The purpose of this qualitative study was to examine the perceptions of novice teachers in 1 school district regarding their professional experiences. Novice teacher was defined as someone with 5 years or fewer in the teaching profession. The study was of an emergent design using phenomenological qualitative methods that included face-to-face interviews, triangulation of information, and analyzation with specific adherence given to understanding the social phenomena of the lived experience from the participants’ perspectives. Specifically, the study addressed possible relationships between novice teachers’ experiences and perceptions of success and self-efficacy that contribute to their choice of continuing in the profession of teaching. Participants in this study ranged from 23-55 years of age, represented male and female gender, encompassed all levels of grade configuration within the school district (elementary, middle, high school), and covered experiences within each of the 5 years of defined novice work. Information was collected through individual one-on-one interviews covering preparatory programs, individual school sites, district induction programs, and the relationships developed within each spiraled experience. This study identified reasons for retention in the population of novice teachers and possible obstacles that might cause a novice teacher to leave the profession during or at the end of the 5 year apprenticeship. Information collected revealed that age, timing of entrance into a teaching career and preparatory programs had an effect on novice efficacy and job success. In addition data suggested that job support, job fulfillment, as well as future career choice were influenced by experiences a novice lived through within a school culture including type of administrative support, peer mentoring, collegial socialization, district expectations, and induction involvement.

College preparatory programs like Pitzer College/WesternU's Native Youth to College Program provide a unique experience for Native high school youth - weaving tether academics and culture for student success. However, there exists a gap in the literature on curriculum development of Native-serving programs as Mack et al, (2012), Tierney and Hagedorn (2002) and others have noticed. Using Brayboy's TribalCrit (2005) as the guiding theory, qualitative interviews of program staff and analysis of internal program documents are conducted. Nine core curricular elements-academics, culture, media studies, college preparation, health careers, intergenerational mentorship, STEM, life skills & telling your story - are found to have developed within the program, providing a blueprint which Native educators and others can use in developing curriculum for their own college preparatory programs.

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I denna uppsats analyseras tre läromedel för kursen svenska 1. Tanken bakom analyserna är att se efter huruvida man gör nivåskillnader i elevers läsförmåga och läsförståelse beroende på om de går yrkesförberedande program eller högskoleförberedande program på gymnasiet, samt om man kan se vilka didaktiska inslag som finns med för att stimulera elevernas inre motivation. Det visar sig att det är mycket stor skillnad i hur många olika skönlitterära texter som eleverna förväntas läsa beroende på yrkes eller högskoleförberedande program samt att nivåskillnaden i förväntad analysförmåga är stor i uppgifterna som är kopplade till det lästa. Detta är något man borde reagera kraftigare på med tanke på att eleverna läser samma kurs, men beroende på vilket läromedel de får utefter vilket program de går utmanas de på helt olika nivåer. Detta innebär att två tonåringar som läser samma kurs inte kommer att varken utmanas eller få chansen till att utveckla sina kunskaper i samma utsträckning. / In this essay, three teaching materials are analyzed for the course Swedish 1. The idea behind the analyzes is to look at whether you make differences in students' reading ability and reading comprehension depending on whether they attend vocational programs or college preparatory programs in high school, and if you can see what didactic elements are available to stimulate students' inner motivation. It turns out that there is a very big difference in how many different fiction texts the students are expected to read depending on the vocational or university preparatory program and that the level difference in expected analytical ability is large in the tasks that are linked to what is read. This is something you should react more strongly to given that the students read the same course, but depending on what teaching material they receive according to which program they go to, they are challenged at completely different levels. This means that two teenagers who take the same course will not be challenged or given the chance to develop their knowledge to the same extent.

The purpose of this study was to increase knowledge about how socio-economic conditions in different groups of students can affect students' perceptions of the subject of social studies. This was done by accounting for, analysing and discussing differences and similarities in perceptions of the subject of social studies between students in vocational and in tertiary preparatory programsin upper secondary school in Sweden. The data for this qualitative study was collected through focus group interviews and was thereafter thematically analysed. The results show that all students, regardless of program, find social studies important both for themselves and for the society as a whole. However, preferences regarding teaching methods vary between programs. Vocational programs tend to prefer shorter individual writing assignments while tertiary preparatory programs like to work both individually and in groups as well as both orally and in writing. There are also differences in how the programs view their use for social studies in the future. The vocational programs consider themself to have the most use for knowledge regarding economy while the tertiary preparatory programs believe they will have most use forwhat they have learned concerning the subject of individuals and identity. These differences can be explained by the student´s different capacities and different access to cultural and language capital as well as the real functions of the school system and cultural reproductionwhich are all due to socio-economic differences that exist between the students in vocationalprograms and the students in tertiary preparatory programs.

The aim of this study is to investigate Swedish upper secondary school teachers’ statements regarding reading and teaching choices in the English courses. The methods used were a survey in the form of a qualitative questionnaire, and a qualitative content analysis which was then applied to the survey data gathered. Reception theory and literary socialization theory were applied to the results. The four main research questions were: 1. What English literature do teachers in Swedish college preparatory programs choose for their students? 2. What English literature do teachers in Swedish vocational programs choose for their students? 3. What aspects of reception theory and literary socialization theory correspond to the teachers’ questionnaire answers regarding what skills they wish their students to acquire from reading English literature? 4. What are teachers’ attitudes towards students reading books of cultural, historical, and literary significance? The results concluded that there was no significant difference in the types of books chosen for the two programs. The college preparatory programs read a little more classical fiction, but the vocational courses did not lag far behind. When it came to the theories, a majority of teachers mentioned aspects brought up within literary socialization theory, while reception theory was barely touched upon. Books of literary, cultural, and historical significance were expected to be read in both the college preparatory and vocational programs. However, students in the college preparatory programs were expected to read these books slightly more than students in the vocational programs. One suggestion for future research is to examine the number of books teachers read within or outside of their preferred genre and how choice of genre may affect their literacy teaching in the classroom. / Syftet med den här studien är att undersöka svenska gymnasielärares läs- och undervisningsval i engelskundervisningen. Metoderna som användes var en enkätundersökning i form av ett kvalitativt frågeformulär och en kvalitativ innehållsanalys som sedan tillämpades på den insamlade enkätdatan. Receptionsteori och litterär socialisationsteori tillämpades på resultatet. De fyra huvudsakliga forskningsfrågorna var: 1. Vilken engelsk litteratur väljer lärare för elever på svenska högskoleförberedande program? 2. Vilken engelsk litteratur väljer lärare för elever på svenska yrkesprogram? 3. Vilka aspekter av receptionsteorin och litterär socialisationsteori stämmer överens med lärarnas enkätsvar om vilka färdigheter de önskar att deras elever ska förvärva genom att läsa engelsk litteratur? 4. Vilka är lärarnas attityder till att eleverna läser böcker av kulturell, historisk och litterär betydelse? Genom resultaten drogs slutsatsen att det inte fanns någon större skillnad i de typer av böcker som valdes för högskoleförberedande gentemot yrkesprogram. De högskoleförberedande programmen läste i ringa mängd mer klassisk skönlitteratur, men yrkesprogrammen hamnade inte långt efter. När det gällde teorierna nämnde majoriteten av lärarna aspekter som togs upp inom den litterära socialisationsteorin, medan aspekter inom receptionsteorin knappt berördes.Böcker av litterär, kulturell och historisk betydelse förväntades bli lästa i både de högskoleförberedande programmen och yrkesprogrammen. De högskoleförberedande programmen förväntades dock läsa dessa böcker i något större utsträckning än yrkesprogrammen. Ett förslag till framtida forskning är att undersöka hur många böcker lärare läser inom eller utanför den genre de föredrar och hur vald genreläsning kan påverka deras läs- och skrivundervisning (litteracitet) i klassrummet.