This study is of a qualitative phenomenological approach. Its background lies in recent reports that show the problem of self-harm increasing among adolescents. The intent of the study was to highlight school counselors’ view of self-harm, and their experiences of meeting self-harm through their work. Six school counselors, all employed in secondary school, have participated in semi-structured interviews. Data from these interviews have been categorized into themes named Girl Cutters, Waves, Meeting Self-harm, and Responsibility. These where analyzed according to a social constructionist approach and have been compared to previously known research. Results show that several of the school counselors defined self-harm as girls who cut themselves. It is also described that self-harm occurs in time-periods for groups of pupils, described as waves. A number of school counselors divided girls who self-harm in to two categories, depending on how severe it is considered to be. Several of the school counselors described that school take on a high responsibility for mental health among adolescents, more then they are legally responsible for. School counselors described signals for development of self-harm problems as over all changes in the pupils general behavior.

The linguistic relativity hypothesis (LRH), otherwise known as the Sapir-Whorf Hypothesis (SWH), has been passionately debated over the last 60 years. It has undergone a renewed upsurge in scientific, anthropological and social interest. Several attempts have been made to prove or disprove the moderate version of the theory without producing conclusive results. This study analyses the history of the LRH and attempts to clarify its uses and limitations pertaining to ESL discourse in Swedish upper-secondary schools. Pedagogical implications of the study indicate that, if the LRH is correct, there could be a colossal, logistical impact on the national testing of semantic information in English studies which would have to be addressed in order to effectively and fairly assess every student based on their individual, cognitive skills and culturally influenced knowledge of language.

Abstract The purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions: Which coping strategies do students with reading and writing disabilities use in their studies? How can remedial teachers support students with reading and writing disabilities in their learning process? The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher. The study shows limitations in the possibility to draw general conclusions form the data since there is only one informant participating. On the other hand its strength is the opportunity to illustrate unique and detailed experiences in a life characterized by difficulties to learn reading and writing. The results of the study shows that strategies used by girls with a high capacity for studies though they have reading and writing disabilities or dyslexia, also can prevent the discovery of their difficulties until secondary school or even later. It seems like these difficulties can contribute to a low self-esteem even as an adult which shows the importance of an early intervention. The results also implies that by teaching phonologic awareness, decoding and ortographic reading, young adults and adults still can improve their language skills. To increase the knowledge of and the understanding for these students might be a task for a remedial teacher in secondary school. / Syftet med denna studie är att öka förståelsen för inlärningssituationen för elever med läs- och skrivsvårigheter/dyslexi på gymnasiet. Studien försöker besvara följande frågeställningar:   Vilka strategier använder elever i läs- och skrivsvårigheter för att klara av sina studier? Hur kan man som speciallärare stödja inlärningsprocessen för elever i läs- och skrivsvårigheter? Studien bygger på två intervjuer med en sammanlagd inspelad intervjutid på tre timmar som gjorts med en gymnasielärare i svenska/engelska. Läraren har erfarenheter av läs- och skrivsvårigheter både för egen del och hos elever som läraren kommit i kontakt med i sitt yrke. Intervjuerna har konstruerats till en kronologisk och tematiskt utformad livsberättelse som handlar om lärarens erfarenheter av läs- och skrivsvårigheter under sin skolgång, lärarutbildning och som yrkesverksam lärare.  Med ett begränsat urval av informanter så gör studien inga anspråk på att presentera generaliserbara resultat utan belyser istället det unika i en persons erfarenheter. Det framkommer i livsberättelsen att strategier som duktiga och ambitiösa flickor med läs- och skrivsvårigheter/dyslexi använder för att klara av sina studier, också kan hjälpa till att dölja svårigheterna väldigt långt upp i åldern. Ett sent upptäckande av läs- och skrivsvårigheter verkar också bidra till ett dåligt självförtroende som vuxen vilket indikerar vikten av att uppmärksamma tecken på svårigheter på ett tidigt stadium. Resultaten antyder också att man genom undervisning kan öka fonologisk medvetenhet, avkodning och ortografisk läsning även som ungdom eller vuxen. Att öka kunskapen om och förståelsen för denna elevgrupp skulle kunna vara en arbetsuppgift för en speciallärare på gymnasiet.

Syftet med denna uppsats är att undersöka hur utlandsfödda gymnasielever ser på yrken och den egna framtiden på arbetsmarknaden. Den teoretiska utgångspunkten för att undersöka detta är Brown´s teori om kulturella värderingar och arbetsvärderingar som styr individer i deras karriärsval. Metoden som uppsatsen bygger på är kvantitativ, enkäter har delats ut till utlandsfödda gymnasielever på två olika skolor i stockholmsområdet. I resultatet framgår att yrken med hög status är de yrken som traditionellt sätt har hög status och är välkända yrken internationellt. En slutstats som kan dras är att vid en begränsad kunskap om arbetsmarknaden sker karriärutvecklingen genom en samverkan mellan värderingar och sociala faktorer. Respondenterna är till stor del födda i samhällen som domineras av grupporienterade kulturer där egenskaper som att hjälpa varandra värderas högt vid val av yrke samt yrkens status. Föräldrar har en stor inverkan i respondenternas framtida karriär. Respondenternas framtida yrkesval görs utifrån ett transnationellt perspektiv där de värderar yrken utifrån den kulturella omgivning i vilken de lever nu och i vilken de är födda i. / The aim of the present study is to examine how foreign-born secondary school students look at careers and their own futures in the labor market. The theoretical starting point to explore this is Brown's theory of cultural values and work values that govern individuals in their career path. We used a quantitative method, where surveys were distributed to foreign-born high school students in two different schools in the Stockholm area. The results show that occupations with high status are professions that traditionally have high status and are well-known professions internationally. In conclusion, when the knowledge of the labor market is limited, career development follows through an interaction between values and social factors. Respondents are largely born in societies dominated by group-oriented cultures where properties such as helping each other is highly valued in the choice of occupation and professions status Our results also indicate that parents strongly influence the future career choice of the respondents. Respondents' future career choices are made using a transnational perspective in which they value occupations based on the cultural environment in which they live now and where they were born in.

No description available.

Syften för denna studie har varit: ”att beskriva en variation av uppfattningar hos gymnasieelever på teoretiska gymnasieprogram vad gäller hur de uppfattar och resonerar omkring sitt eget skolfusk i förhållande till fenomen som eleverna själva uppfattar som betydelsefulla för det egna skolfusket” och ”att belysa elevers uppfattningar om sitt eget skolfusk genom fyra allmänt kända teoretiska perspektiv som kan antas tangera den förförståelse av elevers skolfusk som antas vanligt förekommande hos lärare på motsvarande gymnasieprogram.” Begreppet skolfusk har definierats och data har därefter samlats in genom kvalitativt utformade enkäter som besvarats av 36 gymnasielever från det studieförberedande samhällsvetenskapsprogrammet. Forskningsansatsen har varit fenomengrafisk och analysmetoden kontextuell analys. Huvudresultatet utgörs av fem kategorier som på kvalitativt skilda sätt beskriver elevernas uppfattningar kring skolfusk. Kategorierna har rubricerats efter det totala materialets mest meningsbärande aspekt, nämligen elevernas uppsåt/avsikt/intention med sitt skolfusk som utgörs av variationerna ”att klara av en tillfälligt besvärlig situation”, ”att utmana/provocera/protestera emot (skol)systemet”, ”att överleva i en skolsituation som upplevs för svår”, ”att höja betyg” och ”att slippa anstränga sig”. Empirin har också tolkats genom fyra teoretiska perspektiv som i studien ansetts representativa för lärares förförståelse kring elevers skolfusk. Av resultatet framgår att ett flertal elever i sina uppfattningar om eget skolfusk ensidigt orienterar sig åt prestationspsykologiska, sociologiska eller mikroekonomiska perspektiv. / The aims of this study have been: “to describe a variation of conceptions among upper secondary pupils in theoretical education programs concerning how they apprehend and reason about their own school cheating in relations to phenomena that the pupils themselves judge as meaningful for their own school cheating” and “to illustrate pupils conceptions of their own school cheating through four common known theoretical perspectives which can be considered to touch upon the precomprehension of pupils school cheating that is considered as frequent among teachers in corresponding education.” The conception school cheating has been defined and data have been collected through qualitatively designed questionnaires which have been answered by 36 upper secondary pupils in social science education preparing for ensuing studies. The research approach has been phenomenografical and the method of analyzing contextual analysis. The main result is constituted by five categories which in qualitative different ways describe the pupils conceptions of school cheating. The categories have been classified on the basis of the most meaningful aspect of the total data, “the pupils intentions of their school cheating” which is constituted by the variations “to manage a temporary troublesome situation”, “to challenge/provoke/protest upon the (school)system”, “to survive in a school situation which is experienced as to difficult”, “to raise grades” and “to avoid effort”. Empirical data have also been interpreted through four theoretical perspectives which in the study have been considered representative for teachers precomprehension of pupils school cheating. The result shows that a majority of pupils is one-sided orientated in their conceptions of their own school cheating towards perspectives of either achievement-psychology, sociology or micro-economics.

The aim of this thesis is to find out if there is a gap between the formalization level and the realization level in the Namibian school system. Moreover, our aim is to figure out how we, as visiting teaching students, interpret the relationship between steering documents and the teaching in the classroom. In turn, the aim was used to formulate three different research questions: What can we experience while observing in the class room/at school? What do the interviewed teachers express concerning our asked questions? What are the main differences between the two latest steering documents? The reason why we decided to do a study about the school system in Namibia is because it is a young country, it was proclaimed independent in 1990. Therefore we think it is interesting to study how the school system and its political steering documents have developed over the years. Our theoretical framework includes the concept of curriculum, reconceptualism and cultural issues. Our focal point has been on the following three perspectives, democracy, gender and learner centred education. The method we used in this study is triangulation, in this case analyzing political steering documents, interviewing teachers and other people connected to the school and finally class room observations. The attitudes to the three above mentioned perspectives vary amongst the interviewed personnel This study as come to the conclusion that there is a gap between the formalization level and realization level.

Secondary schools have for decades debated whether they promote social reproduction which is considered to generate the homogeneous student compositions. The gap between the academic programs and vocational education programs is considered to increase. What in recent years has appeared in research is that the gap is increasing most tend to be in the specific academic program, particularly in science. This paper's intention is to describe the science program at a local level and the pupils who were admitted to the science program autumn 2009 on the basis of an educational sociological perspective. The survey consisted of a census in which all students were given the opportunity to answer a questionnaire. The survey was compiled by the analytical program SPSS for capturing a multidimensional perspective of students' reasoning. The survey shows that students possess a lot of educational capital which had been examined from three aspects, however, in hierarchical order. Students who attend the scientific program, the municipality believes that the program is the program that gives students the best possible education in several respects. In particular, it appears that students think that the program prepares them for future higher studies paving the way for a future career.

The purpose of the present study is to design and investigate the effect of Violence Management Training on violent behaviors and anger control of secondary school students. An experimental design with one training and notreatment control group and two measurements (pre and post) was used in the present study. The subjects were selected from 95 ninth and tenth grade secondary students from a multi-programmed lycee in &Ccedil / amlidere region of Ankara. The Violent Behaviors Checklist (VBC) and Anger Control Subscale of STAS (State Trait Anger Scale) were used as the data collection instruments. Violence Management Training, consists of 16 sessions, was implemented to the training subjects. The sessions were held twice a week and each session lasted 50 minutes. On the other hand, no-treatment control group subjects did not receive any training. Mixed Design (one between factor and one within factor) multivariate analysis of variance (MANOVA) was applied to the pretest and posttest VBC scores of v subjects to examine the effect of the Violence Management Training on the violent behaviors of subjects. Additionally, in order to investigate the effect of the Violence Management Training on anger control of subjects, Mixed Design (one between factor and one within factor) analysis of variance (ANOVA) was employed to the pretest and posttest Anger Control Subscale scores of STAS. The results indicated that Violence Management Training was not an effective treatment procedure in reducing violent behaviors and increasing anger control of secondary school students.

No description available.