The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.

Vid undervisning i matematik är det vanligt att undervisningen i stor utsträckning baseras på ett läromedel, både för lärarens teoribeskrivningar och vid elevernas enskilda arbete med uppgiftslösning. Det är därför viktigt att uppgifterna i läromedlet är utformade så att eleven kan utveckla de kunskapersom läroplanen föreskriver. I Sverige, liksom i flera andra länder i framförallt Europa och USA, beskrivs dessa matematiska kunskaper i termer av olika typer av förmågor. Elevers färdigheter i en viss förmåga utvecklas då eleven utför uppgifter där den specifika förmågan aktiveras på en nivå som innebär en kognitiv utmaning. Den önskvärda nivån på den kognitiva utmaningen beror på den enskilda elevens förkunskaper och förutsättningar. För att möjliggöra att alla elever skall kunna utveckla samtliga de efterfrågade förmågorna är det nödvändigt att läromedlet innehåller uppgifter med varierande nivå av kognitiv utmaning där samtliga förmågor aktiveras. Utredningar och studier från myndigheter och forskare antyder att undervisningen saknar den önskvärda variationen utan till stor del uppehåller sig vid procedurkunskap och tillämpningar av algoritmer. I syfte att undersöka variationen i nivå på kognitiv utmaning undersöker detta examensarbeteuppgifter inom området andragradsekvationer ur tre olika svenskspråkiga läromedel. Nivån på den kognitiva utmaningen definieras i denna studie som antalet olika former av svårigheter en uppgift innehåller. Den ökade kognitiva utmaningen består således i att fler förmågor aktiveras i samma uppgift. Analysen visar en majoritet av uppgifterna i samtliga läromedel har en låg nivå av kognitiv utmaning som inte erbjuder möjlighet för eleven att utveckla samtliga matematiska förmågor. Dessutomär antalet uppgifter av hög kognitiv nivå låg, så även vid ett aktivt urval av uppgifter av läraren är begränsas möjligheten till variation av läromedlen. Detta resultat är i linje med resultat från tidigareforskning. / When teaching mathematics, it is common that classroom activities to a large extent follow a textbook, both for the teacher’s presentations and for the students’ individual work on tasks. It is therefore important that the textbook is structured in a way that adheres to the requirements of the curricula. In Sweden, as well as in several other countries in primarily Europe and the US, mathematical knowledge is expressed in the form of different kind of capabilities or competencies. Students’ level of knowledge of a specific competence evolves from performing tasks with a cognitive demand to activate that competence. The desirable level of cognitive demand depends on the individual student’s ability and prior knowledge. To enable all students to develop all the required competencies, it is important that the textbook contains tasks with a varying level of cognitive demand where every competency is activated. Reports and studies from authorities and scientist indicate that classroom instruction often lack the desirable variation and instead focus on procedural knowledge and application of algorithms to a large degree. With the aim to study the variation of the level of cognitive demand this degree project investigates tasks on the subject of quadratic equations from three different upper secondary school textbooks written in Swedish. The level of cognitive demand is in this study defined as the number of different types ofdifficulties a task contains. A higher level of cognitive demand is thus interpreted as more competencies being activated in a single task. The analysis shows that majority of the tasks in all the textbooks have a low level of cognitive demand that do not offer opportunities for the student to evolve all the required competencies. In addition, the number of tasks with a high level of cognitive demand is low, restricting the possibility for the teacher to actively choose appropriate tasks from the textbook alone. This result is in line with earlier similar studies.

<p> The project describes the implementation of a program to simulate a simple computer. The program is implemented on a micro-computer for portability.</p> <p> A Secondary School student, in the Ontario Educational System, at about the grade 10 or 11 level may write programs for the simulated computer. The student may also simulate, interactively, some of the processes involved in executing his program.</p> / Thesis / Master of Science (MSc)

This study examines what motivates newly arrived students to study English while atthe same time immersed in and studying Swedish as a second language, both coresubjects and necessary to attend higher education. The question arises since manystudents fail to pass the English course in secondary school but at the same time manageto pass the course in Swedish as a second language. The study was performed with help of a questionnaire with close-endedquestions that was handed out to 30 students studying Swedish as a second languageand English as a third language, in upper secondary school. The motivational theoryused in the study was the L2 Motivational Self System, which is divided in threemotivational categories: the Ideal L2 Self, the Ought-to L2 Self and the L2 learningexperience, in this study referred to as the Ideal L3 Self, the Ought-to L3 self and the L3learning experience. The result shows that what primarily motivate these students are the L3 learningexperience. The study also shows that these students seem to see English as somethingthat is important only if they have an intention to travel, study or work overseas.

The problematic aspect of including LGBTQ+ perspectives in history education is that history textbooks might not contain a sufficient quantity or quality of LGBTQ+representation, in addition teachers might not be sufficiently equipped to teach history with LGBTQ+ perspectives. The purpose of this overview is to compile research regarding how LGBTQ+ perspectives are represented in the history subject in addition to which methods history teachers can use in order to include it in their teaching. In order to find the relevant research we have used the databases ERIC via EBSCO, Libsearch from EBSCO, Education Research Complete (ERC) and SwePub as well as using supplementary search methods. The material has been assessed in relation to the question: “How are LGBTQ+ related subjects represented in history textbooks and which methods may teachers use in order to include LGBTQ+ perspectives?”. The result of the compiled research indicates that using modern terms and frameworks in history education can be problematic as they are not historical but that they can also be a useful tool in order to explain history. Secondly, the research shows history textbooks lacking quantity and quality of LGBTQ+ representation. Some textbooks are shown to uphold hetero- and cis norms as well as harmful stereotypes of LGBTQ+people. Thirdly, it presents a lack of LGBTQ+ perspectives in teacher education. Further, research suggests that LGBTQ+ inclusive literature can contribute to a safer environment for students. Lastly, it shows that possible methods to include LGBTQ+ perspectives in history education are using intersectional theory, using terms such as heterosexual, representing LGBTQ+ peoples multiple identities and balancing positive and negative aspects in LGBTQ+ related subjects. In conclusion there is a lack of LGBTQ+ representation in history textbooks but history teachers can still provide LGBTQ+ perspectives in their teaching.

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The purpose of this study is to examine how the subject modern languages in 2022 is conceived by students and teachers in Swedish secondary school at present. This study makes use of a variety of motivational strategies and theories that together form the framework for the analysis of the participants’ answers. This study aims to provide recent research in the field of students’ motivation and how it is influenced by their surroundings and by intrinsic and extrinsic motivational factors. This investigation concludes that the status of the subject “modern languages” in 2022 does not differ much compared to what the Dannvik Duregård found in her article (2010). Modern language teachers perceive their subject as having low priority, and they wish for the subject to be non-replaceable to other languages in school such as Swedish and English. Students report that they would not work with the subject in other ways if the subject was not mandatory. Furthermore, the investigation shows that student motivation contingent upon the fact that the subject is replaceable and that they perceive the subject to be more difficult than other school subjects. Finally, the investigation also reports that students use the opportunity to drop out of language studies for other reasons than the need for more teaching in Swedish and English, which was the main purpose from the beginning.

Increasing significance of social studies: A multi-dimensional contextual analysis of social studies engagement and achievement during high school The social studies data of the 2010 National Assessment of Educational Progress (NAEP) highlighted some alarming results. These results highlight a trend in the learning of social studies related content within today’s secondary schools. Students are mastering and retaining less social studies knowledge while other content areas are slowly improving. Prior research within the field of school engagement postulates that low levels of student academic engagement negatively influence academic student achievement. This study explored the relationship between social studies engagement and social studies academic achievement throughout the semester within the context of a social studies classroom. In particular, measures of students’ levels of engagement included behavioral, cognitive, and emotional aspects. The study utilized quantitative data from a 27-question longitudinal semester survey of 75 students from a central Pennsylvania high school. The study included demographic information ranging from prior social studies achievement, overall school academic achievement, to gender and age. The assumptions were that the distinct components of engagement are bi-directionally related and share reciprocal relationships. Additionally, the type of class and the students’ year of schooling were investigated to amplify these relationships. The results indicated that engagement has only a weak relationship to academic achievement in the social studies classrooms used for the research. As might be expected, the strongest predictor of grades was the student’s cumulative GPA, including past grades in social studies. The implications for this finding in terms of engagement theory and educational practices were discussed. Once researchers can ascertain the intensity and directional relationship between social studies engagement and social studies achievement, teachers will be able to focus on the component(s) of engagement that fosters social studies academic achievement. / Educational Psychology

The purpose of this study was to identify variables that explain the job satisfaction of assistant principals of secondary schools. If such variables are identified, efforts can be made to eliminate or reduce the effects of those variables which lead to dissatisfaction and enhance those which lead to satisfaction. The participants were 291 respondents to a survey distributed to a systemic sample of 400 assistant principals who were members of the National Association of Secondary School Principals in 1996. Participants completed the short form of the Minnesota Satisfaction Questionnaire and a questionnaire developed by the researcher. Participants' job satisfaction had three measures: extrinsic, intrinsic, and general job satisfaction. The variables believed to explain job satisfaction of assistant principals (age, opportunity for advancement, career aspirations, compensation, feelings of compensation fairness, supervisor relations, and ability utilization) were analyzed through path analysis to determine the effects of the independent variables on the three measures of job satisfaction. Results revealed that assistant principals are only marginally satisfied with their jobs. Assistant principals are not as interested in advancing their careers as reported in prior studies. Assistant principals also feel that their responsibilities are extending beyond the routine maintenance of discipline and attendance programs. Examination of the data revealed that the hypothesized models did not fit the data. Of the variables theorized to explain job satisfaction, age, compensation, and opportunity for advancement were found to have no significant effect on intrinsic, extrinsic, or general job satisfaction. However, supervisor relations was found to have a significant effect on all three measures, as did ability utilization. The other variables in the models either did not have significant effects on the three measures of job satisfaction or were too small to be considered important. Relationships between the independent variables were also examined and reported. None of the hypothesized indirect path effects were large enough to be considered important. After reviewing the results, the only conclusion that can be drawn is that the models did not capture accurate relationships among the variables. However, supervisor relations and ability utilization were found to be moderately related to extrinsic, intrinsic, and general job satisfaction. / Ed. D.