Denna studies syfte har varit att undersöka pedagogiska och didaktiska aspekter i pianoskolor för nybörjare. Detta har gjorts genom en läromedelsgranskning av pianoskolorna Vi spelar piano 1 av Carl-Bertil Agnestig samt Pianoresan 1 av Galina Sjevtjenko och Natalia Kazimirovskaja.  Resultaten av denna granskning har relaterats till olika pianotraditioner, pedagogiska teorier samt forskningsarbeten. Det slutgiltiga resultatet visar vilka undervisningsmetoder som används i de båda böckerna samt hur böckerna är uppbyggda. Pianoskolorna har undersökts utifrån deras innehåll vad gäller låtval, musikalisk progression och musikaliskt uttryck. Undersökningen visar bland annat att uppbyggnaden av Vi spelar piano 1 påminner om Rostvall och Wests schemateori för att hjälpa eleverna att uppnå kunskap. Syftet med Pianoresan 1 är att ge eleven en god grundteknik i pianospel, vilket görs genom övning i harmoni- och gehörslära samt eget skapande. / The aim of this study was to examine pedagogical and didactic aspects in piano books for beginners. This was done through a close observation of the textbooks Vi spelar piano 1 by Carl-Bertil Agnestig and Pianoresan 1 by Galina Sjevtjenko and Natalia Kazimirovskaja. The results of this observation were then compared to literature, mainly pedagogical books and research studies. The final result demonstrates which teaching methods have been used as well as the contents of the books. This has been subdivided into three categories: the songs, the musical progression and the musical expression. The study shows that Vi spelar piano 1 is based on Rostvall and West's schema theory to help the students gain knowledge. Furthermore, the aim of Pianoresan 1 is to provide students with good basic skills in piano playing. This is done through practicing harmony and aural skills, and also through the students' own creativity.

This dissertation research aims to analyze the material Ejercicios Amigos Dos used by students learning Spanish as a foreign language in a Swedish school. Specifically, it examines the place of speaking skills, in the context of basic language skills. This study was an exploratory and descriptive analysis of the material Ejercicios Amigos Dos.Qualitative method used was action research, which was based on the real needs of the author of this study to enhance their teaching.Sheet one and Sheet two containing educational criteria for the analysis of teaching materials were used to measure the place of speaking skills.The main findings in the analysis showed that speaking skills are taken into account in the teaching material, however there are some micro skills missing. Speaking skills do not take a prominent role in the teaching material. Writing skills are emphasized to a greater extent.

Till hösten 2022 börjar nya läroplaner gälla i den svenska skolan. För gymnasieskolan gäller en av ändringarna hur kunskapsområdet som nu benämns sexualitet, samlevnad och relationer, förkortat SeSaR, ska behandlas. SeSaR kommer även fortsättningsvis vara ett ämnes­övergripande kunskapsområde men då biologiämnet, i synnerhet gymnasiekursen biologi 2, kan anses inneha en av nyckelrollerna i området står just det i fokus här. Denna uppsats avser att besvara frågeställningen: ”Hur förhåller sig de formuleringar och ordval som återfinns i texter om kunskapsområdet SeSaR i läromedel tillhörande gymnasiekursen biologi 2 till hur området uttrycks i styrdokumenten?”. Fyra kapitel i olika läromedel har lästs och analyserats mot styr­dokumenten samt med en queerteoretisk bas. Slutsatsen är att de analyserade läromedlen i sin helhet ej kan anses samstämmiga med hur SeSaR ska behandlas. / By the autumn of 2022, new curricula will come into force in the Swedish school system. Regarding the upper secondary school, one part of the revision concerns how the area that will be called sexuality, coexistence, and relationships, or SeSaR (from the Swedish term sexualitet, samlevnad och relationer) for short, is to be treated. SeSaR will continue to be an inter­disciplinary area of knowledge, but since the biology subject, in particular the upper secondary course called biology 2, can be considered to hold one of the key roles in the area, this is what is in focus here. This essay intends to answer the question: "How does the phrasings and word choices found in texts about SeSaR in teaching materials belonging to the upper secondary course biology 2 relate to how the area is expressed in the governing policies?". Four chapters in different teaching materials have been read and analysed with respect to the governing policies and with a basis in queer theory. The conclusion is that the analysed teaching materials in their entirety cannot be considered consistent with how SeSaR is to be treated.