The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students. I have also been watching several episodes about genre pedagogy at Utbildningsradions website and analyzed them. I have among others been using Gibbon’s book Scaffolding Language scaffolding Learning and Johansson Sandell Ring’s book (Let the language carry) I have also been using reports from the Swedish school ministry. In this way I have gathered interesting facts about how teachers educate in practice and how the interaction is. Genre pedagogy is about how the teacher together with the students finds subject knowledge and the text structure by speaking about the language with a so called Meta language and practical activities. The teacher part is to clarify the functional grammar and to give the tools so that the student will progress in his/ her writing skills and subject knowledge. The tutoring is presented so that the teachers part is to be supportive in the beginning when the students knowledge is being built up to gradually, when the student has the knowledge, to let the student do the task more and more by it self. There are critics aimed against the genre pedagogy that the student’s creativity and personal writing disappears. By my observation and analyses of the material from Utbildningsradions website, (UR.se) I have gotten a result that shows that the student text is written in the same structure as the template text, but there is space for their own imagination. One of the conclusions is that genre pedagogy fits most students, if the education is flexible and sometimes individualized.

Introduction Excerpt:The Cocke County Collaborative (a division of Community House Cooperative, Inc.) of Newport and Cocke County in East Tennessee developed a new model for collaboration. The model has drawn a host of interested people and organizations from across the country both in following the progress of the working model and partnering for community based projects...

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This thesis focuses on the decision making in the most common business form: family businesses. A well-established theoretical model within the family business field is The three circle-model, which is based on three different dimensions: family, ownership and business. Most of the family businesses stay small but the ones expanding face the dilemma of balancing the best development of the dimensions. However, these three dimensions can contradict each other and as a result the founders are forced to choose which of the dimensions to prioritize when taking decisions.The purpose of this thesis is to create an understanding of how the family, the ownership and the business dimensions affect founders thoughts and reasoning behind decisions in the expansion phase in first generation family firms with few owners.We have reached the conclusions with a qualitative approach using case studies. We have gathered the empirical data by using Life story and Critical incident to define expansion decisions in two companies. Furthermore we used semi-structured interviews with the aim of creating an understanding of the founders thoughts and reasoning behind the taken decisions.Our conclusion shows that business opportunities and the objective to remain in control of the family business highly influence the decision making during the expansion phase. Another conclusion is that the family has been affected far more by the decisions than it has had an impact on the decisions. The thesis gives insight about an area within the family business field, which previously has been neglected by researchers.

The purpose of this study is to investigate how four teachers in grades 4-6 work with genre pedagogy in the Swedish subject. In this study the focus will be on these two issues: How do the teachers work with text types in the Swedish subject? How do the teachers describe genre pedagogy? I have used the two different methods which are interviews and observations in order to conduct the survey. I have also used two different theories that are related to the genre pedagogy in this study, these theories are the socio-cultural perspective and the circle model. These theories have been used to analyze the empirical material in this study. The result of this study shows that all four teachers work with the four different types of texts which are fact text, story, fabel and instruction in teaching in the Swedish subject. Furthermore all the teachers work in the same way with these different text types in the teaching, this by working with the text types based on the four different phases that are in the circle model in the teaching. These different steps consist of knowledge acquisition of a subject, the study of the text type with focus on the purpose, structure and linguistic features of the text type, the class writing its own text within the chosen text type,  which is followed by the students being allowed to write their own text within the chosen text type. This was reflected in the interviews and two of the observations. All teachers shared the same view that genre pedagogy is about a number of different genres. The texts that are written within a genre should consist of a specific structure, and language, depending on the purpose, situation and recipients of the texts, according to the teachers. This was evident in the interviews in this study.

In this qualitative study we are going to use semi-structured interview, we have investigated four teachers who teach the subject of Spanish as a foreign language- in different parts of Sweden. The purpose is to investigate different methods of the process of writing used by teachers and if they use de circle model as a method or not (Gibbons, 2018). It also aims to evoke if there is any advantage and disadvantage with the methods used by the teachers. The results show that all the teachers use different methods that have both advantages and disadvantages. None of the teachers use the circle model. On the other hand, all the teachers use parts of the circle model.

Background: Family businesses contribute significantly to global economies but face unique challenges, notably in succession planning and generational transitions. These challenges are amplified due to the interplay of personal relationships, emotions, and family dynamics. Existing research offers quantitative insights into this field; however, the nuances of human experiences and perceptions in different cultural contexts remain underexplored. This study seeks to bridge this gap through qualitative exploration of family businesses' experiences and perceptions in Sweden and Canada, focusing on succession planning and generational transitions. The research aims to provide a more nuanced understanding, thus contributing to more effective, culturally sensitive, and practitioner-oriented strategies for managing intergenerational transfers. Purpose: This study delves into the complex process of succession in family businesses in Sweden and Canada. By emphasizing practitioners' lived experiences, it aims to identify prevalent patterns, contribute to the current literature, and potentially inform enhanced succession practices. Method: Applying an abductive research approach, the research combined hermeneutic and phenomenological methods, employing semi-structured interviews with nine family businesses six in Sweden and three in Canada as the primary data collection method. This approach allowed for a rich understanding of the phenomena. Conclusion: The research underscores the complexities of succession planning in family businesses, emphasizing the importance of open communication, trust, personal ties, and effective succession planning. Our findings diverge from a one-size-fits-all approach, revealing a multifaceted reality that requires a more adaptable, context-specific approach to succession planning. This research contributes to a deeper understanding of succession processes in family businesses, presenting valuable insights for future research, policy decisions, and practical business strategies.

English language textbooks in Swedish upper secondary education play a significant role in students' perception of culture. The cultural representation within these textbooks is vital to analyze due to the Swedish National Agency for Education (2022a, 2022b)guidelines regarding students' exposure to the English-speaking world. The study aimed to analyze how two Swedish ELT (English Language Teaching) textbooks present cultural representations in accordance with Kachru’s (1992) Concentric Three-Circle Model. The study also aimed to investigate Swedish students’ multicultural exposure to English-speaking countries through ELT textbooks. The study primarily implements a qualitative research methodology through document analysis of two Swedish ELTtextbooks for upper secondary school; however, the study also contains a quantitative aspect to clarify the cultural representations found in the textbooks per Kachru’s (1992)framework. Moreover, the study employs Critical Discourse Analysis (CDA) to analyze power relations embedded in the language and cultural representations found in two textbooks. The textbooks include examples from all circles of Kachru’s (1992)model but focus heavily on Inner Circle countries. Both textbooks provide insight into multicultural understanding and provide cultural norms, some of which are being challenged and problematized. The study's findings indicate a cultural bias and power imbalance in the cultural representations of the ELT textbooks, as the Inner Circle countries are presented as superior and normative. In contrast, the Outer- and Expanding Circle countries are marginalized despite being represented with a degree of critical cultural reflection. Further research could explore students' attitudes when working with other aspects, such as gender representation.

Enligt läroplanen ska undervisningen leda till att eleverna kan uttrycka sig i olika former av texter. De texttyper som förespråkas i årskurs 1–3 är faktatext och berättande text. Syftet med studien är att undersöka hur lärare arbetar med skrivundervisning genom genrepedagogiska arbetssätt i årskurs två. Föreliggande studie utgår från ett sociokulturellt perspektiv. I studien har en metodkombination av observationer och intervjuer använts för att samla in empiri om detta undersökningsområde. Den insamlade empirin har sedan analyserats utifrån cirkelmodellen och en modell för stöttning och utmaning. Studiens resultat har visat att genrepedagogisk undervisning om olika texttyper med fördel bör påbörjas redan under skolans tidigare år. Vidare har studien visat att en framgångsrik undervisning kräver en väl övervägd balans mellan kognitiv utmaning och stöttning från omgivningen. Slutligen konstateras att skrivundervisning genom genrepedagogiska arbetssätt bidrar till att eleverna skriver mer strukturerade och genomtänkta texter. Det genrepedagogiska arbetsättet är utvecklande för alla elever, oavsett kunskapsnivå. / According to the curriculum, teaching is supposed to have the result that pupils can express themselves in different forms of texts. The types of texts recommended for grades 1–3 are factual and narrative texts. The aim of the study is to investigate how teachers work with the teaching of writing through genre-pedagogical methods in grade two. The present study proceeds from a sociocultural perspective. It combines the methods of observations and interviews to collect empirical data in this field of study. The data was then analysed using the circle model and a model for support and challenge. The results of the study show that genre-pedagogical teaching about different types of texts benefit from starting in the earlier years of school. The study further showed that successful teaching requires a well-considered balance between cognitive challenge and support from surrounding people. Finally, it is observed that the teaching of writing through genre-pedagogical methods helps pupils to write more structured and well thought-out texts. The genre-pedagogical method helps all pupils in their development, regardless of the level of their knowledge.