The aim of this essay seeks to study the laestadian movements perspective on modern culture, based on what has been reported in a Swedish media context. Through a subjective perspective of the self-experienced school attendance, all the modern culture that is being discussed in this essay where being utilized. A study with this focus was of interest, based upon this reflection. The material, which is the media, consists of 53 sources, originated from 26 different media actors. The method that is primarily being used to study this phenomenon is a content analytical approach which in practical terms means that a coding scheme and a coding manual were used to study the material. Regarding the theoretical approach there where two different theories used, one to understand the material, and one to understand the results. To understand the material, mediatisation theory was used. To comprehend the results, a didactical theory was used. The result points towards a fragmented view regarding modern culture within the laestadian movement, based upon a media context. Also, seen through a didactic perspective, the result ought to address some sort of reflection about the didactical choices when teaching pupils with a restricted view upon modern culture, this despite of religious affiliation. The empirical outcome presented and analyzed of the material in this essay indicate explicit thoughts concerning a school context, even though it is mostly a general context that is being addressed. Previous research on the laestadian movement indicates that the research context is limited, especially in Sweden, and there is quite amount left to explore. The outcome of the research presented in this essay supports this thesis and concludes that the potential of this field is yet unexplored.

Pisa results have continually indicated a deficiency in reading and writing amongst Swedish students, which have led to discussions within Swedish media and the political arena. It was my interest in the national-exam´s key role in the Swedish school that led me to examine the contruction and the students understanding of this test. Moreover, I have examined what abilities the exam tests. The main source I have used in my study is Borgstrom´s model for the contruction of the exam. He has categorized the contruction of the exam in different areas, namely subject, situation and instruction. Borgstrom states that the instruction in the exam influences the students to a specific way of writing. My study is based on the national exam for the new curriculum Lgy11. I have studied what the exam tests in relation to the curriculum and grade scale. My results indicate that the student is affected by the situation that is described in the exam. This situation leads to the students undertaking the exam in a certain way. In addition, the study shows that the text types, such as argumentative or investigative are supported by the way the exam is shaped. Moreover, the study also shows the way in which the student must gather information. The exam also tests the students´ability to critically analyze and refer to sources. Finally, the text needs to be adapted to the recipient in order for the student to receive the correct message.

Syfte och frågeställningar Studien undersöker hur lärare i idrott och hälsa och lärare i andra ämnen i Stockholms län arbetar kring ätstörningar i skolan. Syftet med detta är att ge en bild av vilka faktorer som sätter ramar för arbetet med ätstörningar. Studiens frågeställningar är: 1. Hur påverkar lärarens ålder och kön hens arbete kring ätstörningar i skolan inom Stockholms län? 2. Hur påverkar lärarens undervisningsämne hur hen arbetar kring ätstörningar i skolan inom Stockholms län? 3. Hur påverkar antalet år i yrket hur lärare arbetar kring ätstörningar i skolan inom Stockholms län? Metod För att besvara studiens syfte och frågeställningar används en kvantitativ metodteori, med en deskriptiv ansats. Studien utfördes genom enkäter digitalt. Urvalet bestod av 137 lärare som undervisar i grund- eller gymnasieskolan i Stockholms Län. En pilotstudie utfördes på fyra nyutexaminerade lärare i idrott och hälsa. Studiens teoretiska ramverk är det salutogena perspektivet, för att kunna förstå studien utifrån ett hälsoperspektiv. Datan analyserades i Google Spreadsheet och presenteras i stapeldiagram. Resultat Lärarens ålder och yrkesverksamma år har ett samband med hur högt man skattar sin kunskap om ätstörningar, hur bekväm man är att bemöta elever som visar varningssignaler samt veta hur man ska gå tillväga. Kvinnor skattar sin kunskap om ätstörningar och tillvägagångssätt högre än män, dock anser män att de är mer bekväma i mötet med elever med ätstörningar. Lärare i idrott och hälsa skattade sina kunskaper, bemötande och tillvägagångssätt lägre än lärare i andra undervisningsämnen. Det framkommer en kunskapslucka gällande ätstörningar hos lärare som arbetar i Stockholms Län.  Slutsats De slutsatser man kan dra är att studiens olika faktorer påverkade hur högt eller lågt lärare skattade sig själva i de olika värderingsfrågorna. Lärarnas tillvägagångssätt tyder på ett patogent synsätt, men hur de ser på människans hälsa är mer utifrån ett salutogent perspektiv. Ett samband kunde ses mellan ålder och yrkesverksamma år. / Aim The study examines how physical education teachers and teachers in other subjects in Stockholm County work with preventing eating disorders in school. The purpose of this is to give a better picture of which factors that set the framework for the work around eating disorders. The questions we’re studying is: 1. How does the teacher's age and gender affect hers/his work around eating disorders in schools within Stockholm County? 2. How does the teacher’s subject affect hers/his work around eating disorders in schools within Stockholm County? 3. How does the number of years in the profession affect how teachers work around eating disorders in schools within Stockholm County? Method To answer the study's purpose and questions, a quantitative method theory was used, which had a descriptive approach. The study was conducted through digital surveys. The sample consisted of 137 teachers who teach in primary or secondary school in Stockholm County. A pilot study was conducted on four newly graduated physical education teachers. The theoretical framework of the study is the salutogenic perspective, in order to be able to understand the study from a health perspective. The data was analyzed in Google Spreadsheet and presented in bar graphs. Results Age and professional years are related to how well you consider your knowledge to be of eating disorders, how comfortable you are to respond to students with warning signals and the knowledge of how to act. Women considered their knowledge of approaches to be higher than men, however, men considered themselves to be more comfortable in meeting students with eating disorders. Teachers in physical education rated themselves lower than teachers of other subjects. There was a knowledge gap about eating disorders. Conclusions The conclusion of the result is that the different factors of the study had an influence on how high or low one teacher valued one self. A correlation could be seen between age and working years. Teachers' approach indicates that they see human health from a pathogenic point of view, but at the same time, how they are really seeing human health is more from a salutogenic perspective. There is a knowledge gap that needs to be filled.

The purpose of the study is to examine how a specific group of English teachers interpret the differences between LPO-94 and LGR-11 which are two separate curriculums in the swedish school system. LGR-11 replaced LPO-94 (in 2011/12) and because of this, I wanted to look into what changes, if any, teachers experienced regarding their methods of teaching as well as how they assess students skills and knowledge. The study also investigates the matter of how teachers perceive the implementation of the new curriculum and how it has affected them in their profession. The study is partly a comparative policy study, regarding the different aspects of how knowledge is defined in the two different curriculums, and partly qualitative, with a number of interviews with English teachers. The teachers interviewed in this study claim that their understanding of the definition of knowledge is shared to a larger extent now and so is their view of the new curriculum which is considered, by most of them, to be more clear and structured than the previous one. This, in turn, gives these six teachers an increased understanding of the policy documents themselves, as well as a feeling that it is easier to track and identify learning progression and also that they have enhanced their assessment abilities. The study shows that the implementation of the new curriculum is perceived as satisfactory by the interviewed teachers who claim the changes have affected their profession in the desired direction and that it has benefited students with regards to both teaching methods and assessment situations.

Bildung (in Swedish bildning), has historical relevance for the Swedish education system and remains a crucial element of the Swedish school curriculum today. Significantly, economic goals also inform the content and form of the curriculum with research findings suggesting that these goals dominate over, or marginalise the curriculum’s humanistic or Bildung goals. Since evidence suggests that both Bildung and Bildung-related capacities may have crucial importance in terms of the level of meaningfulness individuals experience in relation to the knowledge they learn and the contribution they are able to make in the promotion of healthy democratic societies, such a marginalisation may represent a significant risk to pupil’s (and society’s) health. A question of relevance to educational research therefore is in what aspect, if any, do economic goals, as manifested within the Swedish school education system, marginalise the curriculum’s humanistic or Bildung goals in gymnasium school teaching? Three chemistry teachers were recruited from gymnasium schools in Southern Sweden and interviewed using a semi-structured interview developed by the author. Developed in two parts, the interview sought first to garner teacher’s vision for their teaching. The second part sought to garner information related to the choices teachers make in order to realise their vision for their teaching. In total six unique theoretical perspectives related to ‘Bildung’ and two perspectives related to ‘an economically-driven view of education’ were used to identify content in the interview transcripts that was consistent with these two themes. The incidence of and relationship between the themes was then evaluated for all three transcripts. Common trends amongst the three interviews were also identified. Results. The study’s results show that economic goals in the form of external contextual factors impact the working realities of all three participating teachers so that Bildung-related dimensions found in their respective visions for their teaching become marginalised. In addition, ‘implicit’ factors, that is, factors particular to the teachers themselves that are outside of their awareness, marginalise Bildung by limiting teacher’s potential for engagement in a Bildung-related didactic praxis. The major implication of this work is that this result represents a call for higher educational institutions to more deliberately foster a Bildung-related didactic praxis (a Bildung-Didaktik) in trainee chemistry teachers, something which in our view is most powerfully achieved through teacher training itself being grounded upon a Bildung-related didactic praxis or Bildung-Didaktik.

There is an understanding that the guidelines for school counselors in Swedish elementary schools lack the preciseness in what the school counselors should do to design and perform their work. Previous research shows that school counselors find it difficult to both establish their role but also to find their position in the school organization. Therefore, this interview study aims to present the perception of six school counselors in Sweden and discover how they feel about their work practice in elementary schools. We found that the main theme in the study was that the work was mainly affected by the management from the school board. Another surprising theme showed that the interviewees agreed that a better work description might help the counselor in general but wasn’t sure that it would help them in their current workplace. They asserted that a good relationship and cooperation with the school board and co-workers were much more important than a more detailed work description. Furthermore, the study also aims to compare their descriptions of the practical work that they perform, to the general guidelines for the work of school counselors. We found that their work in general was according to what is expected for the guidelines, but that in which way the work tasks were performed could differ from one another. Lastly, the study also contains the interviewees perceptions of their position in the school organization and which factors that simplifies or aggravates their practical work. The majority thought that they had established a clear role and position for themselves. However they agreed that many of the coworkers didn’t have the same perspective and understanding as themselves. Some of the interviewees also thought that the quantity of students they were dealing with, also made a difference on the quality of their work.

Under de år som gått sedan 1970-talets krisår har textilbranschens utseende förändrats. För att hitta nya nischer att utmärka sig i, har företagen velat se ett mer affärsmässigt tänkande i sin organisation, något som snappades upp av Textilhögskolan. På skolan såg man att det fanns ett kunskapshål som varken ekonomer, ingenjörer eller designers fyllde upp. Resultatet blev den tvååriga utbildningen Affärs- och produktutveckling med inriktning mot textila produkter, som sedan döptes om till Textil produktutveckling med entreprenörs- och affärsinriktning . Sedan starten 2006 har ett påbyggnadsår lagts till, och ett namnbyte skett, för att förtydliga utbildningens innehåll. Under en föreläsning uppkom dock frågan om huruvida studenterna känner att de egentligen lär sig det som utbildningen strävar efter att lära ut, och om de verkligen blir förberedda för arbetslivet. En förvirrad gästföreläsare frågade ett helt klassrum fullt med studenter från TPU vad de egentligen blir när det är färdigutbildade, och ingen kunde svara.Denna förvirring har gett upphov till den här rapporten som har som syfte att ge förslag för att förbättra och förtydliga utbildningen så att alla parter förstår vad den innehåller, samt ge en tydlig bild av vad som är tanken med de examinerade studenternas framtid. För att göra en fullständig belysning av programmet valde vi att titta på det ur tre synvinklar; studenternas, utbildningsledningens och branschens, samt även undersöka hur TPU står sig i konkurrens med andra utbildningar på Textilhögskolan. Denna information fick vi fram genom att göra intervjuer med studenter, ansvariga på skolan samt företag i branschen som arbetar med produktutveckling. Vi gjorde även en jämförelse mellan programinnehållet i TPU och två andra utbildningar på Textilhögskolan.Resultatet blev ett förändringsförslag som delades upp i kategorierna undervisning och marknadsföring. Vi fann att utbildningen inte gav ett tillräckligt underlag för att arbeta med det som teorin och empirin visade att en produktutvecklare gör, och det var tydligt att studenterna inte heller kände sig som produktutvecklare. Detta ledde i sin tur till ett förslag på namnbyte, vilka kurser som bör ändras för att passa in under det nya namnet samt ett förslag på hur skolan kan marknadsföra programmet. Vidare kom vi även till slutsatsen att om skolan vill behålla det nuvarande namnet får man göra en total omstrukturering av innehållet, men att man då riskerar att förlora det som var grundtanken med utbildningen. / <p>During the years since the textile crisis of the 1970’s, much has altered within the textile industry. In order to find new markets in which to succeed, a more businesslike approach has been sought after by the industry. This was picked up by the Swedish School of Textiles in Borås, who saw that there was a gap of knowledge that neither the economists nor engineering nor design students filled. The schools solution to this gap was the educational program Business and Product Development focusing on Textile products, later known as Textile Product Development focusing on Entrepreneurship and Business, TPU. Since the start in 2006, an additional year has been added, and the change in name was made in order to further emphasize the fundamental nature of the program. However, during a lecture the question arose to whether or not the students felt that they were actually learning the things that the education is striving to teach. A confused guest professor asked a room full of students from TPU what they were supposed to be working with after their education was finished. Equally confused, none of the students could answer this question.This confusion was the starting point of this essay, which has the purpose to improve and clarify the education in a way so it becomes clear to all involved parties what the aims and goals of the education are. Furthermore, the report also aims to give a clear picture of the intended roll of the students of TPU in the working life. In order to do this, we chose to look at the educational program from three different perspectives; the students’, the industry’s and the school management’s, and also investigate how competitive TPU are compared to other educational programs. To get these different perspectives, we interviewed the students, the school management and companies within the textile industry, who are working with product development. We also did a comparison between TPU and two other educational programs given at the Swedish School of Textiles. The result of the evaluation was that a change was needed. Thus, a proposition containing suggestions of change and improvement, divided in to the categories education and marketing was created. We found that the program TPU did not build the foundation that is needed in order to work with the things that the theory and empirics said that a product developer do. It also became clear that the students of TPU did not feel like product developers, nor were they becoming one. Consequently, we propose a change in title of the educational program, courses which should be included in order to fit the new title, and also a suggestion to how the school management can market the program. Furthermore, we also reached the conclusion that if the school decides to keep the original title, a complete restructuring of the study courses needs to be done, but doing this imposes a risk of losing the original aim and idea of the program.</p><p>Program: Kandidat inom Magisterutbildning i fashion management med inriktning modemarknadsföring</p>

The purpose of this study is to describe children’s life issues. What kind ofquestions they have aboutlife, their thoughts about life. Another purpose of this study is to see the differences in how children’s thoughts about life have changed through the years. I have used a book called Barns tankar om livetwritten by Sven G Hartman which I used to make a comparison. This study will alsodiscusswhat the policy documents for Swedish schools say about the subject “life issues” or the questions of life.The method used for this study is a qualitative researchmethod. Eight children got interviewed and the results have been represented in a dialogue together with Hartman (1986) and Hartman (2007) result. For any further research of this study it would be interesting to do a studythat shows whetherSwedish schools follow the policy documents in the case of the “life issues”. To see how much the schools discuss such things.

Forskning gällande begreppen religion och sekularisering, samt hur dessa begrepp uttrycks i läroplanen är ett viktigt område att belysa eftersom jag anser att den är i behov av en utveckling, specifikt för lärare och skolans utveckling till ett öppensinnat och jämställt samhälle. Därför är syftet med den här texten att utforska den historiska utvecklingen av sekularisering i Sverige och hur sekularisering har påverkat hur religion kommer till uttryck i läroplanen för religionskunskap på gymnasiet genom att svara på frågan: Hur har sekularisering påverkat läroplanen för religionskunskap genom historien? Studiens mål är att belysa hur sekulariseringens utveckling har bidragit till formuleringen kring hur religion och olika livsåskådningar förmedlas i läroplanen mellan 1970 och 2011. Den här studien använder sig av ett socialkonstruktionistiskt perspektiv för att studera hur historiska händelser har påverkat omfattningen och definitioner av sekularisering och religion. Studien är en diskursanalys, som utförs genom att använda en kvalitativ metod. Metoden har bestått av att samla tidigare forskning i form av text som både är fysisk och elektronisk. Resultatet visade på att många historiska händelser och teorier har bidragit till sekulariseringens utveckling i det svenska samhället, som sedan har påverkat formuleringen och närvaron av religionskunskap i läroplanen. Slutsatsen är därmed att skolan har varit tvungen att anpassa sig efter samhällsförändring. Dock, i takt med samhällets utveckling har religionen aldrig försvunnit. Alternativt har religiös mångfald berikat religionsämnet med att andra religioner har fått en större plats i undervisningen samt gett möjligheten till att låta eleverna skapa egna förutsättningar. Där är mycket som har påverkat religionsämnet och hur det förmedlas i undervisningen ute bland gymnasieskolorna i Sverige. Läroplanen som är konstruerad utifrån samhällssituationen bestämmer vad som ska inkluderas.

Language learning strategies have been given a large role in the Swedish curriculum for modern languages and the usage of strategies is one of the requirements for getting a passing grade in the subject. However, language learning strategies is a term that is hard to grasp when seeing it without a context. Even in a context it can be hard to explain what is really meant. This study tries to explain what language learning strategies are in relation to the Swedish school system and aims to find out if these strategies are to be found and how they are used in two Swedish-German textbooks.The study shows that there are no explicit examples where a certain type of languagelearning strategy is to be found. Nevertheless, there are multiple instances where both books offer assignments that can lead to the usage of said strategies.