<p>Denna undersökning är gjord med syfte att granska hur fyra svensklärare för grundskolans senare år bedriver sin grammatikundervisning. Detta för att se hur upptäckterna stämmer överens med tidigare rön inom den didaktiska forskning som behandlar ämnet grammatik. Studien lyfter fram definitioner av grammatikbegreppet, tillvägagångssätt och metoder i det didaktiska arbetet samt argument för- och emot grammatikundervisningens existens i svenskämnet. Vidare redogörs för metodval vilka innebär kvalitativa intervjuer utefter modellen ”föreställningskartor” där didaktikens tre huvudfrågor – vad, hur och varför – styr samtalen. Undervisningens resultatdel visar hur svensklärarna förhåller sig till begreppet grammatikundervisning och hur detta kopplas till den didaktiska verksamheten. Slutligen diskuteras det insamlade materialet och jämförs med den teoretiska bakgrunden utifrån de tre didaktiska huvudfrågorna.</p><p> </p> / <p>The aim of this study is to examine how four Swedish teachers, in the late years of compulsory school, teach grammar. The findings of this study are compared and contrasted with previous research in the field.</p><p>The study focuses definitions of the grammar terminology, procedures, teaching methodology and the argument for or against the teaching of grammar in Swedish schools. Furthermore, an account will be given of the research method chosen, namely qualitative interviews based on concept maps, focusing on the three main didactic questions: <em>what</em>, <em>how</em> and <em>why</em>. These interviews show the teachers’ approach to grammar instruction and its connection with didactic activities. Finally the collected material is discussed with reference to the theoretical background and the three main didactic questions.</p>

<p>In this study we wanted to have a closer look at how a specific working team of pedagogues in the senior part of elementary school works with student influence through a pedagogical concept created by themselves. We have used qualitative interviews as a method to achieve relevant information from the pedagogues, and from students teached by the same.</p><p>The purpose of the study was to investigate how the working team, through the concept, pursue real student influence within different school subjects and how the individual student is favored in his/her learning process. Another intention was to find out to what extent the students experience this influence. We also wanted to elucidate the advantages as well as the disadvantages of this concept, and to shed some light on how the informants view the future development of the concept.</p><p>The result shows that consensus prevails to a large extent among teachers and students regarding the signification of real student influence in the everyday learning situation. It also appears that the students’ abilities to exercise influence vary between different school subjects. The students seem to have understood and accepted the reasons for this.</p><p>The interaction between traditional teaching (in certain subjects) and the concept has resulted in the fact that students have succeeded in their learning process to a larger extent and that their engagement and sense of responsibility have increased significantly.</p>

Kalmar Municipality has in 2008-2010 made an effort to educate managers on gender, with the goal of mainstreaming gender into public activities so that all citizens should feel safe in that treatment and services are designed and resources are distributed equally to both sexes living conditions and needs. The overall aim of this study was to examine whether the training effort has paid off, and how gender mainstreaming has been implemented in the different activities. We have used a qualitative approach, which we examined through interviews managers' approach to gender equality. Gender was generally described as an important issue of all respondents, and all were working to mainstream gender into their activities and workplaces. The results show that the operational and management needed clearer directives and strategies in their efforts to promote gender equality. Education was necessary because personal definition of gender may differ from the control contents of the documents. We found that many respondents saw the barrier of time, but also difficulties in changing attitudes and preferences of employees. As a result, we realized that the problem was bigger than that, when society is ruled by norms and values. After analysis of empirical data, we concluded that gender mainstreaming is a difficult subject, and it demands hard work, efforts and resources.

Örebro University Department of Humanities Media and Communication Studies Bachelor Thesis, Spring 2007 Title: Organisational Communication in Dutch Branches in Swedish Companies - A study of Securitas Systems, Volvo Trucks and Electrolux in the Netherlands By: Patrik Edvardsson Supervisor: Inger Larsson Purpose The purpose of this thesis is to analyse how top management in three Swedish companies view the communication within the company. Aspects that are investigated are organisational structure, how core values are used in this communication and what role different communication forms such as intranet, organisational newspaper and face-toface communication play in value creation. Theories Theories in communication theory, PR, Intercultural communication and organisational theory are used as theoretical framework for the study. Important concepts that are used are sensemaking in organisations, core values, mission and vision as well as organisational structure as well as different communication forms. Method The method used in this thesis is semi-structured qualitative interviews with five people in top management, working in the three companies in this study. The interviews were conducted at each company and took between 30 min and one hour. Results The study shows that all companies have clear core values that are communicated within the companies. They are communicated though different channels such as intranet and magazines but also though dialogue; Securitas even have a game that is used to promote understanding and discussion concerning core values. The organisational structure, which encourages informal communication, is crucial in the process of sensemaking in all companies. The companies have weak hierarchical structures, which promote empowerment. The management believe that it is important for them to be good examples and live up to the core values, as well as maintaining an environment that encourage communication and sensemaking among the employees. face-to-face meeting are important to build lasting networks. Keywords

In this study we wanted to have a closer look at how a specific working team of pedagogues in the senior part of elementary school works with student influence through a pedagogical concept created by themselves. We have used qualitative interviews as a method to achieve relevant information from the pedagogues, and from students teached by the same. The purpose of the study was to investigate how the working team, through the concept, pursue real student influence within different school subjects and how the individual student is favored in his/her learning process. Another intention was to find out to what extent the students experience this influence. We also wanted to elucidate the advantages as well as the disadvantages of this concept, and to shed some light on how the informants view the future development of the concept. The result shows that consensus prevails to a large extent among teachers and students regarding the signification of real student influence in the everyday learning situation. It also appears that the students’ abilities to exercise influence vary between different school subjects. The students seem to have understood and accepted the reasons for this. The interaction between traditional teaching (in certain subjects) and the concept has resulted in the fact that students have succeeded in their learning process to a larger extent and that their engagement and sense of responsibility have increased significantly.

This study aims to gain greater knowledge about the phenomenon cheerleading journalism and its existence in the Swedish sports journalism. We did this by making an impact in the media debate, to thereby identify key aspects of cheerleading journalism. These elements are then used to reach a preliminary definition of the phenomenon. This was followed by qualitative interviews with six Swedish sports journalists from newspapers Aftonbladet and Dagens Nyheter, with the aim to find out how they behaved the phenomenon. The results of the earlier debate and the answers from the respondents show that cheerleading journalism is nationalistic, biased and seeks an inclusive effect on its audience. This phenomenon is considered to be an inferior form of journalism and progress especially in reporting on the Swedish national teams and / or individual representatives of Sweden. The results have also been related to selected theories, agenda-setting, gatekeeping and framing.

Our thesis focus on how retirees perceive Tv4s news casts of economy news where we focused on five different aspects: What is the relationship between the news cast and the viewer and how does the viewer express their understanding of the news cast and the way it is constructed? What are the viewers attitude towards the news content and how do they find the news cast useful for them personally? We choosed retirees as our target group due to their vulnerable economic position in today’s society and TV as an important medium for them due to the digital divide. The study was performed with twelve qualitative interviews and one group interview where six retirees took part. We discovered a big interest for economic news in the target group. The majority had a sympathetic view of the news cast they saw but they also expressed skepticism toward the economy segment and/or news castings. The majority expressed a lack of trust for the journalists and the experts brought in to share observations and make announcements, and the financial business overall. The majority of the interviewees spoke of a hypothetic and/or possible usefulness but no one could express how the news castings affected them personally.

Informell formativ bedömning är inte bedömning som tenderar att dokumenteras och sammanfattas till ett betyg, utan den bedömning som via dialoger i klassrummet hjälper läraren att avgöra vad eleverna kan eller om de hänger med i det läraren försöker förmedla. För att bedömningen sedan skall vara formativ krävs det att informationen som läraren får fram vid dessa dialoger används som grund i fortsatt undervisning. Syftet med den här studien är att fördjupa kunskapen om informell formativ bedömning inom matema- tik på gymnasieskolan. Vi vill undersöka hur lärare själva menar att de använder informell formativ bedöm- ning i undervisningen utifrån en teori som tillskriver informell formativ bedömning ett antal strategier. För att kunna göra detta kommer vi genomföra kvalitativa intervjuer. Det visade sig att vårt resultat kom att skilja sig från tidigare forskning med liknande teoretisk utgångs- punkt. Denna skillnad kan bero på att vissa strategier används omedvetet av lärarna. Om lärare blir mer medvetna om strategier de använder omedvetet eller strategier de inte använder alls får de en större repertoar av strategier att använda i klassrummet. Detta tror vi kan leda till att undervis- ningskvalitéten ökar och därmed ger elever en bättre chans att lära. / Informal formative assessment is not the assessment that tend to be documented and summarized to a grade, but the assessment through dialogue in the classroom that helps teachers to determine what students know or if they can keep up with what the teacher trying to convey. For the assessment to be formative its required that the information that the teacher collects/gathers in these dialogues is used as a basis for further teaching. The purpose of this study is to widen the knowledge of informal formative assessment in mathematics in secondary school. We wanted to examine how teachers themselves say that they use informal formative assessment in every day teaching based on a theory that ascribes informal formative assessment a number of strategies. To do this, we used qualitative interviews. It turned out that our results were to differ from previous research with similar theoretical basis. Perhaps the differences demonstrate strategies that teachers use unconsciously. If teachers become more aware of the strategies they use unconsciously or strategies they are not using at all, they get a larger repertoire of strategies to use in the classroom. We believe this could lead to an increase in teaching quality, and therefore give students a better chance to learn.

Syftet med denna uppsats var att ta reda på elevers och pedagogers erfarenheter och föreställningar kring klasstorlekens betydelse i arbetet med att skapa goda förutsättningar för lärande i grundskolans tidigare år. Detta gjorde jag genom kvalitativa intervjuer. Jag genomförde en gruppintervju med 3 pedagoger som alla är klasslärare i grundskolans tidigare år, samt 3 gruppintervjuer med elever från årskurs 2-4. Mitt resultat visar att eleverna och pedagogerna anser att gränsen för en liten/stor klass går vid tjugo elever, vilket alla tre involverade klasser överstiger. Det blir också tydligt att det är övervägande negativt att gå i en stor klass när det handlar om förutsättningar för lärande. Till största del så handlar det om pedagogers oförmåga att hinna med varje elev och elevers saknad av hjälp från pedagogen. Slutsatsen, dragen från resultatet och den litteratur jag tagit del utav, blir att lärandet skulle förbättras om elevantalet i en klass minskade. Detta både ur ett elev- och pedagogperspektiv. Eleverna säger bland annat att de koncentrerar sig bättre när de är färre elever i klassrummet och att de då dessutom får mer hjälp utav pedagogen, medan pedagogerna berättar hur de saknar tid att ägna åt varje elev under en skoldag. / The purpose of this study was to determine students' and educators' experiences and conceptions regarding the class size significance in the efforts to create good conditions for learning in the early primary school. I did this through qualitative interviews. I conducted a group interview with three teachers, all class teachers in primary education, and three group interviews with students from grades 2-4. Lyssna Läs fonetiskt   Ordbok - Visa detaljerad ordbok My results show that students and educators believe that the limit for a small / large class goes at twenty students, which all three involved classes exceed. It also becomes obvious that it is negative being apart of a large class when it comes to opportunities for learning. For the most part, it refers to educators' inability to keep up with each student and students' loss of support from the educator. The conclusion, drawn from the results and the literature I´ve read, is that learning would improve if the number of pupils in a class decreased. This is both a student and educator perspective. Students say, among other things, that they concentrate better when they are fewer students in the classroom and that they also get more help of the educator, while educators tell how they don´t have enough time to devote to each student during a school day.

Thirteen qualitative interviews have been conducted with key individuals who have profound knowledge and experience in the subject of crisis communication. The thesis used a theory testing approach and highlights the main issues regarding the influence of intercultural competence in crisis information, and to what extent social media channels are used for crisis communication. Also, it covers how the leadership during crises affects the communication from the perspectives of the key individuals. In this empirical investigation, the analytical method of thematization has been used in order to select essential themes throughout the qualitative interviews. These themes have been compared to the relevant theories within the subject - crisis communication, intercultural competence, and social media in crisis situations. The emerging conclusions from this study were the importance of pre-existing relations between organizations and authorities in crisis situations, and the amplifications of crisis communication through crisis networks operating between organizations. Another conclusion was that proactive crisis communication plans need to be of a consise and general design to be practical in crisis situations. Furthermore, one conclusion was that most organizations according to the interviewees were aware of the absence of intercultural competence, but due to lack of resources this was not prioritized. The last conclusion was that social media channels have a high interest level during crisis situations, but was seldom used to a large extent during crises