從機械典範到有機典範的轉移，批判現代課程理論的缺失，並探討後現代有機典範對課程理論的意涵，建議一種有機典範的課程觀，期以對我國課程的發展與改革有所助益。藉由理論性的課程探究形式，本研究指出如下數點結論： 一、科學從現代典範轉向後現代典範的特徵 綜合對現代科學與後現代科學的探討結果，本研究指出自然科學從現代典範轉向後現代典範的特徵為：（1）從機械論到有機論，（2）從原子論到系統論，（3）從決定論到非決定論，（4）從線性到非線性，（5）從他組織到自我組織，（6）從靜態封閉到動態開放，（7）從簡單性到複雜性，（8）從「主客體二分」到「觀察者參與」，（9）從現實性到潛能性，（10）從物件階層到關係網絡，（11）從二元區分到互補統合，（12）從獨斷支配到謙遜關愛。 二、現代機械典範在課程中的體現與批判 本研究指出，機械典範被體現在巴比特與查特斯的科學化課程編製、泰勒的基本原理、塔巴等人對泰勒模式的補充，以及Gagne、Glaser與Popham等教學設計者對泰勒模式的特殊化，而諸如行為目標運動、能力本位教育運動、精熟學習、成果本位教育、課程本位評量等，也都體現機械性課程的共通樣式，它們都可視為是「牛頓學說的轉世化身」。本研究並進一步分析與批判這些課程理論或模式的機械性特徵。 三、建議一種有機典範的課程觀 藉由後現代科學返魅的啟示，本研究建議一種「有機典範的課程觀」，試圖為課程理論與實務指出一條能使學習者恢復主觀性、內在知覺、內在經驗與內在演化能力的道路。此種課程觀的要點如下： １、課程目標：應是「特定性」與「創新性」交互運作的結果。 ２、課程決定：必須「賦權」教師與學生成為「課程的共同創造者」。 ３、課程發展：課程必須是在學習的歷程中不斷自我組織與演化成形的。 ４、學習經驗的特徵：包括多元整體性、脈胳性與自我組織等特徵。 ５、學習經驗的評鑑：多元方式且「互為主觀」的成長性歷程。 四、啟思與建議 基於上述研究結論，本研究針對我國課程改革提出啟思與建議： １、應將「課程」的定義直指教室實際歷程的師生互動經驗，將課程標準視為一參考與輔助的架構，將教科書視為教學資源。 ２、有機典範的「課程統整」具有下列特徵：（1）課程統整是師生在教室互動的實際歷程中不斷演化開展的歷程；（2）就經驗型式而言，應強調多元與整體的認知參與型式；（3）就經驗內容而言，應試圖去使學科內容產生許多連結，產生脈胳化的意義；（4）應以促發自我組織的經驗統整為首要目標。 ３、教科書審查制度必須超越現有的審查規準：好的教科書必須具有適度的不確定性、異例、混沌、不平衡、耗散與生動的經驗，方能激發教師、學生與教科書之間的不斷對話與自我生成，產生創新性的學習目標與探究行動。 ４、依本研究探討範疇，建議有助於教師發展與實踐有機課程的專業能力之策略如下：（1）課程專家與教師專業成長團體的協同合作，（2）培養教師有機的自然觀與世界觀，（3）教師在教室情境中與學生共創課程的能力，應作為評鑑教師專業能力的關鍵指標。 ５、就未來研究而言，本研究建議有二，一是探討教室實際歷程中的師生共創教育經驗之歷程，另一是開發故事、敘事與隱喻在課程建構中的潛能。 / The purpose of this study is to explore the postmodern turn in science and its implications for curriculum. The study employs theoretical inquiry methodology to generate new understanding of curricular phenomena and processes. The results can be summarized as follows: 1. The differences between modern and postmodern science can be represented in the following shift of emphases: from mechanism to organicism, from atomism to systemism, from determinism to indeterminism, from linearity to nonlinearity, from passive matter to active matter (autopoiesis), from static-close to dynamical-open, from simplicity to complexity, from subject-object split to observer-participancy, from actuality to potentiality, from object-hierarchy to relationship-network, from either-or to both-and, and from assertive-control to modest-respect. 2. The tenets of mechanistic paradigm have directly dictated our conceptions of modern curriculum. It is reflected in Bobbitt’s and Charters’ scientific curriculum making, Tyler’s rationale, Taba’s curriculum development, and Gagne’s instructional design. Further more, the study analyzes and criticizes the mechanical characters of the above curriculum theories or models. 3. With the metaphors of postmodern science, this study proposes an organic paradigm perspective on curriculum. The main points are: (1) curriculum objectives should include “specific” and “ creative” ones; (2) teachers and students should be empowered as co-creators of curriculum; (3) curriculum development is indetermined; (4) learning experiences should be multiple, holistic, contextual, and self-organized; (5) evaluation should be an intersubjective process with multiple ways for the purpose of growing. Based on these results, the study offers suggestions for Taiwanese curriculum innovation.

This dissertation focuses on continuity and change in a local knowledge culture, the nursing teacher education in Stockholm, during the years between 1958 and 1999, with a strong emphasis on conceptions of knowledge and learning. Concepts of analysis come from Basil Bernstein, Ludwik Fleck, Reinhart Koselleck and gender theory. The study is based on archived documents and interviews with nursing teacher educators. The results show continuity as well as change of the knowledge culture. The first period, 1958-1974, shows continuity in relation to the space of experience. Methodical knowledge is important. The second time period, 1975-1978, is characterized by great changes, starting with a distinct break when prior conceptions and values are discarded. The focus on important, external knowledge of the earlier period is replaced by the conception that the human being and her inner abilities and characteristics are the most important resources for the profession. Conceptions and values are not completely abandoned during the last time period, 1979-1999. Values connected to personality development remain, but new values appear as a consequence of state governance towards research basis. The spirit of time, new co-workers, changed state governance, the ideological characteristics of values as well as a female dominance within the education allow an understanding of the great change in conceptions and values in the middle of the 1970’s.  A stable staff of nursing teacher educators, the specific ideological and gender coded features of the values and a traditional distinctiveness and separation from other teacher education programs allow an understanding of the stability of the personality development element. The male gender coding of the content during the first period could be understood by the influence of physicians on the education, state governance towards education technology and harmony with the space of experience. During the whole of the studied time period, there are female coded conceptions regarding the work of the nursing teacher educators; collectivity, emphasis on practical action and control of - closeness to the student group. / När praktikgrundad kunskap möter högskolan

Studien syftar till att undersöka förekomsten av hållbar utveckling i Lpo94, då vi utifrån våra erfarenheter inom skolan inte har sett någon undervisning för hållbar utveckling bedrivas. Ytterligare en anledning till att undersöka förekomsten är då Sverige ingår i flera internationella överenskommelser där det framkommer att undervisning för hållbar utveckling ska vara prioriterat. Då en ny läroplan, Lgr11, träder i kraft 1juli 2011 undersöktes även förekomsten av hållbar utveckling däri, då studien syftar till att undersöka huruvida det skett förändringar till fördel för undervisning för hållbar utveckling i Lgr11 i förhållande till Lpo94. Vid analysen av läroplanerna användes en metodtriangulering, i form av innehållsanalyser, textanalyser samt komparativa analyser. Inför analyserna fastställdes några kriterier som utgick från innebörden av hållbar utveckling, vilka hela studien sedan kom att bygga på. I resultatet framkom att hållbar utveckling förekommer i både Lpo94 samt i Lgr11 och att en mindre innehållslig utveckling har skett. I diskussionen belyses att alla delar, det vill säga de kriterier som studien utgick från, förekom, dock framkommer inte vikten av att undervisa för en hållbar utveckling utifrån ett helhetsperspektiv. Vidare förs en diskussion kring de förändringar gällande hållbar utveckling som skett i Lgr11 i förhållande till Lpo94 samt vilka orsaker som kan finnas till att vissa lärare inte bedriver en undervisning för hållbar utveckling. / The aim of this study is to research what levels of teaching sustainable development issues are to be found within Lpo94. Based on our own experience within school, it appears that sustainable development is barely apparent. This is despite the fact that Sweden is party to international agreements where it is specifically laid down that education for sustainable development has to be prioritised witch is a second major reason for undertaking this study. Another reason for the study into how far sustainable development actually occurs within Lpo94 arises from the fact that a new curriculum, Lgr11, is due to come into force on 1 July 2011. The study therefore in addition aims to ascertain whether in the Lgr11 curriculum the issue of sustainable development has been sufficiently and effectively taken forward from Lpo94. A method triangle was used as a tool when analysing the curricula, in a form of content analysis, text analysis and comparative analysis. Certain criteria were determined before the commencement of further studies based on our definition of sustainable development, on which the whole study would later build. The results showed, out of the criteria that the study took as its starting point, that sustainable development does appear in both curricula and that a small degree of progress has been made in Lgr11, however the importance of teaching sustainable development taken in its entirety is not shown to have been established. The actual developments of the teaching of sustainable development issues from the first to the new curriculum is not effectively apparent, nor are the wider reasons and underlying causes as to why some teachers do not include sustainable development as part of the education.

Idén till denna studie kom när ett barn talade om att vår planet skulle må bättre om vi återanvände saker. Däri väcktes vår idé om en låne-/bytesplattform mellan förskolor av material som tillfälligt inte används på förskolan. Vår studie har förankrats teoretiskt i läroplansteori samt forskning om utbildning inom hållbar utveckling i barns tidiga levnadsår. Syftet med studien var att undersöka hur verksamma inom förskolan förhåller sig till en låne-/bytesplattform, där material som inte används på en förskola återanvänds på en annan förskola, i arbetet för hållbar utveckling. Studien har genomförts i två delar, delstudie I och delstudie II utifrån kvantitativ metodik. Delstudie I omfattade 13 förskolor inom ett förskoleområde och bestod av ett projekt med en epostplattform för utbyte som skulle följas upp i form av en enkät. Delstudie I upphörde efter utebliven aktivitet bland verksamma inom förskoleområdet. Delstudie II genomfördes därefter i form av webbenkät publicerad på Facebook, för att nå ut till olika delar i landet med flera verksamma personer inom förskolan. Resultatet från delstudie II visade att en större del av de 60 respondenterna ansåg att en låne/bytesplattform kunde ha en positiv effekt på den hållbara utvecklingens tre dimensioner dvs. ekonomisk, social och ekologisk hållbarhet. Dels uppfattade respondenterna att låne-/bytesplattformen var miljövänligt och ekonomiskt fördelaktigt men också ett sätt för barnen att skapa förståelse för andra människors livssituationer. Dock visade resultatet från båda delstudierna att olika faktorer kan påverka låne-/bytesplattormens tillämpning på förskolorna. Studien i sin helhet visar att det finns en potential för en låne-/bytesplattform och att den har inverkan på arbetet med hållbar utveckling inom förskolan.