Esta dissertação visou discutir a relação entre o Estado e as famílias de adolescentes autores de ato infracional a partir das propostas do Estatuto da Criança e do Adolescente. Por intermédio de pesquisa documental e bibliográfica, procurou-se traçar uma abordagem histórica e teórica que permitisse salientar a possibilidade de transformação da interferência do Estado na vida familiar, no sentido de uma redução das tendências repressivas e do estabelecimento de outros tipos de controle, que visam regulamentar os processos de socialização e individualização de crianças e adolescentes pobres. / This dissertation aimed to discuss the relationship between the State and the families of the juvenile delinquents by analysing the proposals of the Estatuto da Criança e do Adolescente. Using the data of the documentary and bibliographical research, historical and theoretical approachs were adopted in order to emphasize the possible changes regarding the interference of the State in the familial life. These changes indicate a reduction of the repressive trends and the establishment of other kinds of regulation towards the socialization and individualization processes of the poor children and adolescents.

Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices, and how they see it helping students to learn. The guiding research questions addressed the successes and challenges of blended learning, including how Moodle was used for formative e-assessment. Data were collected from 12 purposefully selected high school teachers by a questionnaire, 3 different observations in each of their classrooms, computer screenshots provided by participants, and 3 semi-structured interviews per teacher. Open coding produced common themes during the data analysis. Findings show that these teachers believe that blended learning promotes individualization, collaboration, organization, engagement, real-world relevance, and student-centered learning. While they agreed that blended learning supported their practice, challenges were cited such as students disengaging in the learning process, device and infrastructure concerns, and the time to integrate technology effectively. Based upon these findings, professional learning communities were designed to improve teacher pedagogy for using blended learning. This study may serve as a model for staff from other schools who are integrating higher levels of technologies as they try to level the playing field and prepare students to be global citizens with the necessary 21st century skills.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

<p>The purpose of this essay is to examine how young members of Free Churches relate to issues connected with lifestyle and identity, based on the changed conditions for the self in late modernity. More specifically, I want to examine how they deal with the increased degree of detraditionalisation and institutional individualization in late modernity.</p><p>My research-question is:</p><p>How do young members of Free Churches relate to issues connected with lifestyle and identity, with the increased degree of personal freedom and institutional individualization in late modernity as a starting point?</p><p>The empiric part of the essay is carried out by qualitative in-depth interviews with five young members of Free Churches. These semi-structured interviews are focused on a number of different areas of the changed conditions for the self in late modernity.</p><p>My theoretical perspective has been constructed from the theories of Anthony Giddens, Zygmunt Bauman, Ulrich Beck and Elisabeth Beck-Gernsheim. From these theories a focus on certain relevant areas of the condition of the self in late modernity, has developed. These are work, consumption, marriage, love, sexuality, body and health.</p><p>The general way of relating to issues of lifestyle and identity that I could interpret from my interview-respondents’ answers was that they exercised a form of opposition against the dominant way of life in late modernity, in issues that can be connected to detraditionalisation. Examples of such issues are those related to marriage and sexuality. But they relate more according to the dominant late modern way of life, in issues that can be connected to the institutional individualization, such as issues of work, consumption and body.</p>

<p>I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of <em>mathematics</em>. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their <em>second language</em>. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are <em>unfair</em>, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of <em>summative assessment</em> in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for <em>individualization of learning</em> to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of <em>formative assessments</em>, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.</p>

<p>Studies show that the performance of Swedish students in the subject of mathematics is to be considered somewhat average. The government has therefore decided to assist with extended project funding to schools on a local level in order to improve these results.</p><p>Schools will, unlike before, practice teaching suited for the individual needs of students based on their previous experiences, knowledge level, language comprehension and their environment. This is also clearly stated in the Swedish school curriculum.</p><p>My survey shows how three teachers in primary school actually work towards individualized teaching of mathematics and what methods they prefer. This survey also answered what these teachers considered to be the obstacles and opportunities with individualized teaching methods. The difference in approach of how to practice this has also been documented.</p><p>The survey, based on interviews and class observations, have been analyzed and compared to previous research and theories in the field of teaching practices. The conclusion of the survey is that all teachers have a different opinion and approach on how to practice individualized teaching methods. The difference in interpretation of the concept is clear. The biggest obstacle is said to be lack of resources in the terms of work material and staff.</p>

<p>Purpose/Aim: The purpose of this essay is to see how the media, through the newspaper, "Vi föräldrar”, produces family and parental roles, and to investigate how the image changed over time.</p><p>Material/Method: The material consists of a number of selected texts from the years 1968, 1988 and 2008. The method used is a discourse analysis based on the three level model by Norman Fairclough. The three levels are the text, the discourse practise and the sociocultural practise. In this study two of the levels, text and sociocultural practise, are used in analysing the texts.</p><p>Main results: Family and parenting in the texts from 1968 can be linked to the structural functionalist theory in which the core family is central and women and men are assigned to specific roles. I have chosen to call the contents of the texts of 1968 a "core family discourse." The feminist approach has influenced the content in the texts from 1988 which I call a “gender discourse”. The individualization of the late modern period has resulted in freedom for the individual without specific gender roles or traditional family frameworks, which are evident in the texts from 2008. I have therefore chosen to refer to the 2008 texts as a "lifestyle discourse".</p>

Purpose/Aim: The purpose of this essay is to see how the media, through the newspaper, "Vi föräldrar”, produces family and parental roles, and to investigate how the image changed over time. Material/Method: The material consists of a number of selected texts from the years 1968, 1988 and 2008. The method used is a discourse analysis based on the three level model by Norman Fairclough. The three levels are the text, the discourse practise and the sociocultural practise. In this study two of the levels, text and sociocultural practise, are used in analysing the texts. Main results: Family and parenting in the texts from 1968 can be linked to the structural functionalist theory in which the core family is central and women and men are assigned to specific roles. I have chosen to call the contents of the texts of 1968 a "core family discourse." The feminist approach has influenced the content in the texts from 1988 which I call a “gender discourse”. The individualization of the late modern period has resulted in freedom for the individual without specific gender roles or traditional family frameworks, which are evident in the texts from 2008. I have therefore chosen to refer to the 2008 texts as a "lifestyle discourse".

Studies show that the performance of Swedish students in the subject of mathematics is to be considered somewhat average. The government has therefore decided to assist with extended project funding to schools on a local level in order to improve these results. Schools will, unlike before, practice teaching suited for the individual needs of students based on their previous experiences, knowledge level, language comprehension and their environment. This is also clearly stated in the Swedish school curriculum. My survey shows how three teachers in primary school actually work towards individualized teaching of mathematics and what methods they prefer. This survey also answered what these teachers considered to be the obstacles and opportunities with individualized teaching methods. The difference in approach of how to practice this has also been documented. The survey, based on interviews and class observations, have been analyzed and compared to previous research and theories in the field of teaching practices. The conclusion of the survey is that all teachers have a different opinion and approach on how to practice individualized teaching methods. The difference in interpretation of the concept is clear. The biggest obstacle is said to be lack of resources in the terms of work material and staff.

I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of mathematics. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their second language. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are unfair, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of summative assessment in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for individualization of learning to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of formative assessments, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.