English language learning is an indispensable part of Chinese students’ education. As a core subject tested in the high-stakes national college entrance examination, English plays a decisive role in Chinese upper secondary students’ schooling. According to the Canadian social psychologist, Robert Gardner, when learning another language as a formal school course, motivation is a critical determinant of successful learning outcomes. Studies on motivation to learn English in China give precedence to tertiary education; empirical studies of secondary education are underrepresented. Drawing on a comparative perspective, this study investigated Chinese upper secondary students’ motivation to learn English from the aspects of genders, age, and majors. A questionnaire survey was undertaken to assemble data from 120 participants in an upper secondary school in Chengdu city. The results indicated that, the participants at large were positively motivated to learn English, and their motivation was preponderantly instrumentally oriented (e.g., educational qualification, occupational prospect, etc.). A statistically significant difference in motivation between the female and male participants was identified, namely that the females demonstrated a stronger motivation and were willing to expend more effort and perseverance to learn English. Neither age nor major was found to make any significant difference to motivation. The pedagogical implications suggested in this study, sheds light on tackling the issues of developing a long-term strategy for promoting sustainable motivation, as well as underpinning the English language pedagogy in Chinese upper secondary education.

This paper is a study of a class of newly immigrated students, age 13–15, that currently is learning sufficient Swedish to be able to attend the regular education in secondary school, and how they perceive different methods of learning language through music – specifically singing. By teaching four different songs in four different ways, I have tried to establish if it is possible to distinguish a superiour method for teaching a second language by singing. The survey can see no such method, although some ways of teaching was more popular with the students. They also stated that – even if they disliked the method for learning – they considered it easier to sing than to use spoken word to pronounce correctly, and that most of them learned one or several new words with each song. They remembered the lyrics from one occasion to another. Research and experience shows that music can be a powerful tool if used correctly when learning foreign languages, and my conclusion is that it would benefit the immigrated students if it could manifest itself more in the Swedish educational system.

Syftet med arbetet var att belysa mellanstadielärares och högstadielärares arbete med måluppfyllelsen för elever i simundervisning. Studien utgår från tre frågeställningar: Hur bedriver idrottslärare simundervisning utifrån de krav de har för elevers måluppfyllelse? Vilka uppfattningar har idrottslärare om simundervisning för elevers progression till måluppfyllelse av de kunskapskrav som är reglerad i Lgr 11? Vad i skolans organisation kan påverka måluppfyllelsen i simundervisning för eleverna? Sju idrottslärare verksamma på mellan- och högstadiet har intervjuats. Intervjumaterialet har tematiserats och analyserats utifrån bio-ekologiska systemteorins begrepp. Resultatet visar att alla lärare bedriver simundervisning efter läroplanen mot en progression i årskurs sex och nio. Lärarna i studien arbetar oerhört lösningsorienterat och hittar tid som inte finns på schemat till att skapa progression, övningstillfällen och utveckling för eleverna. Min slutsats är att lärarna arbetar mot samma mål men på olika sätt och att covid-19 pandemin har skapat fler utmaningar för mellanstadielärarna gentemot högstadielärarna. Utökad tid och fler undervisningstillfällen kan vara enkla åtgärder för att kommunerna att öka måluppfyllelsen i simning.

The objective of this study was to examine the extent to which congruent role expectations on 50 selected variables were held for the secondary school principal about his role in professional administration and in collective negotiations by representatives of Utah's educational enterprise. The selected variables describe certain possible functions performed by the principal and were subgrouped into nine topic headings that were tested by use of the null hypothesis method. The nine topic variables were: (A) Instruction and Curriculum Development, (B) Personnel Staffing and Placement , (C) Pupil Arrangement and Control, (D) Public Relations, (E) School Building Management and Finance, (F) The Negotiations Process, (G) Grievance Procedure, (H) Related Impasse Action, and (I) Association Membership. The respondents in this study included all secondary school principals , presidents of local boards of education, presidents of local teachers' associations, superintendents of local school districts, and a stratified random sample of secondary school teachers from each of Utah's forty school districts. The respondents responded to an orginal instrument, "The Principal's Role Expectation Scale, " based on a weighted 5-point Likert scale used to determine role congruency. The statistical instruments used to determine the per cent and amount of agreement between and among the responding groups on the 50 selected variables included an analysis of variance technique, the F Test, Duncan's New Multiple Range Test and Leik's Measure of Ordinal Consensus . The statistics provided descriptive data about the principal's expected role performance on the nine null hypothesis as well as each of the 50 selected variables. Findings and Conclusions 1. Each hypothesis produced a significant statistical difference among the responses of the responding groups as they perceived the role of the secondary school principal in professional administration and collective negotiations. Therefore, each hypothesis was rejected. 2. Although there was a significant difference among the responding groups pertaining to the secondary school principal's perceived professional administration roles, there was a high per cent of consensus within the responding groups about these roles. It was also apparent that there was a higher per·centof consensus within the responding groups about the principal 's professional administration roles than there was about his negotiation roles. 3. There was no statistically significant difference among the responding rural and urban segments of Utah's educational enterprise about the secondary school principal's professional administration and negotiation roles. 4. There was a high per. cent of consensus within most groups pertaining to the secondary school principal's negotiation roles. However, the consensus scores and mean value responses indicated several areas of divergent points of view both within and between the responding groups. 5. Areas of incongruity between the related principal's professional administration roles and his collective negotiation roles may be presumed to indicate paradox and they are reported in the conclusions beyond the statistical analysis. It may be concluded from this study that there was a high per cent of consensus within the responding groups about the secondary school principal's professional management roles and that his role in collective negotiations is still uncertain. The principal's professional administrative role appears subject to change and that the responding groups may have a great amount of influence on the direction of his future role expectations unless he himself becomes more active as a participant in the negotiations process.

This thesis is part of a series of coordinated research projects undertaken by the College of Education at the Utah State University. The series was under the general direction of Dr. Walter R. Borg working cooperatively with the State Department of Public Instruction and the superintendents of Utah's forty school districts. The superintendents of the state of Utah in recognizing the importance of improved selection systems tor administrators and upon noting the lack of any standard procedure tor selection, asked the Utah State University to accept the problem tor further research. The initial evaluation of the entire problem resulted in studies being undertaken in three separate areas.

京都大学 / 0048 / 新制・課程博士 / 博士(地域研究) / 甲第19105号 / 地博第179号 / 新制||地||61(附属図書館) / 32056 / 京都大学大学院アジア・アフリカ地域研究研究科アフリカ地域研究専攻 / (主査)教授 梶 茂樹, 教授 重田 眞義, 准教授 高田 明, 准教授 山名 淳 / 学位規則第4条第1項該当 / Doctor of Area Studies / Kyoto University / DFAM

This project is an attempt to design a new English curriculum to fit a major organizational and philosophical change planned for Westmount Secondary School in the year 1990. Chapter 1 describes the context in which the innovation will take place, the nature of the innovation itself and the primary objective the changes is intended to fulfil; namely, the development of students who are self-directed problem-solvers. Chapter 2 attempts to clarify this objective by examining the origins of problem-solving in education and describing some recent accounts of its use, most notably in problem-based learning. Chapter 3 explores the philosophy of self-directed learning and differentiates among the many similar related terms. Autonomy is identified as the key feature of self-directed learning. Chapter 4 outlines the constraints on curriculum design imposed by the new English Guideline recently published by the Ministry of Education. Finally, in chapter 5 an attempt is made to identify the features common to both self-direction and problem-solving and adapt these to the requirements of "Westmount 1990" and the English Guideline. The result is a proposal for a problem-based independent Grade 12 course outlined in Chapter 6. / Thesis / Master of Arts (MA)

The purpose of this study is to investigate music teachers’ perceptions of digital tools. It also aims to investigate aspects that might be relevant in how music teachers describe their education. The nature of this study is qualitative and in order to collect data for this study the method of interviewing was chosen. The number of teachers that was interviewed was four. The theoretical perspective that is used throughout this study is phenomenography. Because of this the method for analyzing data was derived from a type of phenomenographic analysis method as described by Dahlgren and Johansson (2019). A central concept in phenomenography is that of perceptions, phenomena and variation. These three concepts were used throughout the course of this study. The result of this study shows that music teachers in one way or another limits their perception of what a digital tool is in relation to a digital audio workstation (DAW). Furthermore, music teachers using digital tools in their education was often seen in contrast of using instruments. This aspect was described as digital tools not being able to replicate the same feel of playing an instrument. A positive aspect shows that digital tools was easier to use and students could then start making music before actually learning an instrument. Male students that had differing sociocultural standings that related to being of immigrant descent often had an easier time making music with digital tools than instruments. This was because their perception of what music making really is about was connected to their taste in music which according to the music teachers was hiphop.

Syftet med vår uppsats är att, utifrån begreppen roll, status och auktoritet, lyfta fram gymnasieläraryrkets förändring under perioden 1960-2000. Vi använder oss av en kvalitativ undersökning, baserad på intervjuer med fyra pensionerade gymnasielärare. I vår analys av utvecklingen använder vi oss av teorier från Annales-skolan samt Karl Marx teorier kring generation och arv. Våra resultat visar att det skett flera stora förändringar i gymnasieläraryrket, men att det även finns vissa beståndsdelar som under utvecklingen varit bestående. I vår analys av begreppen roll, status och auktoritet är vår slutsats att gymnasielärarens roll är den del som förändrats mest, men att det även här finns många bestående delar. Statusen är ett element i yrket som också genomgått stora förändringar och minskat betydligt. Auktoriteten har på ett formellt plan avtagit betydligt, medan vi fortfarande kan skönja en bestående reell auktoritet. / The purpose of this essay is to analyse the development of the teacher profession in the upper secondary school during the time period 1960-2000, with regard to the concepts role, status and authority. The investigation has been carried out using a qualitative method with material that has been gathered during interviews with four retired teachers. The analysis has been inspired by the theories of the Annales school as well as the generation and inheritance theories developed by Karl Marx. Our results show that the teacher profession has gone through a number of considerable changes, but also that there are components of the profession that have remained unchanged. In our analysis of the concepts role, status and authority, we have come to the conclusion that the role of the teacher has been the subject of most changes, although many respects of the profession are left unchanged. The status of the profession has also undertaken major changes and decreased severely. Formally, the authority has decreased as well, although in reality a certain authority level can still be perceived.

Detta examensarbete utfördes i byn Matemwe som ligger i den nordöstra delen av ön Unguja, Zanzibar, i september och oktober 2012. Det var finansierat av Sidas stipendium Minor Field Study. Studien inriktar sig på flickor som har hoppat av Form 1 och 2 i motsvarande högstadiet mellan åren 2007 och 2012. Kvalitativa metoder med prioriteringsrankning av kort användes för att underlätta kommunikation. Vidare är studiens syfte att identifiera anledningar till varför åtta flickor hoppar av skolan i byn och förstå deras tankar kring hur beslutet påverkar deras framtid. Innehållet på varje kort är baserad på tidigare forskning som behandlar olika anledningar till att hoppa av skolan. Varje respondent valde två till sex anledningar och de mest vanliga var språkliga barriärer, hälsoproblem och finansiella omständigheter. Trots att dessa mönster har identifierats är ett avhopp en komplex fråga som inkluderar en lång historia. Flickorna visade sig ha god förmåga att hantera svårigheter som eventuellt orsakar skolavhopp, delvis på grund av deras tankar om utbildning och dess framtida fördelar. Sammanfattningsvis var beslutet att hoppa av skolan rationellt och baserat på flera anledningar i samtliga fall. Slutligen kan sambandet mellan skolavhopp och fattigdom inte uteslutas. / This undergraduate thesis was conducted in the village of Matemwe, Northeast coast of Unguja Island, Zanzibar. It was financed by Sida’s Minor Field Study scholarship in September and October 2012. The study focuses on females who dropped out of Form 1 and 2 in lower secondary school between the years 2007 and 2012. Using qualitative interview technique with priority ranking flashcards functioning as a medium of communication, this study intends to identify reasons why eight females in this village dropped out of school and to understand their thoughts on how the decision affects their future. The content of each flashcard was based on previous research covering reasons for dropping out of school. Each respondent chose two to six reasons, with the most common causes being linguistic barriers, health issues and financial circumstances. Despite these patterns being identified, a dropout is a complex matter including a long story. The young females were found to have great ability to cope with difficulties that may cause school dropout partly because they had positive thoughts about education and its future benefits. To conclude, the decision to drop out was in all cases rational and based on several reasons. Finally, the relationship between dropouts and poverty cannot be ignored.