The purpose of this interpretive biography was to understand how college graduates perceive their experiences in secondary (high school) accelerated learning programs and the impact of that participation on their continued education. This inquiry was guided by the overarching question: What are college graduates’ perceptions and understandings of their experiences in secondary accelerated programs? Using a postmodern philosophy to review the empirical materials, this interpretive biography focused on the lived experience of a college graduate who participated in an accelerated secondary program and focuses on her reflections after graduating from a four-year university. The study finds that generally, secondary accelerated learning programs like concurrent enrollment are considered valuable for their academic preparation, but may be reinforcing societal notions that students should go through their schooling more quickly than is beneficial.

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För att kunna hitta och åtgärda signalfel på Roslagsbanan i Stockholm är det viktigt att de tekniker som arbetar med signalsystemet har rätt kunskaper och känner sig trygga i hur systemet fungerar. En del av säkerhetssystemet på Roslagsbanan kallas ATC (automatic train control) och ger tågföraren information om var tåget framför befinner sig, vilket besked nästa signal ger och hur växlar och vägbommar står. ATC ingriper även genom att bromsa tåget automatiskt om föraren inte stannar vid en stoppsignal. För att effektivisera felsökning i ATCsystemet vill företaget som sköter drift och underhåll av signalsystemet, banan och elförsörjningen på Roslagsbanan, Strukton Rail AB, genomföra utbildningar för sina signaltekniker. De vill ha en mall för hur utbildningar i felsökning kan se ut som kan användas med övningsutrustning, och som kan appliceras på andra tekniska system. För att skapa den här mallen var mina frågeställningar ”Hur kan en pedagogisk modell för utbildning inom felsökning i säkerhetssystemet ATC på Roslagsbanan se ut? Hur påverkar modellen deltagarnas aktivitet jämfört med andra utbildningar inom järnvägsbranschen?”. Det var viktigt från Struktons sida att deltagarna skulle vara aktiva och samarbeta med varandra under utbildningen. Efter att ha läst om det sociokulturella perspektivet på lärande, accelererat lärande och lärande på arbetsplatsen och även hållit intervjuer med två tekniker på Strukton och två utbildare i andra sammanhang i järnvägsbranschen för att höra vad de tycker är bra utbildning har jag skapat en utbildningsmodell för internutbildning i signalsystemet ATC, döpt till Kunimodellen. Modellen baseras på att deltagarna tillsammans löser olika felsökningsfall. Utbildningen börjar med en genomgång av systemet som kan vara olika djupgående beroende på deltagarnas förkunskaper. Sedan löser deltagarna fall genom att sitta i grupper och diskutera fram en plan för hur de ska felsöka och sedan testa sin plan praktiskt i testutrustningen där felet är planterat. Beroende på utbildningsbehov och tillgänglig tid kan de få lösa olika många och olika svåra fall, men fallen bör täcka in så många komponenter i systemet som möjligt. I slutet av utbildningen finns ett reflektionsmoment där deltagarna får berätta för varandra vad de har lärt sig under dagen. För att få en mätbar indikation på om deltagarna har lärt sig något under utbildningen får de fylla i en enkät precis innan och precis efter utbildningen med frågor om hur trygga de känner sig på en femgradig skala att felsöka i de olika komponenterna. Det genomfördes två utbildningar med Kunimodellen, där vardera innehöll två fall att lösa, för sammanlagt sju deltagare. För att mäta deltagaraktiviteten under utbildningarna fyllde jag i ett observationsschema under 20 minuter per timme där jag registrerade om varje deltagare hade talat eller inte under 40 intervall om 30 sekunder var, vilket jag även gjorde på två andra utbildningar som signaltekniker går för att få en kontrollgrupp. Dessutom hölls gruppintervjuer med deltagarna efter utbildningarna för att få höra vad de tyckte om modellen och vad som kan förbättras. Resultaten visar att deltagarna har varit nöjda i intervjuerna och tyckt att det varit en bra modell att arbeta efter, men att det saknades viss teknisk information kring testutrustningen som finns i verkligheten. De ville även ha mer djupgående information i genomgången i början av utbildningen med fokus på bland annat varför ATC-systemet finns. Deltagarnas upplevda trygghet i felsökning ökade i enkäten efter utbildningen, men de var inte entydigt mer aktiva i utbildningar med Kunimodellen än i de utbildningar som jämförts med. Kunimodellen förändrades inte särskilt mycket mellan utbildningarna. Resultaten ska dock bara ses som indikationer på grund av det lilla antalet deltagare, att deltagarna inte nödvändigtvis var representativa för hela gruppen och att alla personer som blev intervjuade kände mig som intervjuade. / To be able to find and solve signal failures in Roslagsbanan in Stockholm, it is important that the maintenance technicians working with the signalling system has the right knowledge and feel confident with how the system works. One part of the safety system at Roslagsbanan is called ATC (automatic train control) which sends information to the train driver about where adjacent trains are located and how upcoming signals, switches and road crossing barriers are set. The ATC also interferes by applying brakes if the driver does not stop at a stop signal. To make troubleshooting of the ATC system more efficient, the company maintaining the signalling system, tracks and power supply at Roslagsbanan, Strukton Rail AB, would like to further educate their maintenance technicians. They want a model for training sessions in troubleshooting that can be used with training equipment and can be applied to other technical systems. To create this model my research questions were ”What could a pedagogical model for troubleshooting education on the safety system ATC at Roslagsbanan look like? How does the model affect the participants’ activity compared to other education sessions in the railway business?”. It was important to Strukton that participants should be active and cooperate with each other during the session. After reading about the sociocultural perspective on learning, accelerated learning and workplace learning and also conducting interviews with two technicians at Strukton and two teachers in other parts of the railway business to hear what they value as good education, I created an educational model for inservice training of the signalling system ATC, named the Kuni model. The model is based on participants solving troubleshooting cases together. An education session starts with an overview of the system that can vary in detail depending on the participants’ previous knowledge. Then the participants solve cases by discussing in groups and agreeing on a plan on how they should troubleshoot, and then try their plan on the test equipment where the error is planted. Depending on their need for education and the available time, they can get a different number of cases on different levels, but the cases should try to cover as many of the system’s components as possible. At the end of the session there is time for reflection where the participants tell each other what they have learnt. To get a measurable indication of if the participants have learned anything, they fill out a questionnaire just before and just after the education with questions on how confident they feel troubleshooting the different components. Two such sessions were held with the Kuni model, each with two cases to solve, for a total of seven participants. To measure participant activity, I filled out an observation form for 20 minutes per hour where I registered whether each participant had spoken or not for 40 intervals of 30 seconds each, which I also did at two other training sessions that signalling technicians attend to get a control group. Additionally, I conducted group interviews with the participants after the sessions to see what they thought of the model and what could be improved. The results from the interviews show that the participants were content and thought it was a good model to work with, but that some technical information about the test equipment that exists in the real world was missing. They also wanted more detailed information in the initial overview with focus on, among other things, why the ATC system exists. The participants’ selfestimated confidence in troubleshooting increased after the session, but they were not significantly more active during training with the Kuni model than the control groups. The Kuni model itself did not change very much between sessions. The results should however only be seen as indications due to the small number of participants, the participants not necessarily being representative for the whole group and since all people interviewed knew me when I interviewed them.

[pt] O presente trabalho busca compreender a implementação de uma política de correção de fluxo em uma escola municipal do Rio de Janeiro. Para isso, investigaram-se as percepções de agentes escolares sobre o projeto, analisando de que forma elas influenciam sua discricionariedade. Como referencial teórico, recorreu-se à sociologia da educação, particularmente às contribuições de Bourdieu sobre o fracasso escolar e o julgamento docente. Valeu-se ainda dos estudos sobre burocracia do nível da rua, inaugurados por Lipsky. Quanto à metodologia, analisaram-se os documentos relativos à política de correção de fluxo desenvolvida no Rio de Janeiro, com base na reconstrução realizada por Lima (2016). Em seguida, exploraram-se os dados do censo escolar relativos à escola selecionada. O material empírico foi gerado por meio de entrevistas semiestruturadas com 32 atores, incluindo professores, gestores, agentes educadores e alunos inseridos em turmas regulares e de aceleração. O estudo conclui que há resistência aos projetos, principalmente pela concentração de alunos considerados problemáticos em uma mesma turma. Predomina a percepção desses alunos como indisciplinados, desinteressados ou mesmo portadores de deficiências cognitivas, de modo que a responsabilidade por seu fracasso lhes é exclusivamente atribuída. Os agentes implementadores parecem orientar suas ações discricionárias com base em um senso prático-moral que distingue alunos merecedores dos não merecedores, atendendo às suas necessidades percebidas de forma diferenciada. Por fim, discute-se em que medida a compreensão da aprendizagem escolar como um direito de todos pode ser ressignificada como uma recompensa a alguns, em um contexto de intensa sobrecarga de trabalho e falta de recursos. / [en] The present study aims to understand the implementation of a flow correction policy in a municipal school in Rio de Janeiro. To do so, we investigated teachers, principals and students perceptions on the project, analyzing how they influence their discretion. Among the theoretical references are the contributions of Sociology of Education, especially Bourdieu s ones concerning school failure and school agents judgements, and the studies on street-level bureaucracy inaugurated by Lipsky. Regarding the methodology, we first analyzed the official documents related to the flow correction policy implemented in Rio de Janeiro, based on Lima s (2016) review on the subject. Secondly, we proceeded to an exploratory research into School Census data related to the selected school. The empirical material was generated through semi-structured interviews with 32 subjects, including teachers, principals, assistants and students from regular and accelerated learning classes. The study concludes that there is considerable resistance to the flow correction policy, especially due to the concentration of those students identified as problematic in the same classes. There is a prevailing perception of overage students as undisciplined, uninterested, or even as cognitively impaired, holding such students accountable for their own failure. The implementing agents seem to guide their discretionary actions based on a practical-moral judgement that differs worthy students from unworthy ones, responding to their perceived needs differently. By way of conclusion, we discuss to what extent the understanding of school education as a public right can be resignified as a private reward in a context of work overload and scant resources.

[pt] O estudo O nó da rede: percepções dos agentes formuladores e implementadores sobre a política de correção de fluxo da/na alfabetização busca compreender as percepções que os agentes implementadores de nível da rua e de médio escalão possuem sobre as políticas de correção de fluxo e, principalmente, sobre o Projeto Carioquinha, implementado pela Secretaria Municipal de Educação do Rio de Janeiro no ano de 2019. Como referencial teórico este trabalho apoia-se nos estudos da burocracia de nível da rua, inaugurados por Lipsky. Numa perspectiva interdisciplinar, aproxima-se da Sociologia da Educação, olhando para os efeitos do fracasso escolar e da desigualdade educacional. A investigação, realizada por meio de uma abordagem qualitativa, se concentra na análise dos documentos pertinentes à política. Em seguida, examinou-se as bases de dados do Censo Escolar das escolas selecionadas. Finalmente, foram coletadas as percepções dos professores, coordenadores e gestores vinculados ao Projeto Carioquinha das escolas analisadas através de entrevistas semiestruturadas. Estas entrevistas foram realizadas no ambiente virtual em decorrência do distanciamento social imposto pela pandemia. A pesquisa confirma resultados anteriores de outros estudos da influência de variáveis como cor, origem social, participação familiar sobre o processo de ensino e aprendizagem. Além disso, em 2020, o acesso ao aparato tecnológico e a tecnologia despontam como fatores limitantes e desafiantes ao trabalho com os alunos matriculados no Projeto Carioquinha. Discute-se ainda a percepção dos agentes implementadores sobre suas expectativas na recuperação e/ou alfabetização dos estudantes do 3º. ano do Ensino fundamental dos Anos Iniciais inscritos no Programa de Correção de fluxo bem como suas potencialidades. / [en] The network node: perceptions of the formulating and implementing agents on the flow correction policy of/in literacy study seeks to understand the perceptions that street-level and middle-level implementing agents have on the flow correction policies and, mainly, about the Carioquinha Program, implemented by the Municipal Education Secretary of Rio de Janeiro in 2019. As a theoretical reference, this work is based on the studies of street-level bureaucracy, inaugurated by Michael Lipsky (1980). In an interdisciplinary perspective, it approaches the Sociology of Education, looking at the effects of school failure and educational inequality. The investigation, using a qualitative approach, concentrates on the analysis of the relevant policy documents. Next, the databases of the School Census of the selected schools were examined. Finally, the perceptions of the teachers, coordinators and managers linked to the Carioquinha Program were collected from the analyzed schools using semi-structured interviews. These interviews were conducted virtually due to the social distancing imposed by the pandemic. The research confirms previous results by other studies of the influence of variables such as color, social origin and family participation on the teaching and learning process. Furthermore, in 2020, access to the technological apparatus and the technology emerged as limiting and challenging factors in the work with students registered in the Carioquinha Program. It also discusses the perception of the implementing agents about their expectations in the recovery and/or literacy of the students from the 3rd year of the Elementary Education in the Early Years enrolled in the Flow Correction Program, as well as its potential.

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

[pt] Nesta dissertação foram desenvolvidas técnicas de controle por aprendizado acelerado e Neuro-Fuzzy, aplicadas em um sistema servo-hidráulico para ensaio de fadiga. Este sistema tem o propósito de fazer ensaios em materiais para prever a resistência à fadiga dos materiais. O trabalho envolveu quatro etapas principais: levantamento bibliográfico, desenvolvimento de um controle por aprendizado acelerado, desenvolvimento de um controle por aprendizado Neuro-Fuzzy, e implementação experimental dos modelos de controle por aprendizado proposto em uma máquina de ensaios de materiais. A implementação do controle por aprendizado acelerado foi feita a partir do modelo de controle desenvolvido por Alva, com o objetivo de acelerar o processo de aprendizagem. Esta metodologia consiste em fazer um controle do tipo bang-bang, restringindo a servo-válvula a trabalhar sempre em seus limites extremos de operação, i.e., procurando mantê-la sempre completamente aberta em uma ou outra direção. Para manter a servo-válvula trabalhando em seus limites de seu funcionamento, os instantes ótimos para as reversões são obtidos pelo algoritmo de aprendizado, e armazenados em tabelas específicas para cada tipo de carregamento. Estes pontos de reversão dependem de diversos fatores, como a amplitude e carga média da solicitação, e são influenciados pela dinâmica do sistema. Na metodologia proposta, a lei de aprendizado inclui um termo de momentum que permite acelerar a aprendizagem dos valores das tabelas constantemente durante a execução dos testes, melhorando a resposta a cada evento. O desenvolvimento de um controle por aprendizado Neuro-Fuzzy foi motivado pela necessidade de ter um agente com a capacidade de aprendizado e armazenamento dos pontos ótimos de reversão. Este modelo de controle também consiste na implementação de um controle do tipo bang-bang, trabalhando com a servo-válvula sempre nos seus limites extremos de operação. O instante de reversão é determinado pelo sistema Neuro-Fuzzy, o qual tem como entradas a gama (dobro da amplitude) e o valor mínimo do carregamento solicitado. O processo de aprendizado é feito pelas atualizações dos pesos do sistema Neuro-Fuzzy, baseado nos erros obtidos durante a execução dos testes, melhorando a resposta do sistema a cada evento. A validação experimental dos modelos propostos é feita em uma máquina servohidráulica de ensaios de fadiga. Para este fim, o algoritmo de controle proposto foi implementado em tempo real em um módulo de controle CompactRIO da National Instruments. Os testes efetuados demonstraram a eficiência da metodologia proposta. / [en] In this thesis, accelerated learning and Neuro-Fuzzy control techniques were developed and applied to a servo-hydraulic system used in fatigue tests. This work involved four main stages: literature review, development of an accelerated learning control, development of a Neuro-Fuzzy control, and implementation of the learning control models into a fatigue testing machine. The accelerated learning control was implemented based on a learning control developed in previous works, introducing a faster learning law. Both learning control methodologies consist on implementing a bang-bang control, forcing the servovalve to always work in its operational limits. As the servo-valve works in its operational limits, the reversion points to achieve every peak or valley in the desired history are obtained by the learning algorithm, and stored in a specific table for each combination of minimum and mean load. The servo-valve reversion points depend on a few factors, such as alternate and mean loading components, while they are as well influenced by the system dynamics. In the proposed accelerated methodology, the learning law includes one momentum term that allows to speed up the learning process of the table cell values during the execution of the tests. The developed Neuro-Fuzzy control also consists on a bang-bang control, making the servo-valve work in its operational limits. However, here the instant of each reversion is determined by the Neuro-Fuzzy system, which has the load range and minimum load required as inputs. The learning process is made by the update of the Neuro-Fuzzy system weights, based on the errors obtained during the execution of the test.The experimental validation of the proposed models was made using a servo-hydraulic testing machine. The control algorithm was implemented in real time in a C-RIO computational system. The tests demonstrated the efficiency of the proposed methodology.

Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments. The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations. The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs. Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.

För att kunna hitta och åtgärda signalfel på Roslagsbanan i Stockholm är det viktigt att de tekniker som arbetar med signalsystemet har rätt kunskaper och känner sig trygga i hur systemet fungerar. En del av säkerhetssystemet på Roslagsbanan kallas ATC (automatic train control) och ger tågföraren information om var tåget framför befinner sig, vilket besked nästa signal ger och hur växlar och vägbommar står. ATC ingriper även genom att bromsa tåget automatiskt om föraren inte stannar vid en stoppsignal. För att effektivisera felsökning i ATC-systemet vill företaget som sköter drift och underhåll av signalsystemet, banan och elförsörjningen på Roslagsbanan, Strukton Rail AB, genomföra utbildningar för sina signaltekniker. De vill ha en mall för hur utbildningar i felsökning kan se ut som kan användas med övningsutrustning, och som kan appliceras på andra tekniska system. För att skapa den här mallen var mina frågeställningar ”Hur kan en pedagogisk modell för utbildning inom felsökning i säkerhetssystemet ATC på Roslagsbanan se ut? Hur påverkar modellen deltagarnas aktivitet jämfört med andra utbildningar inom järnvägsbranschen?”. Det var viktigt från Struktons sida att deltagarna skulle vara aktiva och samarbeta med varandra under utbildningen. Efter att ha läst om det sociokulturella perspektivet på lärande, accelererat lärande och lärande på arbetsplatsen och även hållit intervjuer med två tekniker på Strukton och två utbildare i andra sammanhang i järnvägsbranschen för att höra vad de tycker är bra utbildning har jag skapat en utbildningsmodell för internutbildning i signalsystemet ATC, döpt till Kunimodellen. Modellen baseras på att deltagarna tillsammans löser olika felsökningsfall. Utbildningen börjar med en genomgång av systemet som kan vara olika djupgående beroende på deltagarnas förkunskaper. Sedan löser deltagarna fall genom att sitta i grupper och diskutera fram en plan för hur de ska felsöka och sedan testa sin plan praktiskt i testutrustningen där felet är planterat. Beroende på utbildningsbehov och tillgänglig tid kan de få lösa olika många och olika svåra fall, men fallen bör täcka in så många komponenter i systemet som möjligt. I slutet av utbildningen finns ett reflektionsmoment där deltagarna får berätta för varandra vad de har lärt sig under dagen. För att få en mätbar indikation på om deltagarna har lärt sig något under utbildningen får de fylla i en enkät precis innan och precis efter utbildningen med frågor om hur trygga de känner sig på en femgradig skala att felsöka i de olika komponenterna. Det genomfördes två utbildningar med Kunimodellen, där vardera innehöll två fall att lösa, för sammanlagt sju deltagare. För att mäta deltagaraktiviteten under utbildningarna fyllde jag i ett observationsschema under 20 minuter per timme där jag registrerade om varje deltagare hade talat eller inte under 40 intervall om 30 sekunder var, vilket jag även gjorde på två andra utbildningar som signaltekniker går för att få en kontrollgrupp. Dessutom hölls gruppintervjuer med deltagarna efter utbildningarna för att få höra vad de tyckte om modellen och vad som kan förbättras. Resultaten visar att deltagarna har varit nöjda i intervjuerna och tyckt att det varit en bra modell att arbeta efter, men att det saknades viss teknisk information kring testutrustningen som finns i verkligheten. De ville även ha mer djupgående information i genomgången i början av utbildningen med fokus på bland annat varför ATC-systemet finns. Deltagarnas upplevda trygghet i felsökning ökade i enkäten efter utbildningen, men de var inte entydigt mer aktiva i utbildningar med Kunimodellen än i de utbildningar som jämförts med. Kunimodellen förändrades inte särskilt mycket mellan utbildningarna. Resultaten ska dock bara ses som indikationer på grund av det lilla antalet deltagare, att deltagarna inte nödvändigtvis var representativa för hela gruppen och att alla personer som blev intervjuade kände mig som intervjuade. / To be able to find and solve signal failures in Roslagsbanan in Stockholm, it is important that the maintenance technicians working with the signalling system has the right knowledge and feel confident with how the system works. One part of the safety system at Roslagsbanan is called ATC (automatic train control) which sends information to the train driver about where adjacent trains are located and how upcoming signals, switches and road crossing barriers are set. The ATC also interferes by applying brakes if the driver does not stop at a stop signal. To make troubleshooting of the ATC system more efficient, the company maintaining the signalling system, tracks and power supply at Roslagsbanan, Strukton Rail AB, would like to further educate their maintenance technicians. They want a model for training sessions in troubleshooting that can be used with training equipment and can be applied to other technical systems. To create this model my research questions were ”What could a pedagogical model for troubleshooting education on the safety system ATC at Roslagsbanan look like? How does the model affect the participants’ activity compared to other education sessions in the railway business?”. It was important to Strukton that participants should be active and cooperate with each other during the session. After reading about the sociocultural perspective on learning, accelerated learning and workplace learning and also conducting interviews with two technicians at Strukton and two teachers in other parts of the railway business to hear what they value as good education, I created an educational model for in-service training of the signalling system ATC, named the Kuni model. The model is based on participants solving troubleshooting cases together. An education session starts with an overview of the system that can vary in detail depending on the participants’ previous knowledge. Then the participants solve cases by discussing in groups and agreeing on a plan on how they should troubleshoot, and then try their plan on the test equipment where the error is planted. Depending on their need for education and the available time, they can get a different number of cases on different levels, but the cases should try to cover as many of the system’s components as possible. At the end of the session there is time for reflection where the participants tell each other what they have learnt. To get a measurable indication of if the participants have learned anything, they fill out a questionnaire just before and just after the education with questions on how confident they feel troubleshooting the different components. Two such sessions were held with the Kuni model, each with two cases to solve, for a total of seven participants. To measure participant activity, I filled out an observation form for 20 minutes per hour where I registered whether each participant had spoken or not for 40 intervals of 30 seconds each, which I also did at two other training sessions that signalling technicians attend to get a control group. Additionally, I conducted group interviews with the participants after the sessions to see what they thought of the model and what could be improved. The results from the interviews show that the participants were content and thought it was a good model to work with, but that some technical information about the test equipment that exists in the real world was missing. They also wanted more detailed information in the initial overview with focus on, among other things, why the ATC system exists. The participants’ self-estimated confidence in troubleshooting increased after the session, but they were not significantly more active during training with the Kuni model than the control groups. The Kuni model itself did not change very much between sessions. The results should however only be seen as indications due to the small number of participants, the participants not necessarily being representative for the whole group and since all people interviewed knew me when I interviewed them.