This study presents a critical discourse-inspired analysis of written rules in Swedish primary schools, with the purpose to identify an image of an ”ideal student”. Swedish schools form local rules and regulations, where each pricipal is responsible for content and form. Therefore, an attempt is here made to find and discuss varations in the rules from different schools. The empirical findings are analysed with help of a theoretical framework based on Michel Foucault’s power theory, Norman Fairclough’s critical discourse analysis and Zygmynt Bauman’s views of ethics, morality and identity. The findings portray an ideal student who is kind, friendly and helpful to others. Some additional described ”good” behaviors, such as appropiate language and honesty, are here suggested to have cultural and traditional connotations. Variations in descriptions of preferred traits and practices are found in rules from different schools. With inspiration from Foucault and Bauman it is here argued that this can challenge the formation of school norms and student’s values.   Based on these findings and reflections, I suggest that school rules should represent essential educational and practical requirements and be communicated and formatted with clear purpose and possibilities for understanding and implementation.

The theoretical part describes modern education and its outcomes. The issue of quality measurement in education on the whole is addressed while mentioning the fact that the concept of quality of education has no exact definition. Further, the basic functions of school are descibed together with their evaluation. The significant aspect of parent-school cooperation is mentioned in the context of coordinated curriculum. This theoretical framework explains the environment in which the pupil`s prosocial behaviour arises and develops further. Followingly, the standards of quality in promoting personal integrity are introduced. The standards include eleven principles which cultivate moral and ethical values in all participants of educational process. The delineation of current educational grounds and goals, along with suitable methods and sociological view of education constitute another part of the work. The sociological view ends with analysis of sustainability of morality and school role in promoting values. The ethical code is described, its definition, formation procedure, outline as well as ethical code sample for education stressing the ballance of all participants in educational process. In the next chapter, problem areas and fundamental ethical issues are defined, their solutions suggested. The...

Aim: Ethical code and its application in education, provide it or not? Focus: The consequences of using ethical code. Does it change the student-teacher relationship? What does the current state of this relationship look like? Is this relationship viewed as a mutually agreed contract, or is anyone in this relationship advantaged. Is there sufficient law and specification for this relationship? How is the current student-teacher relationship specified? How has it been viewed recently, how is it viewed currently and how will it progress? Could ethical code and specification of ethical conduct be beneficient or is it to be viewed as another blind bureaucratic meassure? The comparison with other helping professions.

This diploma thesis is focused on solution of educational problem of students. Its character is theoretically-empirical. The first part is theoretical and is focused on explaining technical terms of this thesis topic. Furthermore it summarizes theoretical knowledge from area of teachers, especially junior, in addition education of schoolmasters and law regulation, regarding to their work. The last part of theoretical part is dedicated to authority, its establishing, education and practices in case of unappropriate student behaviour. Furthermore to discipline, its causes and to most common discipline problems in elementary schools. In the empirical part is described procedure of qualitative research investigation of this diploma thesis. There are also listed research questions as well as description of data collection and its analysis. Methodological part is followed by research investigation and answer to question, if junior teacher are ready to deal with educational problem of their students.