Klassrumsakustik behandlar rumsliga förutsättningar för ljudutbredning där god talhörbarhet är av vikt för elevers och lärares välbefinnande och möjligheter till goda lärmiljöer. Även kognitiva förmågor som minnesfunktioner påverkas av ljudmiljöer, där lägre bakgrundsljudnivåer och kortare efterklangstider förordas av forskning och byggnadstekniska standarder. Bakgrundsljudnivåer, efterklangstider T20 och reflexnivåer C50 kan tillsammans ge en bild av en god ljudmiljö för lärande i klassrum. I denna undersökning har fem klassrums ljudmiljöer utvärderats och enkätundersökningar har använts för att undersöka elevers och lärares subjektiva upplevelser av dessa ljudmiljöer under aktuella lektionstillfällen. Det har inte kunnat dras några tydliga korrelationssamband mellan akustiska data och subjektiva upplevelser av ljudmiljön från denna undersökning. Dock har undersökningen erhållit akustiska mätvärden från de aktuella klassrummen och speciellt två av klassrummen har funnits undermåliga i jämförelse med riktvärden från standarder med avseende på efterklangstider. / Classroom acoustics deal with spatial prerequisites for sound propagation, where good speech audibility is important for the well-being of students and teachers and provide opportunities for good learning environments. Cognitive abilities as memory functions are also influenced by sound environments, where lower background noise levels and shorter reverberation times are advocated by research and acoustical performance criteria for classrooms. Background noise levels, reverberation time T20 and room response C50 can together provide a picture of a good sound environment for classroom learning. In this survey, five classroom sound environments have been evaluated and questionnaires have been used to investigate the subjective experiences of pupils and teachers in these sound environments during current investigated lessons. There has been no clear correlation between acoustic data and subjective experiences of the audio environment from this survey. However, the survey has obtained acoustic measurements from the current classrooms and especially two of the classrooms have been found to be substandard in comparison with the guideline values of reverberation time from standards.

The aim of the study is to analyze how the practice of teaching history in Swedish upper secondary school was impacted by the covid-19 pandemic. The study used qualitative interviews with five history teachers to gain an understanding about how they felt that the pandemic came to affect them and their teaching.  To analyze the result the frame factor theory, and frame factory frames: pandemic and remote teaching have been used.  The result of the study shows that online education and the pandemic effected most aspects of teaching, especially the social collaboration between students’ and students and their teacher. All five teachers reported that not being able to read their students’ body language and alertness during their lectures was an issue, since they were unable adapt their lesson after their students' needs. The teachers believe that these issues resulted in a lower quality learning environment.  Remote teaching also increased the workload for teachers, especially when they needed to develop their technical skills to meet the demands of remote teaching. The teachers preferred to teach in classrooms with their students present, but they also saw the value in their own professional development during this challenging period.  Despite the challenges, the teachers’ view of remote teaching is positive and they see several advantages with the tool. One example of this is that certain group of students that tend to stay at home and avoid school, performed better during remote teaching period. Another example is that teachers had an easier time having deeper and more meaningful conversations with their students. However, the main take away from the study is that the teachers recognize the importance of remote teaching as a tool in case something similar, like the covid pandemic, should occur in the future.

Syftet med den här studien var att undersöka hur samhällskunskapslärare på gymnasiet ämnesdidaktiskt motiverar stoffinnehåll i sin undervisning för hållbar utveckling. Undersökningsmetoden i studien är kvalitativ med en teoristyrd ansats och de två teorierna som ligger till grund för studien är frontlinjebyråkratteorin och Shulmans kunskapsteori. Datainsamlingen genomfördes med semistrukturerade enskilda intervjuer, därefter blev dataunderlaget föremål för tematisk analys. Datainsamlingen avgränsades till Norrbotten och Västerbotten. Totalt medverkade fem skolor och sju lärare. Studiens resultat visade att stoffet samhällskunskapslärare väljer är mångsidigt, exempelvis livsmedelspriser, omställningsbeslut som berör fordon eller gruvdriften i Sveriges nordligare delar. Nutida omvärldshändelser stod oftast i centrum av lärarnas stoffurval men historiska utvecklingar förekom. Lärarnas motiveringar av stoffurvalen uppvisade en varierande komplexitet men det valda undervisningsstoffet hade ofta anknytningar till olika kursmoment i samhällskunskapen, exempelvis privatekonomi eller globalisering. Lärarnas motiveringar för sina val av stoffinnehåll handlade exempelvis om att eleverna ska få förståelse för bakomliggande faktorer till samhällets hållbara omställning eller för att det som stoffinnehållet behandlar medför socioekonomiska och miljömässiga påverkningar för eleverna och samhället. Avslutningsvis, lärarnas undervisning införlivade vanligtvis samtliga tre dimensioner av hållbar utveckling, även om undantag förekom. Graden av de tre dimensionernas genomslag i undervisningen varierade beroende på hur lärarna hade tolkat styrdokumenten om hur de ska arbeta med hållbar utveckling i olika kurser. Oavsett kurs var det den sociala dimensionen av hållbar utveckling som fick mest genomslag. / The purpose of this study was to examine how civics teachers at upper secondary schools motivate educational content in a subject didactic manner within their teachings for sustainable development. The study used a qualitative research method with a theory-driven approach. The two theories in question are street-level bureaucracy theory and Shulman’s knowledge theory. The data collection method was conducted through semi-structured individual interviews, and the data was then subsequently subjected to a thematic analysis. The study limited its data collection to the counties of Norrbotten and Västerbotten, Sweden. In total, five schools and seven teachers participated. The results of the study showed that the educational content chosen by civics teachers was diverse, including but not limited to topics such as food prices and mining in the northern parts of Sweden or a decision related to a sustainable transition of transportation. Contemporary world events often were at the center of the teachers’ educational content selection, though historical events were also featured. The teachers’ reasoning for their choices of educational content exhibited varying degrees of complexity, but the selected content could often be connected to different course modules such as personal finance or globalisation. The teachers’ reasonings behind their choices of educational content included statements that it was to provide students with an understanding of the underlying factors for the sustainable transition of society. Furthermore, the teachers also explained that their choice of content addressed things that result in socio-economic and environmental impacts on the students’ quality of life within society. In conclusion, the teachers’ teachings typically incorporated all three dimensions of sustainable development, although exceptions did occur. The degree to which the three dimensions were integrated into the teachers’ classroom sessions varied depending on how teachers had interpreted the policy documents regarding how they were supposed to work with sustainable development in different courses. Regardless of the course, the social sustainability dimension predominated.

Previous research has indicated a decreased use of textbooks among religious education teachers, while students with a religious background perceive themselves as a vulnerable minority in classrooms. It also points to a post-Christian society where schools now take responsibility for knowledge about the Christian faith and how it should be understood. Simultaneously, secularization is increasing in society, and people express a secularist attitude towards religion. The aim of this essay is to examine the representation of Christianity in religious education textbooks for upper secondary school based on secular and secularist discourses, and analyze how the results can be interpreted in terms of the concepts of alliance, othering, positive essentialism, and negative essentialism. The theories that were utilized included modified secularization theory, discourse theory, and essentialism in religious education. These were combined with the methods of discourse analysis and critical discourse analysis. The conclusion from this study is that in the selected books, positive and negative essentialism occurred to varying degrees, indicating a lack of objectivity. There were also numerous alliances and instances of othering, which in several cases suggested secular and secularist discourses.

Recent reports have confirmed that Swedish adolescents read less every year. Because of these reports, Swedish governments have implemented regulations to provide directions and emphasize the importance of reading promotion. However, how much these regulations have affected the curriculum for upper secondary schools in general, and the English syllabus specifically, is unclear. Therefore, this study aimed firstly to analyze the responsibilities of English teachers at upper secondary school regarding reading promotion, and secondly to take a closer look at the practice of reading promotion in the English classroom. This was conducted in a combined-methods study. Firstly, a close reading and analysis of what signals governments and governmental agencies have been sending out regarding reading promotion were carried out, and of how visible these signals are in the curriculum/syllabus. Secondly, a survey was conducted asking EFL teachers in upper secondary school how they look upon their responsibilities in this regard and what they practice in class.  The results show that the curriculum of upper secondary school does not reflect the governments’ emphasis on reading promotion. Some guidelines are provided, but they are vague, and it is unclear if they are part of the English teacher’s responsibility. Despite the lack of emphasis on reading in the curriculum, the survey results show that the participating English teachers believe reading is important and work with reading promotion. However, the respondents stress that more resources for school libraries are needed to improve their work.

Sweden is a member of the European Union and Sweden’s turn-out in the elections to the European Parliament is low compared to its own national elections. Earlier research in the field of didactics in civics regarding the EU have mostly focused on aspects of civic education such as which subject content teachers teach and what knowledge they test their students on. Even today, textbooks are an important part of shaping education. This study has focused on how the EU is presented in textbooks for civics in Swedish upper secondary school, specifically the course “Samhällskunskap 1b”. The aim was to research the political knowledge about the EU presented in textbooks and research how the presented political knowledge can contribute to political participation.  The study utilizes two different theories, the first is Maria Jarl’s definition of the participatory democratic process and the second is a categorical instrument constructed by Peter Wall used to analyze political knowledge. The method used is both a qualitative content analysis and a comparative analysis. The categorical instrument used stipulates that political knowledge contains three dimensions, polity, policy, and politics. Each dimension has several variable categories attached.  In the study, four textbooks written for the civics course “Samhällskunskap 1b” were analyzed, in accordance with the developed methodological framework. The results of the study found that each of the textbooks contained all three dimensions of political knowledge. However, the dimensions were not equally present in the content with an imbalance favoring the polity dimension which encompassed more than half of the observed variable categories in each of the textbooks. The politics dimension was also found to be relatively non-existent in each of the textbooks with coverage as low as 2% in one of the textbooks. Thus, the conclusion is that the political knowledge regarding the EU in the textbooks is far too one-sided to provide a satisfactory contribution to political participation. We also confirm that a similar focus on the polity dimension regarding the EU exists in textbooks which can also be found in the content teachers teach. This might have several implications for future political participants in Sweden and thus also Swedish democracy.

To gain a deeper understanding of English-as-a-foreign-language (EFL) teachers’ knowledge, thoughts, and beliefs about written feedback (WF), this thesis explored four Swedish upper secondary school EFL teachers’ cognitions about WF, the sources of their cognitions about WF, and ways in which their cognitions about WF are reflected in their actual feedback practices. To carry out this exploratory investigation, the study made use of semi-structured interviews, sample student texts with teacher WF, and stimulated recall interviews. Using thematic analysis, the findings revealed five main themes of cognitions about WF: WF as a tool based on student needs, basis for discussion, precise error, progression tracker, and self-sufficiency. The findings also show that the three main sources of cognitions about WF were receiving WF, practicum & teacher education, and learning by doing. An implication of this study is that EFL teachers need to give different types of WF depending on the learner.

The purpose of the study was to increase knowledge about high school students' perspective on the school's support efforts in mathematics teaching. Bronfenbrenner's developmental ecology model was used as the theoretical framework for the design of the interview guide and result analysis. The study has a qualitative approach and the empirical evidence was collected through semi-structured interviews with ten high school students in the high school's university preparatory program at four different schools.  The selection of informants was made based on the students' self-perceived experiences of mathematics difficulties. After transcribing the audio files, the material was analyzed in its entirety using thematic content analysis. The result showed that additional adaptations in mathematics teaching to a greater extent need to meet the students' actual needs. The students in the study preferred a mathematics support in teaching, such as two teachers in the classroom instead of a support outside teaching. To prevent mathematics difficulties, the teaching needs to involve the students in different ways during the lessons, be interesting and understandable according to the study's informants. The language in mathematics could create barriers to accessibility, a factor which can be understood on both a micro and exo level. Several students highlighted the potential of the digital resources for mathematics and how these can be used as supplementary support. Finally, problems at the meso level need attention and transitions both between junior high and high school as well as between high schools need to be ensured regarding the students' need for additional adaptations and knowledge development in mathematics.

The aim of the present study is to investigate how three coursebooks used in upper secondary school in Sweden portray nature and promote agency to enact the environmental perspective as outlined by Skolverket (2022). The data for this study was obtained through a close reading of the coursebooks, and the criteria for selecting data were that the texts should touch upon subjects related to nature, sustainability and the environment. The research method employed was qualitative discourse analysis. The data was analyzed within the theoretical framework of ecocriticism as well as some concepts from climate psychology. When examining the data, it was found that nature was portrayed in mainly an anthropocentric way, but also as metaphysical one. Furthermore, the findings suggest that there is an emphasis on individual rather than collective responsibility when promoting agency to act in favor of the environment. This emphasis could potentially promote climate anxiety rather than encourage engagement and, therefore, it could ultimately undermine the environmental perspective. In conclusion, the findings suggest that there is a risk of failing the environmental perspective as stipulated by Skolverket (2022). Ultimately, this study suggests further research be carried out in the field of Education for Sustainable Development (ESD) to explore the effects of promoting environmental engagement among students.

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.