<p>This doctoral dissertation includes two main works and a comprehensive summary:</p><p>Jedeskog, G. 1996: Lärare vid datorn. Sju högstadielärares undervisning med datorer 1984-1994. (Teachers at Computers. Seven upper compulsory school teachers´ teaching with computers in 1984-1994.) SkapandeVetande, Linköpings universitet. ISBN 91-7871-664-0. (in Swedish)</p><p>Jedeskog, G. 2000: Ny i kl@ssen. Förhållandet mellan lärarroll och datoranvändning beskrivet i internationell forskning. (New in Cl@ss. The relationship between computers and the role of the teacher, as described ininternational research.) ISBN 91-646-1473-5. (in Swedish)</p><p>The comprehensive summary is written in English: Teachers and Computers, Uppsala University, Department of Educatiom 48 pp. ISBN 91-506-1439-8.</p><p>The first work was presented and defended in 1996. The second work, New in Cl@ss, is summarised here:</p><p>For about fifteen years now, there have been computers in the schools meant for instructional use. The focus of this study is to describe and analyse how the relationship between computers and the role of the teacher has been treated in international scholarly literature, 1988-1998. The empirical study has two aims:</p><p>To outline and analyse the contents of the texts with regard to what is happening to the role of the teacher, i.e.the work and deeds of the teacher, in a time when computers and IT are being introduced and used, or not used,in teaching.</p><p>To outline and analyse, using the selected texts, how the research field of computers and the role of the teacheris now being moulded.</p><p>The analysis of the texts is based on three theoretical platforms; House's innovation theory, the actors-networktheory and a micropolitical perspective. In these theories the importance of power, participation and conflict isemphasised.</p><p>Results show that three variants of the role of the teacher in connection with computer usage stand out: theteacher as a link between the pupil and the computer, as a technician and delegating routine work to thecomputer.</p><p>The role of the computer can be observed as a rival, as an 'alarm clock', as a mediator of contacts, as anobstacle to contacts and as a replacement for the school.</p><p>An analysis of the research area shows that it is possible to distinguish four categories of texts; texts with noreference to earlier research and texts with references to research on processes of innovation and reform, onknowledge and learning and on relationship between school and society.</p>

Vi vet alla vad en skola är. Det är några byggnader på en skolgård. Samtidigt är skolan i meningen den svenska skolan, mångas angelägenhet. Elever, föräldrar, lärare, skolledning, politiker och näringsliv har alla olikartade förväntningar. I skolans styrdokument formulerar staten både mål och medel för 2000-talets goda skola. Vägen till skolutveckling och måluppfyllelse går via ledarskap och samarbete. Dessa områden behöver betonas och förbättras ute i de olika skolenheterna. Samtidigt som man uppmanar till mångfald, variation och lokala lösningar baserat på idén om målstyrning, lyser två modeller starkt på skolhimlen. Det ena är idén om ledarskap förknippat med den starka, företagslika ledaren. Det andra är arbetslaget som idealmodell för samarbete. Den här doktorsavhandlingen undersöker sambandet mellan ledarskap och samarbete och ställer sig frågorna; vilka uttryck tar sig egentligen ledarskap och samarbete i lokala skolor? kan en skolledning medelst ledarskap påverka samarbete i en lokal skola? Hur går det i så fall till? Studien är gjord i tre grundskolor som representerar tre olika skoltyper. Jämförelsen mellan dessa tre skolor ger underlag till att diskutera olika modeller för organisering och ledning av skolverksamhet. / <p>Diss. Stockholm : Handelshögskolan, 2003</p>

Det huvudsakliga syftet med den här studien var att få ta del av pedagogers syfte med naturvetenskaplig undervisning för grundskolans lägre åldrar och undersöka hur deras syften motsvarar sturdokumenten. För att undersöka hur en grupp om sex pedagoger tänker och planerar kring naturvetenskap utförde jag sex intervjuer med fritidspedagoger, förskollärare och lärare. Resultatet visade att alla de tillfrågade pedagogerna hade klara syften som till en viss del motsvarar de mål som står i kursplanen för de naturorienterande ämnena och läroplanen, Lpo 94. Pedagogerna svarade väldigt lika varandra och det gav ett tydligt resultat av vad pedagogerna anser är det viktigaste som barn behöver lära sig inom naturvetenskap. De ansåg att det viktigaste var att barnen förstod naturen som de möter runtomkring sig och att det får kunskap som de kan knyta an till sin vardag. Till exempel bör barnen förstå vad som sker vid årstidsväxlingar och dygnsrytmer. Studien visade också att den naturvetenskapliga undervisningen ser olika ut och att det beror på pedagogens individuella intresse. Genom den här studien fick jag en inblick i hur den naturvetenskapliga underviningen för grundskolans lägre åldrar kan se ut och även idéer på hur jag kan planera i min kommande lärarprofession.

This doctoral dissertation includes two main works and a comprehensive summary: Jedeskog, G. 1996: Lärare vid datorn. Sju högstadielärares undervisning med datorer 1984-1994. (Teachers at Computers. Seven upper compulsory school teachers´ teaching with computers in 1984-1994.) SkapandeVetande, Linköpings universitet. ISBN 91-7871-664-0. (in Swedish) Jedeskog, G. 2000: Ny i kl@ssen. Förhållandet mellan lärarroll och datoranvändning beskrivet i internationell forskning. (New in Cl@ss. The relationship between computers and the role of the teacher, as described ininternational research.) ISBN 91-646-1473-5. (in Swedish) The comprehensive summary is written in English: Teachers and Computers, Uppsala University, Department of Educatiom 48 pp. ISBN 91-506-1439-8. The first work was presented and defended in 1996. The second work, New in Cl@ss, is summarised here: For about fifteen years now, there have been computers in the schools meant for instructional use. The focus of this study is to describe and analyse how the relationship between computers and the role of the teacher has been treated in international scholarly literature, 1988-1998. The empirical study has two aims: To outline and analyse the contents of the texts with regard to what is happening to the role of the teacher, i.e.the work and deeds of the teacher, in a time when computers and IT are being introduced and used, or not used,in teaching. To outline and analyse, using the selected texts, how the research field of computers and the role of the teacheris now being moulded. The analysis of the texts is based on three theoretical platforms; House's innovation theory, the actors-networktheory and a micropolitical perspective. In these theories the importance of power, participation and conflict isemphasised. Results show that three variants of the role of the teacher in connection with computer usage stand out: theteacher as a link between the pupil and the computer, as a technician and delegating routine work to thecomputer. The role of the computer can be observed as a rival, as an 'alarm clock', as a mediator of contacts, as anobstacle to contacts and as a replacement for the school. An analysis of the research area shows that it is possible to distinguish four categories of texts; texts with noreference to earlier research and texts with references to research on processes of innovation and reform, onknowledge and learning and on relationship between school and society.

Studiens syfte var att öka kunskapen kring hur några studie- och yrkesvägledare på grundskolan arbetar med vägledning av elever med ADHD och vilka kompetenser och resurser de kunde tänkas ha för att stötta väl underbyggda studie- och yrkesval. Kvalitativa intervjuer genomfördes och resultatet visar att respondenterna individanpassar vägledningen i hög grad, för elever med ADHD främst genom mer tid, studiebesök, medföljare, visualisering och empowerment. De använder ingen speciellt utarbetad vägledningsmetod för dessa elever men det visar sig att det vore välkommet med metodutveckling, vidareutbildning och utökat samarbete. / The aim of the study was to increase the knowledge of how some career counselors work with students with ADHD and what skills and resources they might have to support well-founded career choices. Qualitative interviews were accomplished and the result shows that the respondents personalized guidance to a large extent, for students with ADHD above all through more time, educational visits, accompanied by someone, visualization and empowerment. They use no specific guidance method for these students, but it turns out that it would be welcomed with method development, training and increased cooperation.

Målet med mitt arbete är att ta reda på vilka undervisningsmetoder som presenteras av forskare och lärare i litteraturen och sedan jämföra resultatet med lärares egna erfarenheter. Jag har fokuserat på litteraturundervisningen på högstadiet. Jag har använt böcker skrivna av bland annat Gerd och Gerhard Arfwedson, Ulla Lundqvist, Göran Ejenby &amp; Gunilla Molloy, Olga Dysthe och Aidan Chambers. Jag genomförde sedan en enkätundersökning bland svensklärare på högstadiet för att få reda på hur de verkligen arbetar och vilka metoder de eventuellt använder sig av. Resultatet visade att de flesta av lärarna själva inte anser att de har någon specifik undervisningsmetod, men när jag läser deras svar kan jag tydligt se att de arbetssätt de beskriver är just delar av de metoder jag skrivit om. Alla lärare är dock överens om att förbättringar behövs i skolan för att arbetet ska kunna effektiviseras för eleverna och i vissa fall anser lärarna att byte av undervisningsmetod är en del av den förbättringen.

Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden. The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration? The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.

Under ungdomsåren sker stora förändringar, både fysiskt och psykiskt. Utforskandet av sexualiteten blir mer aktuell och den sexuella identiteten och den sexuella läggningen kan genomgå förändringar. Viktiga aspekter för att identifiera sig med den sexuella läggningen anses av vissa forskare vara självkänsla, nära socialt stöd och ifrågasättande. Syftet med denna studie är att finna svar på hur mönster av dessa faktorer kan påverka den sexuella identiteten bland gymnasieungdomar. Studien genomfördes med en kvantitativ ansats. En klusteranalys genomfördes för att söka svar på vilka mönster som ökar sannolikheten för att ungdomarna skall identifiera sig med sin egna sexuella läggning. Studien fann att den faktor i mönstret som följer identifiering med den egna sexuella läggningen är självkänsla.

Denna studie handlar om språk och statusskillnader mellan språken. Syftet var att ta reda på om flerspråkiga grundskoleelever upplever att deras olika språk har olika status. Undersökningen är deskriptiv till sin karaktär. Sex stycken respondenter från åk 9 blev intervjuade. Intervjun består av två delar en skriftlig del och en muntlig del. Resultatet visar att respondenterna betraktade sina språk olika viktiga. Slutsats var att undersökningen trots vaga resultat indikerar att elever i denna studie upplever att det finns statusskillnader mellan sina olika språk. This study is about language and status distinctions between languages. The purpose was to find out if multilingual pupils’ experiences that their different languages have different status. The characteristic of this study is that the study is descriptive. Six respondents from the 9th year of the compulsory school were interviewed. The interview was divided into two different parts written and oral. The result of this study shows that respondents considered that their language differs in importance. The conclusion of this study is that in spite of vague results the study indicates that pupils experiences that there is status distinctions between languages.

In 1999, the Swedish Parliament decided to launch an experiment to test the idea of replacing, at the compulsory educational level, the national time schedule with localized control of schedules. This was in keeping with strategies of deregulation, decentralisation and increased local autonomy that had dominated Swedish education policy, particularly since the 1990s. The aim of the thesis is to describe and analyse the initiation, decision, implementation and consequences of this experiment The analytical framework combines several different approaches and theories from the literature on public policy and policy analysis. The framework encompasses four dimensions, which cover the experiment’s origins, local application in the classroom setting and consequences. On the empirical level, findings are based on interviews with 32 municipal school directors, and head teachers, teachers and pupils in three schools participating in the experiment, as well as written sources from schools, municipalities, and the national level. The thesis shows that the policy problem the experiment was intended to resolve was represented in an inconsistent manner: On the one hand, the experiment was perceived as a driving force for change; on the other hand, it was seen as legitimising a change that had already taken place. Furthermore, the experiment was formulated in vague terms, which accorded far-reaching discretionary space to the schools. The program’s causal theory expressed by the policy makers was complex, containing a multifaceted chain of presumptions on a range of activities and processes through which the experiment ultimately would lead to improved opportunities for pupils to reach the educational objectives. Empirically, this prediction proved to be invalid as student achievement did not increase. The degree of implementation at the local level varied according to the comprehension, capability and willingness of those involved to carry out the experiment. The courses of action taken by the schools frequently could have been undertaken within the existing legislative framework, as they mostly concerned new ways of working and organising staff and pupils. An assessment of the objectives attained showed that, even if elements of developmental work corresponding to the direction stated in the policy documents were observed, the experiment did not emerge as the primary explanatory factor for this result Thus, the net impact of the experiment can be questioned. If judged against the criterion of adaptiveness, the results are more successful than if the experiment is assessed according to goal-attainment and the validity of the program theory. The experiment was found to integrate, alter and accommodate itself readily to local needs. The thesis illustrates the complexity of formulating and implementing policy in a decentralised context and points to important aspects in the historical background of the programme, which often tend to be overlooked when policy is analysed and discussed. At the same time, the study sheds light on the significant role played by street-level implementation actors in the educational context.