Syftet med studien är att undersöka hur lärare i ämnet idrott och hälsa på högstadiet och gymnasiet upplever arbetet med dokumentation inför bedömning. Vidare vill studien svara på frågor som behandlar lärarnas syn på hur, vad och varför dokumentationen sker samt hur lärarna upplever den egna dokumentationspraktiken och hur denna påverkas av yttre faktorer. Studien har en kvalitativ ansats där mixed methods har använts då både enkäter och intervjuer har genomförts. Urvalet till enkäterna gjordes genom ett kriteriebaserat urval och besvarades av 27 respondenter och urvalet för intervjuerna gjordes genom ett bekvämlighetsurval vilket resulterade i att fem lärare intervjuades. Arbetets teoretiska perpektiv grundas i läroplansteori där bernsteins teori om pedagogic device samt Dahllöfs och Lundgrens ramfaktorteorin har använts för analysen. Studiens resultat visar att lärare i idrott och hälsa upplever sin okumentationspraktik som problematisk, där en av de främsta nackdelarna som framkom var bristen på tid på grund av dubbelarbete på mikronivå samt bristande organisation på makronivå. Slutligen framkom vikten av att effektivisera dokumentationspraktiken för lärare i ämnet idrott och hälsa för att förbättra deras profession som lärare. / The purpose of this study is to explore how teachers in the field of physical education and health at secondary school and upper secondary school perceive their work with documentation for assessment. Further, the study aims to answer questions regarding the teachers' view on how, what, and why documentation takes place, as well as how teachers perceive their own documentation practice and how it is affected by external factors. The study has a qualitative approach where mixed methods have been applied, incorporating both questionnaires and interviews. The selection for the questionnaires was made through a criterion-based selection and were answered by 27 respondents, while the selection for the interviews was made through a convenience sample, resulting in five teachers being interviewed. The theoretical perspective of the work is grounded in curriculum theory, where Bernstein's theory of pedagogic device and Dahllöf's and Lundgren's frame factor theory have been used for the analysis. The study's findings indicate that there is a problem in how physical education and health teachers perceive their documentation practice, with one of the main disadvantages being the lack of time due to duplicative work at the micro level and insufficient organization at the macro level. Finally, the importance of streamlining the documentation practice for teachers in physical education and health was highlighted in order to improve their professional role as teachers.

I det svenska skolsystemet sker olika stadieövergångar och övergången från högstadiet till gymnasiet är en sådan. I ämnet matematik visar tidigare forskning att en skillnad mellan dessa stadier är ett ökat studietempo och en förskjutning mot en mer formell matematik i det senare stadiet. Syftet med denna studie har varit att undersöka vilka innehållsmässiga likheter och skillnader det finns mellan dessa stadier inom området linjära funktioner. Detta har gjorts via en innehållsanalys av några läroböcker som används för respektive stadie då dessa kan ses som den potentiellt realiserade läroplanen. Vidare har studien baserats på Anna Sfards teori om operationell respektive strukturell begreppsuppfattning som ett sätt att få syn på och kontrastera det innehåll som behandlas i de olika läroböckerna. Resultatet visar att det finns likheter och skillnader mellan de olika stadierna, utifrån hur detta uttrycks via läroböckerna, och gymnasiet tenderar att fokusera mer på det strukturella i funktionsbegreppet medan högstadiet i högre grad betonar det operationella. Vidare finns det skillnader mellan de olika läroböckerna inom samma stadie där studien visar att beroende på kombination av läromedel för högstadiet respektive gymnasiet kan det bli olika grad av repetition på gymnasiet. Vissa kombinationer kan ge en större överlappning mellan innehållet i stadierna medan andra kombinationer riskerar att istället skapa ett glapp mellan stadierna. / In the Swedish school system, different stage transitions take place and the transition from lower secondary school to upper secondary school is one such. In the subject of mathematics, previous research shows that a difference in these stages is an increased pace of study and a shift towards more formal mathematics. The purpose of this study has been to investigate what content-related similarities and differences there are between junior high school and high school mathematics in the area of ​​linear functions. This has been done via a content analysis of some textbooks that are used for the different stages, as these can be seen as the potentially implemented curriculum. Furthermore, the study has been based on Anna Sfard's theory of operational and structural concepts as a way to gain insight into and contrast the content covered in the various textbooks. The result shows that there are similarities and differences in the different stages, from how this is expressed via the textbooks, and the upper secondary school tends to focus more on the structural concept of function, while the lower secondary emphasizes the operational aspects to a greater degree. Furthermore, there are differences between the different textbooks within the same stage, where this study shows that depending on the combination of textbooks for lower- and upper secondary school, there may be different degrees of repetition in the latter. Some combinations can provide a greater overlap between the content of the stages, while other combinations risk instead creating a gap between the stages.

The aim of the study is to investigate how upper secondary school teachers of Swedish work with female authors writing in the period 1900–1940. The research questions concern how upper secondary school teachers work with the female authors, how their work interacts with steering documents and textbooks, whether the teachers show any similarities and differences in their work, and how female authors are treated in the textbooks and steering documents that are used. Semi-structured qualitative interviews were conducted with three upper secondary school teachers and one textbook per teacher was analysed together with the steering documents. The study reveals clear similarities and differences in the teachers’ work. The teachers work chronologically, period by period, and they deal with female authors in terms of a societal context, but they do not think that the work with women has any intrinsic value. Textbooks and steering documents have a central role to play in the teaching and are used together with other teaching material. The textbooks have an over-representation of male authors and the female authors are treated on their own, separated from the rest of the text and viewed in relation to male authors. The textbooks maintain a gender system where the man is the norm and the sexes are kept apart. The steering documents explicitly deal with female authors to a small extent and are shown to dictate of fundamental principles for what is considered valuable to consider in school work.

The prevalence of learner teenage pregnancies is a winnable battle, provided the major stakeholders, namely the Departments of Education (DoE) and Health (DoH) provide joint positive efforts. The situation requires continuous effective support to the teachers that have to handle the situation of teenage pregnancies at secondary schools. In spite of the implementation of Life Orientation as a school subject, to deals with sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections, including HIV and Aids the prevalence of learner teenage pregnancies at secondary schools remains high. Health care professionals should become involved by promoting and implementing preventive measures to reduce the increase in learner teenage pregnancies in collaboration with the DoE. This will achieve a situation where there is assistance and support for vulnerable learners, and teachers that are daily exposed to learner pregnancies, as well as deliveries of babies on school premises. The intervention of health care professionals will provide quality care to learners and continuous support for teachers in all provinces, not only KwaZulu-Natal (KZN). The objective of this study is to explore and describe the teachers‟ experiences regarding learner teenage pregnancies in KZN. The study is explorative, descriptive and contextual in nature. An interpretative approach was suitable to address the research aim of this qualitative research design, namely to answer the research question: “How do secondary school teachers experience teenage pregnancies and unexpected deliveries at school?” Participants were selected by purposeful sampling strategy. Data were collected through individual interviews and the data analysis followed Tesch‟s (1990) method of systematic open coding. During the data analysis themes were identified, including for instance the overall experiences with learner teenage pregnancies, experiences related to unexpected deliveries at school and recommendations to cope with teenage pregnancies and unexpected deliveries at school. The participants were all aware of the negative consequences of learner teenage pregnancies, which include leaving school, the resulting unemployability of learners who left school early and subsequent poverty and low social economic status. Recommendations aimed at stakeholders such as the DoE and Health centre on jointly supporting secondary school teachers with respect to their experiences with learner teenage pregnancies and unexpected deliveries at school. Health professionals are requested to implement campaigns and school visits to supply contraceptive services, whereas the DoE has to emphasise and ensure that teachers understand the importance of contemporary approaches when implementing the Life Orientation curriculum that explicity deals with sexuality, sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections including HIV and Aids. / MCur, North-West University, Potchefstroom Campus, 2015

School communities are supposed to be safe places for children where they can build healthy and positive relationships; protected places where children not only gain knowledge, but also learn about themselves. However, research indicates an increase in violent behaviour within school communities. The serious nature of violence in South African schools is evident in reports of physical and sexual abuse, gang-related activities and children bringing and using weapons at schools. The violence is not limited to violence between children but also involves interschool rivalries where gang conflicts have become part of the problem. Despite the measures taken by the DoE, violence in schools is still escalating and educators in some schools can spend more time on solving issues relating to violence than being involved in the process of effective teaching. Consequently violence in schools might become a threat to the provision of effective education for children. Current South African research on bullying behaviour tends to follow a linear, individualistic approach as a means to understanding the phenomenon of bullying. Research conducted within the South African context tends to focus on the individual behaviour of children involved in bullying incidents with the need to address the aggressive behaviour of the bully, the need to protect the victim and describing concerns for the bystanders. The concern of such a linear approach is that research does not place enough emphasis on the relationships of members in school communities and the contexts in which bullying behaviour occurs. To address this gap in the knowledge regarding our understanding of bullying behaviour from a relational perspective, the researcher explored the relational experiences of secondary school children who were involved in bullying incidents in three secondary school communities in South Africa. A systemic developmental approach developed by Cairns and Cairns (1991) and adopted by Atlas and Pepler (1998) as well as a complex interactive dynamics systems approach informed this study. The purpose of this study is to contribute to efforts to find solutions to the escalation of bullying behaviour by exploring the relational experiences of children who were involved in bullying incidents in the context of secondary school communities in South Africa. It is anticipated that an exploration of the relational experiences of these children might facilitate a deeper understanding of the dynamics that emerge in the interactions between the various members in school communities and an understanding of how these interactions contribute toward the escalation in bullying behaviour. In order to obtain a deeper understanding regarding the phenomenon of bullying, a qualitative phenomenological study was conducted to explore the relational experiences of children involved in bullying incidents within three secondary school communities. Within the first phase of data collection thirty three participants (between grade 8-11), who were purposely selected, completed a written assignment. The written assignment included a short essay based on their experience of a bullying incident and twenty incomplete sentences that were open-ended in nature. In the second phase of data collection the researcher conducted semi- structured interviews with six of the participants who participated in the first phase of data collection. The semi-structured interviews allowed the researcher to ask further questions to obtain a deeper understanding regarding their relational experiences of bullying incidents in their school community. Based on the responses of the participants, three themes were identified: (1) Relational experiences of interactions between teachers and children based on the experiences of children where they spoke about interactions that suggested reciprocal disrespect between children and teachers, incongruence between teachers and learners, teachers attempting to control the behaviour of children and lack of interest displayed in children by their teachers; (2) Relational experiences of interactions between children that included subthemes of assertion of power to obtain status amongst peers, exclusion based on group membership, competiveness amongst groups and violating the trust of friends; (3) Relational experiences of interactions in conflict situations where participants described their bullying experiences and suggested that teachers display apathy in these forms of conflict situations. The participants also reported that children tend to instigate and reinforce conflict. Learners also often choose to remain silent out of fear for retaliation and that teacher-parent disputes exist regarding the managing of conflict situations between children. The relational experiences of the children assisted to inform our understanding of the interactive dynamics that underpin bullying behaviour. In view of the findings of the study, recommendations are made for practice, policy development and suggestions for future research are also offered. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The prevalence of learner teenage pregnancies is a winnable battle, provided the major stakeholders, namely the Departments of Education (DoE) and Health (DoH) provide joint positive efforts. The situation requires continuous effective support to the teachers that have to handle the situation of teenage pregnancies at secondary schools. In spite of the implementation of Life Orientation as a school subject, to deals with sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections, including HIV and Aids the prevalence of learner teenage pregnancies at secondary schools remains high. Health care professionals should become involved by promoting and implementing preventive measures to reduce the increase in learner teenage pregnancies in collaboration with the DoE. This will achieve a situation where there is assistance and support for vulnerable learners, and teachers that are daily exposed to learner pregnancies, as well as deliveries of babies on school premises. The intervention of health care professionals will provide quality care to learners and continuous support for teachers in all provinces, not only KwaZulu-Natal (KZN). The objective of this study is to explore and describe the teachers‟ experiences regarding learner teenage pregnancies in KZN. The study is explorative, descriptive and contextual in nature. An interpretative approach was suitable to address the research aim of this qualitative research design, namely to answer the research question: “How do secondary school teachers experience teenage pregnancies and unexpected deliveries at school?” Participants were selected by purposeful sampling strategy. Data were collected through individual interviews and the data analysis followed Tesch‟s (1990) method of systematic open coding. During the data analysis themes were identified, including for instance the overall experiences with learner teenage pregnancies, experiences related to unexpected deliveries at school and recommendations to cope with teenage pregnancies and unexpected deliveries at school. The participants were all aware of the negative consequences of learner teenage pregnancies, which include leaving school, the resulting unemployability of learners who left school early and subsequent poverty and low social economic status. Recommendations aimed at stakeholders such as the DoE and Health centre on jointly supporting secondary school teachers with respect to their experiences with learner teenage pregnancies and unexpected deliveries at school. Health professionals are requested to implement campaigns and school visits to supply contraceptive services, whereas the DoE has to emphasise and ensure that teachers understand the importance of contemporary approaches when implementing the Life Orientation curriculum that explicity deals with sexuality, sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections including HIV and Aids. / MCur, North-West University, Potchefstroom Campus, 2015

School communities are supposed to be safe places for children where they can build healthy and positive relationships; protected places where children not only gain knowledge, but also learn about themselves. However, research indicates an increase in violent behaviour within school communities. The serious nature of violence in South African schools is evident in reports of physical and sexual abuse, gang-related activities and children bringing and using weapons at schools. The violence is not limited to violence between children but also involves interschool rivalries where gang conflicts have become part of the problem. Despite the measures taken by the DoE, violence in schools is still escalating and educators in some schools can spend more time on solving issues relating to violence than being involved in the process of effective teaching. Consequently violence in schools might become a threat to the provision of effective education for children. Current South African research on bullying behaviour tends to follow a linear, individualistic approach as a means to understanding the phenomenon of bullying. Research conducted within the South African context tends to focus on the individual behaviour of children involved in bullying incidents with the need to address the aggressive behaviour of the bully, the need to protect the victim and describing concerns for the bystanders. The concern of such a linear approach is that research does not place enough emphasis on the relationships of members in school communities and the contexts in which bullying behaviour occurs. To address this gap in the knowledge regarding our understanding of bullying behaviour from a relational perspective, the researcher explored the relational experiences of secondary school children who were involved in bullying incidents in three secondary school communities in South Africa. A systemic developmental approach developed by Cairns and Cairns (1991) and adopted by Atlas and Pepler (1998) as well as a complex interactive dynamics systems approach informed this study. The purpose of this study is to contribute to efforts to find solutions to the escalation of bullying behaviour by exploring the relational experiences of children who were involved in bullying incidents in the context of secondary school communities in South Africa. It is anticipated that an exploration of the relational experiences of these children might facilitate a deeper understanding of the dynamics that emerge in the interactions between the various members in school communities and an understanding of how these interactions contribute toward the escalation in bullying behaviour. In order to obtain a deeper understanding regarding the phenomenon of bullying, a qualitative phenomenological study was conducted to explore the relational experiences of children involved in bullying incidents within three secondary school communities. Within the first phase of data collection thirty three participants (between grade 8-11), who were purposely selected, completed a written assignment. The written assignment included a short essay based on their experience of a bullying incident and twenty incomplete sentences that were open-ended in nature. In the second phase of data collection the researcher conducted semi- structured interviews with six of the participants who participated in the first phase of data collection. The semi-structured interviews allowed the researcher to ask further questions to obtain a deeper understanding regarding their relational experiences of bullying incidents in their school community. Based on the responses of the participants, three themes were identified: (1) Relational experiences of interactions between teachers and children based on the experiences of children where they spoke about interactions that suggested reciprocal disrespect between children and teachers, incongruence between teachers and learners, teachers attempting to control the behaviour of children and lack of interest displayed in children by their teachers; (2) Relational experiences of interactions between children that included subthemes of assertion of power to obtain status amongst peers, exclusion based on group membership, competiveness amongst groups and violating the trust of friends; (3) Relational experiences of interactions in conflict situations where participants described their bullying experiences and suggested that teachers display apathy in these forms of conflict situations. The participants also reported that children tend to instigate and reinforce conflict. Learners also often choose to remain silent out of fear for retaliation and that teacher-parent disputes exist regarding the managing of conflict situations between children. The relational experiences of the children assisted to inform our understanding of the interactive dynamics that underpin bullying behaviour. In view of the findings of the study, recommendations are made for practice, policy development and suggestions for future research are also offered. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Our study examining how well the guidelines, from Skolverket (School Department), aboutgrades in the course "Samhällskunskap A" are implemented in the Swedish Upper SecondarySchool. The study focus on both teachers and students. To discover which knowledge the bothgroups have, we have used two different methods. The students have answered a survey,which was based on the phrases from the course plan "Samhällskunskap A" about grades. Thesurvey wanted to see how well the students could match the correct phrases with the gradesteps (the Swedish school uses three grade steps). To see the teacher’s knowledge andopinions about the implementation, we used a shorter version of the survey that the studentsgot. We also complemented the survey with interviews to get the chance to ask more openquestions about the positive and negative aspects of the implementation. Our theory is basedon Lundquist (1992) about implementation, Rothstein (red. 2008 & 2010) about legitimacyand Lipsky (2010) about teachers as Street level bureaucrats. The conclusions of the study arethat the implementation, with some exceptions, works well from the top (parliament and government) to the bottom (the students). Some of the teachers also pointed out that thecourse plan "Samhällskunskap A" is formed in a bad way. / Uppsatsen har som syfte att undersöka hur välimplementerad skolverkets riktlinjer för kursenSamhällskunskap A samt betygsättning i denna kurs är hos lärare och elever igymnasieskolan. Som teoretisk grund för denna studie utgår vi dels från Lundquist (1992)som på ett för skolverksamheten mycket applicerbart sätt beskriver implementeringen somprocess samt förutsättningar för denna. Dels från Rothstein (red. 2008 & 2010) som beskriverregeringens behov av likvärdig och effektiv implementering för att bibehålla legitimitet. Dettaantagande att toppen av implementeringskedjan det vill säga riksdag och regering har etttydligt intresse av att implementeringen ska vara effektiv och likvärdig har varitgrundläggande för studien då samtliga tecken på brister i implementeringen bör tolkas som ettmisslyckande av dessa. Slutligen består studiens teoretiska beskrivning av Lipsky (2010) sombeskriver närbyråkraternas (lärarna) roll för implementeringen i verksamheten och derasbehov av frihet.Studieobjekt för studien har 40 elever ur den svenska gymnasieskolan bestående av tvåklasser från två olika skolor varit. Även tre lärare från två olika skolor har deltagit i studien.Som metod för att studera eleverna användes enkäter som även i en något nerbantad formbesvarades av lärarna för att utgöra en jämförelse. Lärarna i studien intervjuades i enhalvstrukturerad intervju som spelades in och återfinns som transkriberad bilaga tilluppsatsen.Förutom en öppen fråga ställd till eleverna via enkäten, samt de frågor rörandeimplementering samt förutsättningar för denna som ställdes till lärarna i intervjuerna utgårstudien från de så kallade nyckelord som beskriver efterfrågad kunskap för de olikabetygsstegen i Samhällskunskap A. I studien görs en oförberedd kontroll på hur väl lärare ochelever känner till dessa nyckelord och kan placera in dessa i korrekt betygssteg.Slutsatserna som studien visade på är bland annat att implementeringskedjan löpte hela vägenfrån toppen (riksdag och regering) till botten (eleverna). Denna slutsats var möjlig att dra dåeleverna visade på tydliga kunskaper om betygskriterierna i Samhällskunskap A. Övrigaslutsatser vi kunde dra utifrån det insamlade materialet pekade på olika typer av brister, varoch en i olika delar av implementeringskedjan. Vi vågar även påstå att det tolkade materialetkan tolkas som så att den absolut övervägande delen av implementeringskedjan har gjort deansträngningar som förväntas av dem för att åstadkomma en effektiv implementering. Vimenar att de brister som vi trots detta har lokaliserat beror på den enligt studien stora frihetsom lärare åtnjuter och att implementeringen inte låter sig tas längre med bibehållen frihet förlärarna. I studien har det även framkommit tecken på att brister i implementeringen beror påatt det material som ska implementeras (kursplanen) är dåligt anpassat till den verklighet somär reell i skolan. Felet återfinns i detta fall i toppen av implementeringskedjan då man harförsökt att implementera något som är bristfälligt anpassat till den verklighet som det syftartill att reglera.

The syllabus for upper secondary school states that interaction and communication are important for students’ oral production skills development. Also, the contemporary view on learning is that people learn a language by using it. This study examines how students and a teacher experience the ways in which classmates influence each other’s willingness to speak English in the classroom, if they believe it affects their oral production skills development, and moreover whether they think that some sort of ability grouping could support oral production skills development. The study was carried out among a total of eight students and one teacher at an upper secondary school located in Southern Sweden, using a qualitative methodology based on personal interviews. Four English 6 students belong to the natural science program, and four English 7 Cambridge Advanced English students belong to various academic programs. The teacher teaches both courses. The results showed that classmates is the factor in the classroom which affects students’ willingness to speak English the most in their different language proficiency, personality, attitude, focus, willingness to communicate in English, and relationship with each other. The students experience that these differences between them often affect their WTC negatively and thereby their oral production skills development. They want to interact with other students who are at their level or slightly above them, who want to speak English, who share the communication space, and who take the lessons seriously. Therefore, the students and teacher have a positive attitude toward some form of ability grouping in all English courses.

As a teacher-researcher, I have endeavoured to evaluate and reflect on the teaching of Islamic Studies at Form V level. This Action Research investigated the effectiveness of using Remedial Strategies as instructional methods to increase class participation in Islamic Studies classes at Form V level, in a Private Secondary School, The Islamic Cultural College, Port-Louis; in a State Secondary School, Port-Louis State Secondary School, Colline Monneron, Port-Louis; and in a Profit-Making Institution, The Doha Academy, Eau-Coulee, Curepipe. Data was collected mainly from questionnaires sent to the students and analyzed. The study also covers the findings and analysis from the questionnaires and some recommendations to improve classroom practices to promote students’ participation in Islamic Studies classes have been proposed. Overall, this research aims at contributing to an enhanced learning experience for the students of Islamic Studies and for me as a teacher-practitioner. The Remedial Strategies imply a shift of onus from the teacher to the student. This transfer is what is envisaged most by all contemporary thinkers in education because this is what guarantees concrete and productive learning in the classroom. / Religious Studies and Arabic / M. A. (Islamic Studies)