Syfte och frågeställningar: Syftet med studien var att beskriva och analysera gymnasieelevers uppfattningar om hur bedömning och betygssättning sker i ämnet idrott och hälsa, samt om det finns några skillnader i uppfattning mellan killar och tjejer. Frågeställningarna var: 1. Vilken uppfattning har elever om när bedömning och betygsättning sker? 2. Vilken uppfattning har elever om vad de blir bedömda och betygsatta på? 3. Hur uppfattar elever att lärare går tillväga för att informera om bedömning och betygsättning? 4. Hur ser den eventuella skillnaden ut mellan killars och tjejers uppfattning om betyg och bedömning. Metod: En kvantitativ metod användes för att besvara studiens syfte; en enkät med fasta svarsalternativ. Enkäten riktades till gymnasieelever, totalt besvarade 196 elever på enkäten, varav 117 killar och 79 tjejer. Eleverna valdes ut genom ett bekvämlighets- och tillfällighetsurval. Endast få interna bortfall förekom. Resultat: Resultatet visade att eleverna trodde sig bli bedömda och betygsatta på fler punkter än vad som står skrivet i den rådande läroplanen. Majoriteten trodde även att de hela tiden blev bedömda under lektionerna. Trots ovan nämnda resultat ansåg eleverna att deras lärare var tydlig med information om hur bedömning och betygssättning går till. Det fanns en tendens (p=0,052) till att killar ansågs sig ha en större förståelse för betygskraven än vad tjejer ansåg sig ha. Slutsats: Elevernas upplevelse av bedömning och betygsättning står i motsats till vad som anges i kursplanen, men vad detta beror på besvaras inte i denna studie. Eleverna angav att de blev bedömda konstant, vilket visar på en avsaknad av formativ bedömning från lärarnas sida. Inga signifikanta könsskillnader vad gäller elevernas uppfattning av bedömning och betygsättning förekommer i studien. / Aim: The purpose of this study was to describe and analyze high school student’s perceptions of how assessment and grading is done in physical education, and if there were any gender differences. The research questions were: 1. What perception do students have about when assessment and grading is done? 2. What perception do students have about what they will be assessed and graded on? 3. How do students perceive teachers way of informing about assessment and grading? 4. What is the potential difference between boys and girls perception of grading and assessment? Method: A quantitative method was used to answer the purpose of the study; a questionnaire with closes-ended questions. A total of 196 high school students answered the questionnaire, of which 117 were boys and 79 were girls. The participants were recruited by a convenience and coincidence selection. Only a few internal mortalities occurred. Results: The results showed that students believed themselves to be assessed and graded in more ways than what is listed in the current curriculum. The majority also believed that they were being assessed all the time during the lessons. Despite the findings the students thought that their teachers were giving clear information on assessment and grading. There was a tendency (p=0.052), which showed that the boys had a better understanding than what the girls had about the rating requirements. Conclusions: Students knowledge about assessment and grading was contradicted to what is stated in the curriculum, but the reason for this discrepancy is beyond the scope of this work. The students indicated that they were assessed constantly, indicating a lack of formative assessment by the teachers. Girls and boys were shown to have about equal understanding of the assessment and grading of the subject, suggesting that there were no significant differences depending on gender.

My work is a socio-historical study of the institution of the gymnasium in Egypt, of its evolution and role in the assertion of certain aspects of ‘Greek identity’ in Ptolemaic and early Roman times. It is divided into four sections. (1) Attention is devoted to the study of the gymnasium itself, as institution, analysing its diffusion, foundation, internal organisation and the role played by associations which were hosted therein. The constitution and the characteristics of the governing body (with special attention to the role of the gymnasiarchs) and the financial matters relevant to the gymnasium allow one to draw conclusions on its legal status and social role: it is shown how the gymnasium of Egypt operated in a completely different way from the traditional one which is normally assumed for the Greek poleis, especially of mainland Greece and above all Athens. A possible model of influence is suggested. (2) Starting from the rules of admission into the gymnasium and from the treatment of the outsiders, the social status and social composition of the members of the gymnasium are object of enquiry, focusing on the links with the army and the public administration. It is argued that the gymnasial community should be considered as a complex reality, formed by different components belonging to various levels of the social strata. (3) Educational, religious and recreational activities carried out in the premises of the gymnasium or strictly connected to it are taken into account to give an idea of the ‘daily life’ of the institution and of the ‘behaviour’ of its people, which was likely to be the result of a feeling of ‘shared identity’. (4) The concluding section draws the attention to the issue of identity of the people of the gymnasium more clearly: relation with the ‘others’ and idea of Greekness the people of the gymnasium had about themselves (influenced by the rulers’ policies), access to gymnasia, onomastics, elite classes, mixed marriages, reception of Egyptian burial methods and cults, advantage of ‘going Greek’. It is argued that, although having in the gymnasium the key-element for the assertion of their identity and status of Hellenes, the ‘Greeks’ of Egypt displayed complex patterns of mixed identities and were thoroughly embedded in the social, cultural, religious, and administrative environment of Egypt.

Studien bygger på kvalitativa intervjuer med tre sånglärare från två olika gymnasieskolor. Som teoretisk utgångspunkt används ett sociokulturellt perspektiv, vilket innebär att studien undersöker vilka sångtekniska kunskaper som används av sånglärarna och hur dessa medieras genom olika redskap. I resultatet framkommer att det finns skillnader angående vilka sångtekniska kunskaper sånglärarna utgår från, vilket följs av skillnader angående den terminologi som används i undervisningen. En variation finns också på andra sätt när det gäller medierande redskap. Slutligen belyser diskussionen resultatet i relation till den forskning som presenteras i bakgrundskapitlet, med de intressanta skillnader som kommit fram i resultatet angående sångtekniska aspekter och språkbruk, hur de anpassar undervisningen efter individen, vidare också sånglärarnas syn på möjligheterna att undervisa i olika genrer. Diskussionen avslutas med en reflektion över studiens genomförande och metod, och arbetets betydelse med tankar och idéer om eventuell framtida forskning. / This study is built upon three interviews with three singing teachers from two different schools. The theoretical foundation is a sociocultural perspective, which means that the study examines what knowledge in singing techniques the singing teachers use, and how they mediate that knowledge with different tools. The result shows that there are differences in the knowledge in singing techniques they use, as well as in terminology. They also vary in other ways in communicating their teaching. Finally, the result is related and compared in the discussion chapter to research in the background presented in chapter two, with the interesting differences revealed in the result when it comes to singing techniques and terminology. How the teaching is adjusted to the individual is also discussed, as well as the singing teachers views on teaching in different styles of music. The discussion ends with reflections on the method and way of performing this study, with thoughts and ideas on the significance of this study as well as possible future research.

No description available.

Studien belyser hur kvinnor upplever ungt moderskap och möjligheter till att fullfölja gymnasiestudier. Intervjuer har genomförts med fyra kvinnor som blivit föräldrar under sin tid i grundskolan/kring 15/16 års ålder. Undersökningen bygger på kvalitativa intervjuer i form av gruppintervju samt individuell intervju som metod. Resultaten visar att kvinnorna upplever att ansvaret moderskapet medfört har bidragit till att de blivit motiverade till att få ordning på sitt liv och att barnet blivit en symbol för mognad som i flera fall stärkt självbilden. Självkänslan har dock påverkats negativt om man inte lever upp till förväntningarna på sig själv som mamma, vilket dock inte kan kopplas direkt till kvinnornas ålder. En negativ påverkan på självbilden är också om det sociala nätverket kännetecknas av instabila relationer. Resultatet visar att ingen av de intervjuade kvinnorna har fullföljt sina gymnasiestudier. Det har framkommit att den främsta anledningen till avhopp är den ekonomiska situationen. Kvinnornas sociala nätverk som omfattas av både familjemedlemmar, samt aktörer inom utbildningsväsendet möjliggjorde gymnasiestudier för den tid de hade möjlighet att gå. Unikt i denna studie är att mammorna återger att skolorna har anpassats för dem. Vidare har vi analyserat materialet och tolkat att de unga mammorna har skapat sig strategier till hur de förhåller sig till först sina egna föreställningar om andras åsikter och sedan samhällets och omgivningens faktiska åsikter om ungt moderskap. / In this study we examined how Swedish women experience young motherhood in relation to their perceived ability to complete their gymnasium studies. We have interviewed 4 women who became mothers around 15-16 years of age.  The investigation is based mainly on qualitative group and individual interviews. None of the women interviewed had completed their studies, despite that three of the women expressed desire to do so, and the acknowledgement of the existence of a social network of family and community actors making this goal achievable.  Unique to this study’s findings was the perception among the women that the schools themselves had been adapted for them and thus did not present a barrier.  Rather, economic difficulties were cited to be the most common reason for dropping out, with mental health and class identity also cited as complicating factors. We then provide an analysis from feminist and normative perspectives in order to provide a framework for understanding how social norms of gender, age, motherhood can constitute perceived barriers for young mothers who wish to complete their gymnasium education. In particular, this study highlights the importance of further investigation of how economic factors can complicate young parenthood.

Abstract The overarching goal of this study is to investigate whether teachers of Swedish at upper secondary schools in Sweden feel that they know how to teach critical literacy, especially on the Internet, and also if they know how it is taught. It also investigates the difficulties teachers experience in teaching critical literacy. A secondary goal is to investigate the knowledge of critical literacy among students at upper secondary schools in Sweden. The study is based on quantitative and qualitative research. The research consists of two parts. The first one is made through a digital survey-machine. The answers can be analyzed in both a quantitative and a qualitative way. The selected group for the survey consists of both students and teachers. The second one is based on interviews with three teachers. The majority of earlier research in this field focuses on the information seeking process. Not much has been written about critical competence when teaching Swedish and if teachers today have the right tools and skills to handle critical literacy on the Internet. The study points to school being an important place for learning critical competence. It is imperative that teachers teach students to navigate on the Internet, to be able to assess the impact media and technology have on their lives and also to review the information they find. One of the problems is that teachers feel insecure about how to handle critical literacy in their everyday teaching. Important tools for this work are knowledge of the different stages in the information seeking process, but also knowledge of how to integrate critical literacy in the classroom. The conclusion is that a great deal has to be done in this area, both at a political level, but also at an educational level. According to the results of this study teachers need more media competence to help students in an ever changing digitalized world.

Uppsatsens syfte var att undersöka om gymnasielärare upplever skillnader mellan elever som antagits till det estetiska programmet, gren musik via betyg och via färdighetsprov. Det har bedrivits tidigare forskning inom områden som jag behandlat i min rapport men inte med samma inriktning. För att kunna svara på syftet och frågeställningarna har jag gjort en kvalitativ undersökning genom analys av fokusgruppsintervju. Resultatet har baserats på analysen av empirin och har sedan diskuterats kategorivis utifrån frågeställningarna. I min rapport har jag kommit fram till att lärare ser få skillnader mellan elever som antagits via betyg och elever som antagits via färdighetsprov. Ur musikalisk synvinkel kan detta bero på att färdighetsprovet endast mäter den musikaliska färdighet elever har vid provtillfället och att det snarare är ambitionsnivån under gymnasietiden som styr elevers musikaliska utveckling.

Syftet med föreliggande studie är att utforska vad några sångelever på estetiskt program på gymnasiet anser motiverar dem under sånglektionerna. Metoden som använts är kvalitativa, halvstrukturerade intervjuer. Fyra gymnasieelever vid det estetiska programmet har intervjuats om deras motivation relaterat till de sånglektioner de får på respektive skola. Det teoretiska perspektivet som studien baseras på är ett motivationspsykologiskt perspektiv. I resultatet presenteras temat Att känna sig ”bra” som summerar informanternas berättelser om den ökade motivation de upplever då de känner sig bra på att sjunga. Ett annat tydligt tema som trädde fram i intervjuerna var sånglärarens påverkan på informanternas motivation, vilket presenteras i avsnittet Genuin lärar- elevrelation. I avsnittet Individualiserad lektionsform belyses informanternas åsikter kring vikten av individanpassade sånglektioner för att motivation ska kunna uppstå hos dem. Att arbeta mot mål tar upp informanternas samlade tankar om hur mål kan bidra till motivation. I diskussionsavsnittet diskuteras vad som motiverar sångelever under sånglektioner utifrån motivationspsykologiska aspekter med fokus på Att förklara framgång med förmåga, Positiv respons, Autonomi, och Individualiserande kommunikation. Avslutningsvis reflekterar jag över om en god lärar- elevrelation förenklar individualisering av sånglektioner och på så sätt ökar sångelevers motivation. / The purpose of this study is to investigate what motivates a small group of student singers during singing lessons in an Art High School programme. The method used is qualitative semi-structured interviews. High school students were interviewed individually about their motivation, in specific relation to the singing lessons they attended at their schools. The data is analysed from a motivational psychology perspective. In the result chapter the theme To “feel good” is presented, which summarizes the participant stories about the increasing motivation they experience when they feel good when singing. Another clear theme that emerged in the semi-structured interviews was singing teacher’s impact on the motivation of the participants, which is presented in the section Genuine teacher- student relationship. The results also give an insight into the importance of Individualised lessons and Working towards goals as a key influence on student motivation. The discussion focus on what motivates singing student during the singing lessons in relation to motivational psychology aspects, with a focus on Explaining success with capacity, Positive feedback, Autonomy and Individualizing communication. Finally this study analyses the correlation between student/teacher relationship, individualised singing lessons and student motivation.

No description available.

The topic of this thesis is the palaestrae of Roman Africa. Although many examples of palaestrae have been found in North Africa, there has never been a study solely focused on these facilities. They have usually been considered only in the context of Roman baths and as features of bath buildings. This thesis examines palaestrae in a new light and analyzes their role as athletic facilities within the sporting culture of Roman Africa. The Roman provinces of North Africa have yielded a particularly rich body of evidence for athletic games and festivals, making this region ideal for studying this topic. The concern of the thesis is twofold. The first issue is the design and construction of palaestrae in Roman Africa. There is discussion of their form, of construction techniques, and of their place in the overall design of baths. The second issue is how their form relates to function. There is a discussion of how palaestrae accommodated athletic activities, such as training and competition. The thesis concludes that palaestrae in Roman Africa were an important part of local athletic culture, used for training and possibly for competition. Greek and Roman models influenced their design, but climate played a significant role. Great effort was made to ensure these buildings were kept cool, not only by placing them in less exposed areas but also by insulating them from the heated rooms of the baths. Local resources and building techniques were important factors in their construction. This thesis includes a gazetteer of palaestra sites in Roman Africa and a catalogue of all inscriptions relevant to the use of palaestrae. / Classical Archaeology