Η παρούσα εργασία διερεύνησε τις απόψεις των μαθητών σχετικά με τη σχολική ιστορία. Στόχοι της έρευνας αποτέλεσαν η ανάδειξη της εικόνας που έχουν σχηματίσει οι μαθητές για την ιστορία και η διατύπωση προτάσεων για τη σημαντικότητα της συμμετοχής τους τόσο στη λήψη αποφάσεων κατά το σχεδιασμό του Αναλυτικού Προγράμματος της ιστορίας και κατ’ επέκταση των υπολοίπων σχολικών μαθημάτων, όσο και στον τρόπο διδασκαλίας του μαθήματος. Η έρευνα διεξήχθη κατά το σχολικό έτος 2011- 2012 με δεκατέσσερις μαθητές ηλικίας 14- 15 χρόνων από διαφορετικά σχολεία της Πάτρας. Συγκεντρώθηκαν τα ποιοτικά δεδομένα από τις 14 ημι-δομημένες τύπου συνεντεύξεις οι οποίες αποσκοπούσαν στη διερεύνηση των απόψεών τους σχετικά με το μάθημα της ιστορίας με έμφαση στη γνώμη τους για τη χρησιμότητα, το ενδιαφέρον ή μη του μαθήματος, τα συναισθήματα που τους δημιουργεί, την άποψή τους για τον τρόπο διδασκαλίας του μαθήματος, τον ορισμό και τα χαρακτηριστικά που έχει η ιστορία για αυτούς, το σκοπό της διδασκαλίας της στην εκπαίδευσή τους, για τις προτάσεις που θα έδιναν στους υπευθύνους της δημιουργίας του Αναλυτικού Προγράμματος του μαθήματος, για τη σχέση τους με την ιστορία εκτός του σχολικού πλαισίου. Τα αποτελέσματα έδειξαν ότι για τους μαθητές η σχολική ιστορία είναι δημοφιλές μάθημα, για το οποίο έχουν άποψη και ότι το ενδιαφέρον του μαθήματος εξαρτάται κυρίως από τον τρόπο διδασκαλίας του. Αναγνώρισαν την αξία της σχολικής ιστορίας στην εκπαίδευσή τους και εξέφρασαν την επιθυμία τους να εμπλέκονται ενεργά στη μαθησιακή διαδικασία. / This study investigated pupils’ perceptions on history as a school subject in Greece. The aims of the study were to highlight the image pupils have formed for history subject and to make suggestions about the importance of their participation in decision-making during history curriculum designing and by extension the other school subjects, as well as in teaching approaches. The survey was conducted during the school year of 2011 - 2012 with fourteen students aged 14 to 15 years from different schools of Patras. Qualitative data were drawn from 14 semi-structured interviews which aimed to explore pupils’ views on history subject with emphasis on their opinion about the usefulness, interest, their feelings arising from history learning, their view on teaching approaches, the definition and the characteristics of history, the purpose of history teaching in education, the proposals pupils would give to the education policy makers and other history learning sources outside school context. The results showed that history is a popular subject according to pupils. They think that their interest for school history depends mainly on teaching approaches. They acknowledged the value of school history and they expressed their willingness to be actively involved in the learning process.

This study aims to develop knowledge about the teaching of literary history in upper secondary school. Sub-study I explores: What content is foregrounded when upper secondary school teachers of Swedish introduce literary history? And what significance can different teaching content have for sparking interest? Sub-study II explores: What teaching content sparks students’ interest in literary history? And what other aspects of the teaching spark their interest in literary history according to the students themselves? The study is framed by didactics and curriculum theory and also theories about interest and teaching. The material consists of video recordings from ten different lessons when upper secondary teachers were introducing literary history in the course Swedish 2. The experiences of upper secondary school students of the teaching were collected using questionnaires and interviews. All students were enrolled in university preparation programmes in a medium-sized Swedish city. The results of the analysis in Sub-study I show a wide range of potential literary history teaching content. The study thus contributes new empirical knowledge about what forms (in terms of its content) literary history can take in its teaching. In the past, Swedish as a subject has been discussed to a large extent in relation to the conceptions of the subject of Swedish as a skills subject, as a cultural heritage subject, and as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing the variety of teaching content that occurs in classrooms. The results of the analysis in Sub-study II show that upper secondary school students’ interest in literary history can be sparked in relation to different content in the teaching such as students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. The analysis also revealed aspects that could be linked to the teachers’ ways of leading and organising the teaching. These were passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation and grades or de-emphasis on performance. The many themes identified in Sub-study II contribute to revealing different ways of sparking interest in literary history. This is an important result in view of the fact that previous research has shown that students lack interest in literary history teaching. Together, the two sub-studies contribute to revealing new empirical knowledge about literary history teaching. Finally, there is a reflective discussion which illuminate the study in relation to different perspectives on classroom management.

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Studiens syfte är att undersöka låg- och mellanstadielärares uppfattningar avseende faktorer som de anser kan främja elevers intresse för matematik. Vidare ämnar studien belysa hur lärare ser på specialpedagogens roll och samverkan i det arbetet. Lärarens stöd i matematikundervisning är oerhört viktigt för att bibehålla elevers intresse menar Jakobsson och Nilsson (2012). Utifrån det påståendet valdes ett relationellt perspektiv ut, för denna studie. Studien har en kvalitativ metodansats, där semistrukturerade intervjuer med 10 låg- och mellanstadielärare från fyra kommuner i Sverige, genomfördes. Då svenska elevers resultat i matematik sjunker alltmer (Skolverket, 2022a; Skolverket, 2022b) och särskilt stöd för elever ofta sätts in så sent som i årskurs 9 (Skolverket 2022c; Wallström, 2022) är det angeläget att undersöka hur lärare ser på dilemmat, och hur specialpedagoger kan bidra till detta viktiga arbete. Studiens viktigaste resultat visar att en varierad undervisning i matematik är kritisk för att få elever intresserade av ämnet. Vidare synliggjorde resultatet att det behövs goda relationer mellan lärare och elever. Med relationen som utgångspunkt kan lärare individanpassa innehåll, metod och uppgifter utifrån varje elevs kunskap och förmåga. Alla informanter uttryckte ett behov av mer stöd från specialpedagogen på skolan, både i klassen och i samtal. Detta då deras nuvarande organisation gällande specialpedagogik inte fungerar väl. Slutsatsen från studien är att det relationella arbetet är en grundpelare som behöver fungera om lärare ska kunna skapa ett intresse för den matematiska undervisningen. Vidare visar resultatet att specialpedagogens yrkesroll behöver tydliggöras i praktiken. / The purpose of the study is to examine primary and middle school teachers' perceptions regarding factors that they believe can promote students' interest in mathematics. Furthermore, the study aims to shed light on how teachers view the special education teacher's role and collaboration in that work. According to Jakobsson and Nilsson (2012), the teacher's support in mathematics is extremely important to maintain the students' interest. Based on that statement, a relational perspective was selected for this study. The study has a qualitative methodological approach, where semi-structured interviews with 10 primary and middle school teachers from four municipalities in Sweden were conducted. As Swedish students' results in mathematics are increasingly decreasing (Skolverket, 2022a; Skolverket, 2022b) and special support for students is often introduced as late as in year 9 (Skolverket 2022c; Wallström, 2022), it is urgent to investigate teachers standpoint regarding this dilemma, and how they believe that special educators can contribute to this important work. The study's most important results show that varied teaching in mathematics is critical in getting students interested in the subject. Furthermore, the results highlighted the need for good relationships between teachers and students. With the relationship as a foundation, teachers can individually adapt content, method and tasks based on each student's knowledge and ability. All informants expressed a need for more support from the special education teacher at school, both in class and in a deeper dialogue between teachers and the special education teacher. This is because their current organization regarding special education isn't really as high functioning as they would like. The conclusion from the study is that relational work is an important foundation that needs to be in place if teachers are to be able to create an interest in mathematics. Furthermore, the results show that the special education teacher's professional role (in Sweden) needs to be clarified in practice.

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As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.

This thesis deals with interest of the students of the Secondary school of social services of Kavčí hory in an optional course in sports and games. The thesis is divided into two parts, the theoretical and the practical. The theoretical part briefly introduces the history of physical education in Czech schools, development of the subject physical education and its optional form of sports and games, and selected forms of extracurricular activities. The practical part demonstrates the results of a survey conducted at the Secondary school of social services of Kavčí hory and their analysis. It also makes concrete recommendations for the school and its teachers of physical education with reference to the elective course in sports and games. The research has shown that a sufficient number of students from the school have demonstrated an interest in the elective course in sports and games and, therefore, the subject could be offered (and enough students would enrol). As regards the content, the students were most interested in volleyball, gymnastics, floorball and general sports activities. KEYWORDS Physical education, school curriculum, elective course in sports and games, popularity of sports activities, student interest in an elective course in sports and games, Secondary school of social services of...