The aim of the essay is to investigate how the historical societal context is presented in curricula and textbooks. The studied material consists of the curricula Lpf 94 and Gy 11, and four textbooks on literature intended for teaching the subject of Swedish in upper secondary school. The literary eras that are studied are the Enlightenment and the Romantic period. The study of the textbooks proceeds from the analytical schema of the historian Niklas Ammert. Theories of literary and social conceptual worlds are applied to analyse the textbooks and a curriculum-theory perspective is used to analyse the steering documents.     The analysis shows that there is a greater focus on the relationship between literature and societal development in Gy 11 and that there are stricter learning requirements. One difference between the textbooks is the approach they have chosen to get at the historical societal context. Den levande litteraturen and Texter och tankar från antiken till 1900 do this chiefly through a type of presentation that uses explanations and sometimes simple statements of fact. Svenska impulser 2 establishes connections with the present day in a reflective way. Människans texter – litteraturen gives the biggest allround picture based on different societal contexts. This textbook is also the one that most clearly corresponds to the current subject plans for teaching Swedish.

The purpose of our degree project is to create an understanding of how three history textbooks and the textbook publishers make use of the use of history. The questions that we have started from are: How is the use of history presented in the textbooks? Is the depiction of history use the same between the books? When we were investigating we used the method called text analysis, and we analyzed the textbooks SOL NOVA HISTORIA 9, Utkik historia 7-9 and Fundament historia 7-9. When we have analyzed we have used books on theory by professor of History Klas-Göran Karlsson and professor of social sciences didactics Kenneth Nordgren. The conclusion of our degree project is that the history textbooks seem to have traces of both our theorists but Klas-Göran Karlsson's theory is the one that has more room in comparison to Nordgren. The reason is because the history books' description of different ways of using history is often closer to Karlsson's typology than to Nordgren´s. We can also see this because one of the books has used one of Karlsson's typologies, the moral use of history. An example of a similarity that we have seen between the books is that the use of history is a conscious act that people or groups do in order to achieve their purpose. Another similarity is that the books use similar examples when it comes to using history. An example with a similar theme between the textbooks are on the usage of ancient history such as Alexander the Great and how the use of history has an impact on Macedonian and Greek identity today. An example of a difference between the books, is that the use of history is given different amounts of space. Another example of a difference that we have seen between the books is that one of them has mentioned in its description of the use of history that history can also be used unconsciously. This is interesting because our theorists have described the use of history as a conscious act.

I denna studie genomförs en normkritisk textanalys av ett urval av Joakim Bergs texter i syfte att beskriva hur normer om etnicitet och trostillhörighet uttrycks. Vidare har studien en didaktisk funktion och syftar till att belysa hur musiklyrik kan fungera i svenskämnets critical literacy-utvecklande undervisning. Delvis för att undersöka hur texterna kan utveckla elevernas ämneskunskaper i svenska, delvis för att studera hur texterna kan utveckla förmågor relaterade till läroplanens demokratiuppdrag. Materialet för studien består av låttexterna ”Sverige” (Berg 2002), ”Våga vara rädd” (Berg 2007) och”Tennsoldater” (Berg 2016) vilka normkritiskt analyserats med fokus på bildspråks och symbolers relation till normer knutna till etnicitet och trostillhörighet. Resultatet visar att samtliga texter belyser de studerade normerna, bland annat genom bildspråk och symboler som beskriver invandring, invandringspolitik, orättvisor samt bemötande av personer utanför normen. Textanalysens resultat, i relation till gymnasieskolans styrdokument, visar att det finns stor potential för att Bergs musiklyrik kan utveckla gymnasieelevers critical literacy.

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The purpose of this study is to analyze a children’s book to examine if it is a useful tool for teachers to use while working with the set values that the Swedish curriculum deems central to education. In order to create such a tool, a survey was made to ascertain what books are currently popular among Swedish children in the age range of 6-9, and the using indirect characterization and the literary concepts of theme and motif as a method, the goal has been to determine whether this book is suitable for working with questions that are related to the aforementioned values.The result showed that the chosen book, Guide for superheroes- part 6: Without hope, (2021) by Elias and Agnes Våhlund contained all of the five values that the Swedish curriculum deems central to education. The results, then, indicate that this book is a suitable tool to use while working with values in the classroom. However, this survey only analyzes the book as a tool and not how to use it in the education. The effectiveness of any tool is also dependent on how the teacher are using it, which I do not include in this study.

Studiens syfte är att undersöka elevtexter som bedömts olika av undervisande lärare ochexterna bedömare i relation till delar av bedömningsanvisningarna för nationella provet isvenska årskurs 9 år 2003. Materialet i studien består av åtta elevtexter,bedömningsanvisningarna de undervisande lärarna och de externa bedömarna hafttillgång till samt de betyg som respektive bedömare har gett. Eleverna skrev uppgiften”Mina skolår”, vilket faller inom genren krönika. Metoden för denna studie är engranskning av elevtexterna utifrån tolkningsbara element i bedömningsanvisningarnasamt att diskutera de potentiella anledningarna till de olika bedömningarna gjorda avundervisande lärare, externa bedömare och en tredje analys genomförd i denna studie.Analysen är gjord ur ett top-down-perspektiv då analysen utgår ifrån givna parametrarbestämda av bedömningskriterierna. Det viktigaste resultatet i studien är att elevernalyckas visa konkretion och exempel i sina texter, medan de lyckas mindre väl med attanpassa sig till språkliga regler och konventioner. Utifrån detta resultat dras slutsatsen attspråkliga fel ofta är något som stör läsningen av texterna, vilket kan ha påverkat densammanlagda bedömningen.

The purpose of this study is to gain a deeper understanding of how gender stereotypes are produced and reproduced in mass media popular culture. The material selected for the study is a music video. The study is carried out by analyzing both the visual material and the linguistic material. To study the material, the video has been divided into four different sequences. These sequences have been chosen based on how relevant the content was for the purpose of the study. The analysis is carried out using several semiotic resources. The semiotic resources that have been used in this study are poses, gaze, participants, objects and settings. The results of the study showed that gender stereotypes are expressed both visually and lexically. But these stereotypes were challenged and played with. It also became clear that the women in the video were more sexualized than the man, but that Nicki was playing on her sexuality to regain power.

Studien behandlar respons på elevtexter där målet är att bidra till en diskussion om AI som hjälpmedel på gymnasiet. Därför är syftet med studien att explorativt utforska potentialen hos AI och dess genererade respons på elevers utredande texter i svenska 3 jämfört med kvaliteten hos respons given av lärare. Materialet består av tolv elevtexter, två från varje betygsnivå (A-F), insamlade från fyra lärare med varierande antal texter per lärare. Analysmetoden kombinerar kvalitativ textanalys av lärarresponsen med en explorativ jämförande analys av AI-responsen. Det teoretiska ramverket består av en kombination av Hattie och Timperleys (2007) responsmodell samt Cerratto Pargmans och Jahnkes (2019) begrepp om aktörer. Resultatet visar att lärarresponsen på elevtexterna varierar i stadium och nivå, med Feed Up som den vanligaste responsen och Feed Back som den minst förekommande. ChatGPT tenderar att inte ge liknande bedömningar som lärare och saknar ofta den detaljerade och specifika återkoppling som lärarna ger, särskilt när det gäller att främja elevens utveckling och nyansering av resonemang. Studien kommer fram till att det finns stor potential för generativ AI i skolan, men med vissa begränsningar i nuläget. / The study addresses feedback on student texts, aiming to contribute to the discussion of AI as an aid in upper secondary school education. Consequently, the purpose of the study is to exploratively investigate the potential of AI and its generated responses to students' analytical texts in Swedish 3, compared to the quality of feedback provided by teachers. The material consists of twelve student texts, two from each grade level (A-F), collected from four teachers with varying numbers of texts per teacher. The analysis method combines qualitative text analysis of the teacher feedback with an exploratory comparative analysis of the AI feedback. The theoretical framework consists of a combination of Hattie and Timperley's (2007) feedback model and Cerratto Pargman and Jahnke's (2019) concept of agency. The results show that the teacher feedback on student texts varies in stage and level, with Feed Up being the most common response and Feed Back being the least frequent. ChatGPT tends not to provide similar assessments as teachers and often lacks the detailed and specific feedback that teachers give, especially when it comes to promoting the student's development and nuanced reasoning. The study concludes that there is great potential for generative AI in schools, but with certain limitations at present.

This program of research was aimed at investigating a novel application of computer aided text analysis (CATA). To date, CATA has been used in a wide variety of disciplines, including Psychology, but never in the area of personnel selection. Traditional personnel selection techniques have met with limited success in the prediction of costly training failures for some occupational groups such as pilot and air traffic controller. Accordingly, the overall purpose of this thesis was to assess the validity of linguistic style to select personnel. Several studies were used to examine the structure of language in a personnel selection setting; the relationship between linguistic style and the individual differences dimensions of ability, personality and vocational interests; the validity of linguistic style as a personnel selection tool and the differences in linguistic style across occupational groups. The participants for the studies contained in this thesis consisted of a group of 810 Royal Australian Air Force Pilot, Air Traffic Control and Air Defence Officer trainees. The results partially supported two of the eight hypotheses; the other six hypotheses were supported. The structure of the linguistic style measure was found to be different in this study compared with the structure found in previous research. Linguistic style was found to be unrelated to ability or vocational interests, although some overlap was found between linguistic style and the measure of personality. In terms of personnel selection validity, linguistic style was found to relate to the outcome of training for the occupations of Pilot, Air Traffic Control and Air Defence Officer. Linguistic style also demonstrated incremental validity beyond traditional ability and selection interview measures. The findings are discussed in light of the Five Factor Theory of Personality, and motivational theory and a modified spreading activation network model of semantic memory and knowledge. A general conclusion is drawn that the analysis of linguistic style is a promising new tool in the area of personnel selection.

Text in Afrikaans / This study investigates the opportunities provided in outcomes-based language textbooks to develop learners' full potential. This is done by looking at how learners' multiple intelligences can flourish. Howard Gardner's theory of multiple intelligences, which is used as a framework in the current study, claims that learners have different combinations of intelligences, and that the various intelligences can be developed. By doing so, learners are developed in their totality as knowledgeable, skilful and balanced adults. By giving learners a variety of activities which accommodate the different intelligences, they have the opportunity to use their strong intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, selected Afrikaans and English language textbooks are analysed to determine how the different intelligences are covered. Outcomes-based language textbooks are used because outcomes-based education deals with the development of learners' full potential. The assumption can be made that this approach to teaching and learning enables learners to develop their multiple intelligences. The study brings to light that only some intelligences receive attention in language textbooks, namely the linguistic, logical-mathematical, interpersonal, intrapersonal and spatial intelligences. On the other hand, other intelligences get little or even no attention in the textbooks that were analysed, namely the bodily-kinesthetic, naturalistic and musical intelligences. In spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences in seven of the eight textbooks that were analysed. As a result, learners' uniqueness in this regard is not respected, and their total development as knowledgeable, skilful and balanced human beings can therefore be hindered. Recommendations are made regarding the curriculum, teaching practice and teacher training, and are directed to stakeholders in the writing of textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and, by implication, teaching in general. / Educational Studies / D. Ed. (Didactics)