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<p>This study investigates forces and organizational structures that facilitate or hinder sustainabledevelopment to be introduced and integrated in the core activities of public institutions.Specifically, the way global national sustainable development goals find their way into thelocal curriculum and overall-encompassing strategy of a few Swedish high-schools isidentified.To facilitate the search, the study is assisted by actor-network theory to find human and nonhuman―power-brokers‖ that can ensure the adoption and continuous application of newconcepts in a school. A pre-study of several schools, consisting of explorative interviews,located and classified factors and processes of potential importance for the implementation ofactivities related to sustainable development. At the same time, the large variety ofdefinitions of sustainable development encountered was recorded.The main study expanded on the findings from the pre-study and provided a more detailedanalysis of one senior high-school (upper secondary school). Several examples oforganizational structures and other factors– macro-actors in the theoretical model - werelocated with the potential to influence the furthering of the cause of sustainable developmentin that particular school. The possibility is discussed that the school would profit fromdeveloping a common mode of communication based on exploring experiences from applyingthe many issues that can be related to sustainable development. Such an endeavor could resultin organizational change typical of a learning organization. In that case, the resilience andcapacity of the organization to handle abrupt changes in national policy would be increased aswell as the preparedness of its students – our future – to handle rapidly changing situations intomorrow‗s society.The study further suggest that a similar ―tool-box‖ of theoretical models could be applied tothe local implementation of other national issues in an institutional setting.</p>

<p>The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.</p><p>The phenomena which stand in focus for the investigation is: <em>why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed </em>in intercultural comparison within the years 1993, 1999, 2003 and 2007.</p><p>The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.</p><p>Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.</p>

<p>The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with<strong> </strong>how pupils perceive their special support and whether this has any relevance to their learning, development and future goals.</p><p>This study is based on Urie Bronfenbrenners theory <em>The ecology of human development.</em> The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed.</p><p>The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they<strong> </strong>need in order to achieve their future goals.</p> / <p>Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål.</p><p>Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats.</p><p>Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.</p>

The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students. The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007. The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most. Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.

This thesis investigates personal knowledge development in online learning environments and the impact that personal values have on it. Personal knowledge development was investigated from the perspective of Nonaka’s SECI model of organisational knowledge creation. This model served as the basis for an adapted model that conceptualises personal knowledge development in online learning at the individual level. The personal value types of the Schwartz Value Survey and the Portrait Values Questionnaire were adopted to measure personal values and their impact on personal knowledge development in online learning environments. Three data collection approaches were used. First, an exploratory study was conducted which elicited online learners’ experiences of their personal knowledge development in online learning; this study used online discussion forums for data collection. Second, a Delphi study was carried out. Experts were asked which of the ten individual-level value types by Schwartz are likely to be particularly relevant in the context of online learning. Third, an online survey was created. Its aim was to measure the impact that personal values and background variables, such as gender and age, have on personal knowledge development in online learning. A measurement instrument was devised that measures three of the SECI modes, namely Externalisation, Combination and Internalisation. This instrument measures the magnitude of online learners’ Externalisation and Combination activities as well as their level of Internalisation, i.e. the outcomes of personal knowledge development. Results of the exploratory study show that there are widely diverging experiences of personal knowledge development in online learning. The literature review suggests that the cultural situatedness of an online learning environment is an important influencing factor on personal knowledge development. The results of the Delphi study suggest that Self-Direction, Stimulation, and Achievement are particularly relevant value types in the context investigated here. Finally, the online survey confirms this view, as all three value types were found to be positively correlated with Externalisation, Combination, and Internalisation, with the exception of the Achievement-Combination relationship. A modified version of the SECI model is proposed, which extends the applicability of the original SECI model from the organisational to the individual level. It is argued that this model is suitable to describe personal knowledge development in the context of online learning. The study also contributes to closing the gap in research on the impact of personal values in the context investigated in this study. Moreover, a measurement instrument was created that can be used to measure Externalisation and Combination, i.e. personal knowledge development processes, and Internalisation, i.e. personal knowledge development outcomes.

The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals. This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed. The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they need in order to achieve their future goals. / Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål. Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats. Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.

This study investigates forces and organizational structures that facilitate or hinder sustainabledevelopment to be introduced and integrated in the core activities of public institutions.Specifically, the way global national sustainable development goals find their way into thelocal curriculum and overall-encompassing strategy of a few Swedish high-schools isidentified.To facilitate the search, the study is assisted by actor-network theory to find human and nonhuman―power-brokers‖ that can ensure the adoption and continuous application of newconcepts in a school. A pre-study of several schools, consisting of explorative interviews,located and classified factors and processes of potential importance for the implementation ofactivities related to sustainable development. At the same time, the large variety ofdefinitions of sustainable development encountered was recorded.The main study expanded on the findings from the pre-study and provided a more detailedanalysis of one senior high-school (upper secondary school). Several examples oforganizational structures and other factors– macro-actors in the theoretical model - werelocated with the potential to influence the furthering of the cause of sustainable developmentin that particular school. The possibility is discussed that the school would profit fromdeveloping a common mode of communication based on exploring experiences from applyingthe many issues that can be related to sustainable development. Such an endeavor could resultin organizational change typical of a learning organization. In that case, the resilience andcapacity of the organization to handle abrupt changes in national policy would be increased aswell as the preparedness of its students – our future – to handle rapidly changing situations intomorrow‗s society.The study further suggest that a similar ―tool-box‖ of theoretical models could be applied tothe local implementation of other national issues in an institutional setting.

No description available.