School segregation in Sweden is increasing and research shows that this may be due to the governance reform that has dominated since the 1990s, New Public Management. In recent years, the government has made statements that Sweden should instead move towards a new form of governance. A governance reform that has emerged from the criticism of New Public Management is New-Weberian State. In the essay, I examine which of these two governance reforms that dominates SOU 2007: 79 and SOU 2020: 28. This is done with a qualitative text analysis and the creation of ideal types that are applied in an analysis scheme. The results show that governance has not changed much over time and that it is New Public Management that dominates the most, even though Neo-Weberian State is also represented.

<p>This essay compares the public debate in Sweden 1992 caused by the reforms introduced by the then government giving parents a free choice of schools for their children with the current debate in France about proposals for a similar law there. The study concentrates on the positions taken by the teachers trade unions, in Sweden Lärarförbundet and Lärarnas Riksförbund (LR) and in France SGEN-CFDT. To do so it is necessary also to study the arguments given for and against the proposals by the political parties.</p><p>Some of the differences between the debates can be attributed to different circumstances. The Swedish reform was related to the opening up of possibilities to run private schools, which previously had been rare in Sweden. The French debate has no such connections. The private schools, mostly Catholic, have a very stable share of the students and no side is openly arguing for a change of any sort. Other differences depend on the French adversity to liberalism, almost always conflated with neo-liberalism which makes market-oriented arguments much less common in French public debate.</p><p>Among the trade unions the big difference is between the two Swedish organisations, LR was overall positive to the proposals while Lärarförbundet opposed them. In France SGEN-CFDT takes a position strikingly similar to Lärarförbundets in Sweden 1992 seeing free choice as undermining the idea of a school system for all. In Sweden that idea is seen as a part of the welfare state, closely connected to the Social Democratic party. In France it is seen as a republican idea, connected to an idea of citizenship.</p><p>The trade unions of the teachers in both France and Sweden are also in similar positions as their role has become merely reactive. There seems to be little room left for them to formulate policy and push the educational systems in their prefered directions.</p>

This empirical study investigates how English as a foreign language (EFL) learners in Swedish upper secondary schools succeed in their use of English prepositions. EFL learners in Sweden today represent a multitude of nationalities and ethnic groups with many different first languages (L1); therefore, English teaching could be subject to change in order to adapt to the new situation. The study is based on an online survey given to pupils taking “English 7” at upper secondary schools in Stockholm. The study aims to find patterns in how pupils with Swedish as their L1 handle English prepositions and use a control group consisting of pupils with another L1 in a comparative analysis based on language transfer. A teacher of English at the respondents’ school was interviewed to elicit teaching methodology and how they use the language diversity in the classroom when teaching prepositions. Even though it was hypothesised that negative language transfer was a factor, the analysis of the focus group shows that negative language transfer from Swedish did not inhibit the focus group’s ability to choose prepositions compared to the control group in the given context. In contrast, positive transfer from Swedish as an L1 contributed to a substantial increase in success rate. However, no clear connection could be made to teaching methodology as the interviewed teacher did not have any specific method for dealing with prepositions and mainly treated teaching prepositions implicitly. Furthermore, the interviewed teacher did not use language diversity in classroom as a tool for learning.

This essay is about the discussion concerning graduation celebrations in The Swedish Church. Since this discussion is recurrent in the media when it is getting close to the end of the term in the Swedish schools, it is interesting to see how people choose to discuss this issue. This essay will look at how this issue is discussed within the Swedish school and the Swedish church. My research questions that I will use are: How is the issue of the church as a venue for the end of school year discussed in the Swedish Church's newspaper and in the Teachers' Union's trade magazine, Läraren.  This will be done through a content analysis of articles taken from these two newspapers where they discuss the church as a venue for the graduation. I will use a secularization theory developed by the sociologist of religion Thomas Luckmann in which he assumes that one can look at religion from two perspectives, church-oriented religion, and individual-centered religion. The survey in this paper shows that most people are in favor of using the church as a venue for the graduation’s celebrations and that they see it more as a tradition to be there such as something religious.

Denna studie undersöker huruvida studier på fristående gymnasieskola påverkar sannolikheten att påbörja vidareutbildning på högskola eller universitet. Detta studeras genom användande av paneldata över åren 2008-2021 för samtliga 290 kommuner i Sverige. För att analysera datan används metoden multipel regressionsanalys både med och utan fixa effekter för år och kommuner. De prediktorer som hålls konstanta i studien för att mäta effekten av andel elever i friskola på övergång till vidare studier är grundskolebetyg, unga i ekonomiskt utsatta hushåll, utländsk bakgrund och lågutbildade föräldrar. Resultatet visar inledningsvis, vid både enkel linjär regression och vid hänsyn till årsfixa effekter, en statistisk signifikant positiv effekt på övergång till högskola och universitet. Med det sagt försvinner både det positiva sambandet och den statistiska signifikansen när även kommunfixa effekter inkluderas. / This study examines whether the proportion of students in private upper secondary school affects the proportion of students at college or university. This is studied using panel data over the years 2008-2021 regarding all 290 municipalities in Sweden. The data is used for the multiple regression analysis method, both with and without fixed effects regarding years and municipalities. The predictors used in the study to measure the effect of the proportion of students in independent schools are primary school grades, youth in economically disadvantaged households, foreign backgrounds, and low-educated parents. The results show that the proportion of students in private upper secondary schools initially, using simple linear regression and yearly fixed effects, has a statistically significant positive effect on further studies. With that said, the positive effect fades away when the fixed effects for municipalities are added. In addition, the result is no longer statistically significant.

Vår studie är inom det fritidspedagogiska området och syftet är att undersöka fritidshemslärares syn på om det finns ett samband mellan sina relationer till eleverna och deras välbefinnande. Tidigare forskning visar på att det finns ett samband mellan goda relationer och elevernas välbefinnande. För att få svar på våra frågeställningar har vi intervjuat sex behöriga lärare i fritidshem från tre olika skolor i Stockholmsområdet för att ta reda på hur de konkret arbetar med elevernas välbefinnande och deras syn på relationer. Intervjuerna har varit kvalitativa med hög grad av strukturering. Undersökningen visade att fritidshemslärarna ser ett samband mellan det relationsskapande arbetet och elevernas välbefinnande men att de upplever elevgruppernas storlek som en utmaning, som påverkar arbetet med relationerna. Därefter har resultatet analyserats utifrån Antonovskys teori KASAM, känsla av sammanhang, som innehåller tre komponenter; begriplighet, hanterbarhet och meningsfullhet. Avslutningsvis diskuteras studien i förhållande till tidigare forskning, vald metod, förslag till fortsatt forskning samt hur studien kan bidra till professionsutvecklingen. / Our study is within the field of leisure education and the purpose of our study is to investigate educare centre teachers' views on whether there is a connection between their relationships with the students and students’ wellbeing. Previous research shows that there is a connection between good teacher-student relationships and students' wellbeing. To collect answers to our inquiries we have interviewed six certificated teachers in Swedish School age educare centre from three different schools in the Stockholm area, and examine how they concretely work with the students' wellbeing and educare centre teachers’ views on relationships. The study isqualitative and based on structured interviews. The research showed that the educare centreteachers see a connection between the work in relationship-building and the students' wellbeing. However, the results casted, challenges for large student groups and how it affects the work in relationship buildings. Subsequently, the result has been analyzed based on Antonovsky's theory SoC, sense of coherence, which includes three components; comprehensibility, manageability and meaningfulness. Finally, the study is discussed in relation to previous research, chosen method, proposals for continued research and how the study can contribute to professional development.

Denna studie syftar till att undersöka hur tre olika läromedel i svenskämnet för årskurserna 1–3 förhåller sig till skolans värdegrund avseende funktionsnedsättning. Studien har som utgångspunkt ett normkritiskt perspektiv, som utgår från att normer om fysisk, psykisk och intellektuell funktionsförmåga finns och att den som befinner sig utanför denna norm riskerar att bli diskriminerad på grund av det. Läromedlen har granskats kvantitativt och kvalitativt. I den kvantitativa granskningen har bilder och litterära karaktärer räknats för att synliggöra den relativa frekvensen av funktionsnedsatta karaktärer. I den kvalitativa granskningen av materialet har en teori om positionering använts med begreppen inkluderad och exkluderad för att tydliggöra hur funktionsnedsatta karaktärer positioneras i förhållande till icke funktionsnedsatta karaktärer. Den kvantitativa granskningen visar att det är få olika former av funktionsnedsättningar som representeras i de granskade läromedlen. Synnedsättning är den funktionsnedsättning som representeras mest frekvent, och barn med funktionsnedsättning representeras generellt i liten utsträckning. Den kvalitativa granskningen visar att de som positioneras som exkluderade alltid är karaktärer med funktionsnedsättning, medan de som positioneras som inkluderade alltid är karaktärer utan funktionsnedsättning.

The purpose of this study was to investigate the differences in how Swedish newspaper have written about school segregation in Sweden.  The newspapers that have been studied in the study are Aftonbladet (social democratic), Dagens Nyheter (liberal) and Svenska Dagbladet (conservative). The differences between the newspapers were examined based in the framing theory and  dimension individualism and collectivism.   The result showed that Aftonbladet framed school segregation as a social problem when it was thought to be caused by the private schools, the free school choice and Fredrik Reinfeldts government (2006-2014). Dagens Nyheter framed school segregation mostly as a social problem but initially defended the free school choice becuase they considered housing segregation as the main cause of the problem. Svenska Dagbladet framed school segregation as both a social problem and an individual problem. They highlighted that society must support the resource-poor pupils who do not use the free school choice. But they also wrote that school segregation was an excessive problem.

This essay compares the public debate in Sweden 1992 caused by the reforms introduced by the then government giving parents a free choice of schools for their children with the current debate in France about proposals for a similar law there. The study concentrates on the positions taken by the teachers trade unions, in Sweden Lärarförbundet and Lärarnas Riksförbund (LR) and in France SGEN-CFDT. To do so it is necessary also to study the arguments given for and against the proposals by the political parties. Some of the differences between the debates can be attributed to different circumstances. The Swedish reform was related to the opening up of possibilities to run private schools, which previously had been rare in Sweden. The French debate has no such connections. The private schools, mostly Catholic, have a very stable share of the students and no side is openly arguing for a change of any sort. Other differences depend on the French adversity to liberalism, almost always conflated with neo-liberalism which makes market-oriented arguments much less common in French public debate. Among the trade unions the big difference is between the two Swedish organisations, LR was overall positive to the proposals while Lärarförbundet opposed them. In France SGEN-CFDT takes a position strikingly similar to Lärarförbundets in Sweden 1992 seeing free choice as undermining the idea of a school system for all. In Sweden that idea is seen as a part of the welfare state, closely connected to the Social Democratic party. In France it is seen as a republican idea, connected to an idea of citizenship. The trade unions of the teachers in both France and Sweden are also in similar positions as their role has become merely reactive. There seems to be little room left for them to formulate policy and push the educational systems in their prefered directions.

Este estudio investiga la enseñanza del pretérito perfecto compuesto en el aula de españolcomo lengua extranjera a nivel escolar en Suecia. El objetivo de esta monografía es ver sipuede ser beneficioso enseñar el pretérito perfecto compuesto mediante canciones en español,que incluyen el pretérito perfecto compuesto en sus versos, como recurso didáctico. Losparticipantes son treinta y cuatro alumnos, divididos en dos grupos, de ELE en el octavo yocho profesores de español. Este estudio se realiza mediante observaciones en clase, dospruebas para los alumnos y una encuesta entre los profesores.Los resultados del estudio muestran que los profesores que participan en el estudio consideranque la mayoría de sus alumnos tienen problemas para aprender el pretérito perfectocompuesto. Los resultados de las pruebas indican que los alumnos que hacen parte del primergrupo de estudio, que tuvieron una enseñanza inductiva con canciones en español,aumentaron su destreza para utilizar el pretérito perfecto compuesto tanto con los verbosregulares como con los irregulares. Los alumnos que hicieron parte del segundo grupo,quienes recibieron una enseñanza deductiva, aumentaron su destreza en usar/aplicar elpretérito perfecto compuesto menos que el primer grupo cuando trata de los verbosirregulares. Sin embargo, estos alumnos aprendieron utilizar el pretérito perfecto compuestocon los verbos regulares mejor que los del primer grupo.Además, nos indigamos si se presentaba una posible diferencia en relación con el interés y lamotivación para aprender entre chicos y chicas dado el tema romántico de las canciones. Losresultados muestran una ligera mayoría en los resultados de las alumnas. / This study investigates the teaching of the past perfect tense in the Swedish classroom ofSpanish as a foreign language. The purpose of this essay is to see if it is profitable to teach thepast perfect tense with songs in Spanish, which include the past perfect tense in the lyrics, asan educational resource. The participants are thirtyfour students, divided into two groups, inthe eight grade who study Spanish as a foreign language, and eight Spanish teachers. Thestudy was made through observations in class, two tests by the students and a survey with theteachers.The results of the study show that the teachers who participated in the study consider that themajority of their students have problems learning the past perfect tense. Furthermore, theresults show that the students who were part of the first group, who received an inductiveeducation including Spanish music, increased their abilities of using the past perfect tenseboth with regular and irregular verbs. The students who were part of the second group andwho learnt/were taught by means of the deductive approach increased their abilities to use thepast perfect tense less than the first group when it came to the irregular verbs. However, theylearnt to use the past perfect tense with regular verbs better than the first group.Furthermore, we also investigated if there were any differences according to the interest andthe motivation to learn between the boys and the girls. The results were slightly higher amongthe girls.