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In the light of the ongoing war in Ukraine, the present study has studied the swedish upper secondary school students' perceptions of the subject of social studies. More precisely, the purpose of the study has been to investigate whether the students feel that the subject of social studies - and teaching has been of any use in terms of understanding the prevailing external situation. In the case of the study, the focus group interview has become the methodology that the undersigned found particularly relevant to the purpose of the study [...].

The purpose of this study is to investigate how the social studies subject can be usedas a means to integrate immigrant students into the Swedish school and society, withfocus on how pedagogical methods and policies can be optimized to support saidstudents. The study is using the theoretical frameworks multicultural education andsocio-cultural integration to later on analyze the empirical evidence. Themethodology of the study is a litterature-based approach to analyze existing researchfindings and policy documents to understand current practices and their effectivenessin promoting integration. The findings highlight that while there are some robustpedagogical strategies such as differentiated and culturally responsive instruction,significant gaps remain in their consistent application in schools. The study highlightsimportant challenges such as language barriers, the relevance of curriculum andsubject content, and the effective integration and use of digital tools, which can oftenhinder immigrant students’ educational experiences. Based on the analysis, the studyshows that it is important to improve teacher training so that teachers get theknowledge and tools to manage a multicultural classroom, improve the integration ofdigital tools and access to those resources and develop clearer policies to have clearerguidelines regarding the school’s integration work

The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one teacher's differentiated text choices in one seven week unit. The participant was nominated by an administrator, a district supervisor, a university professor, and the researcher based on characteristics of mindful literacy instruction. Classroom observations and teacher interviews described four differentiated text events: an historical fiction novel unit; primary source oral histories; expository non-fiction articles; and picture books, magazines, and an anthology set. Interview transcripts were coded using constant comparative analysis and revealed the teacher's belief in stories, student choice, her resistance to standardized testing, and her own teaching confidence and activist spirit. The discussion addresses the teacher's effectiveness in the areas of collaboration with students, the assignment of varied and plentiful texts, the expectation of high achievement for herself and students; and her effective management of the differentiated texts in the classroom. The researcher also concluded that this teacher did not have the expertise to diagnose or remediate basic reading deficits but her disposition in seeing herself as a reading teacher, challenging mandated curricula, and working to offer appropriate choices for all of her students supported her decision to offer differentiated text choices. / Ph. D.

The purpose of this study is to determine the possibilities of visual aids as an aid to the learning process in the social studies of the intermediate grades of the Denton public schools, with particular emphasis on the moving picture films and film strips available for use as visual aids in the social studies subjects.

Financial literacy is a debated concept and field of knowledge. There are various interpretations regarding what the financial literacy education should contain and aim for. This study focuses on financial literacy and how it is presented in various teaching materials intended for Swedish upper secondary school and the subject of social studies. The purpose of the survey is to analyze what appears to be important financial knowledge and how the content is presented. The survey also aims to examine what kind of “ideal citizen”  that the materials seek to create. To examine this, I use the citizenship conceptions outlined by Westheimer and Kahne. The analysis shows that the teaching materials convey similar content despite being produced by different providers. There are, however, some differences in what aspects the various teaching materials highlight and choose to focus on. Income, expenses, budgeting, loans, savings and debts are recurring themes in all teaching materials. These can therefore be interpreted as important financial knowledge. The content is mainly presented in an explanatory and normative way. The analysis reveals that the three citizenship conceptions "the personally responsible citizen", "the participatory citizen", and "the justice-oriented citizen" are expressed in almost all teaching materials. However, the citizenship conception that predominates and is particularly evident is "the personally responsible citizen". The overarching goal appears to be to educate students to become responsible citizens who manage their finances, plan, budget, save, avoid unnecessary loans and debt, and make effective and responsible decisions. The content of the teaching materials largely mirrors the OECD's definition of financial literacy and has generally a strong focus on individual financial behavior, responsibility and choices.