The aim of this study is to explore values education as it takes place in everyday interactions between teachers and students. Focus has been on rule practice between teachers and students, which has been interpreted during the research process as the most salient phenomenon in the practice of values education. The study is based on fieldwork in two schools. Two kindergarten-classes, two classes in grade 2, and two classes in grade 5 – in sum, 141 students and 13 teachers – participated. The analysis was accomplished by means of procedures influenced by Grounded Theory. According to the results, teachers’ practice of values education is primarily manifested in everyday teacher-student–interactive rule practice, which refers to all aspects of everyday activity by which participants construct, maintain, mediate, and negotiate rules for and in everyday interaction. A significant part of values education is unplanned and reactive, embedded in everyday life of school with a focus on students’ behaviour, and mostly or partly unconscious. The analysis of the rules in the two schools resulted in five rule categories: relational rules, structuring rules, protecting rules, ersonal rules, and etiquette rules. The meaning of the rule system is to construct order in school and to foster the students in a moral sense by mediating a construction of the desirable student: the benevolent fellow-buddy and the wellbehaved student. According to the findings, four main intervention strategies are used by the teachers within the everyday rule practice: assertion, explanation, negotiation, and preparation. Students meaningmaking of rules vary across the rule-categories. Furthermore, the meanings students make of the rules affect how they value the rules. Relational rules are seen as the most important rules. Many protecting rules and structuring rules are also valued as important. In contrast to these rules, tiquette rules are valued as least important or unnecessary, which, at least in part, could be explained by the students’ problem in making meaning of these rules. To perceive a reasonable and trustworthy meaning behind a rule seems to be a significant part in students’ rule acceptance. Furthermore, students reflect on and judge their school rules and their teachers’ performance in rule practice. Perceptions of injustice, inconsistencies, nonsense, or deceptiveness in relation to rules or teacher behaviour, evoke critique among students, even if students seldom or never articulate their arguments in front of the teachers. The results are discussed in relation to other research and theories such as social constructivism, domain theory, and symbolic interactionism. / Syftet med denna studie är att utforska den värdepedagogik som äger rum i de vardagliga interaktionerna mellan lärare och elever i skolan. Fokus har riktats mot det som under forskningsarbetets gång har växt fram och som framstår som det mest framträdande i den vardagliga värdepedagogiska praktiken: regelarbetet mellan lärare och elever. En fältstudie har genomförts på två skolor. Två förskoleklasser, två klasser i år 2 och två klasser i år 5 – sammanlagt 13 lärare och 141 elever – har deltagit i studien. Analysen genomfördes genom procedurer inspirerade av Grounded Theory. Enligt resultatet kommer lärares värdepedagogik främst till uttryck genom ett vardagligt lärarelev–interaktivt regelarbete, vilket avser alla aspekter av den vardagliga praktiken genom vilka deltagare konstruerar, upprätthåller, medierar och förhandlar om regler i och för det vardagliga samspelet. En stor del av värdepedagogiken är oplanerad och reaktiv, delvis eller i stor utsträckning oreflekterad eller omedveten samt inbäddad i skolans vardag med ett fokus på elevernas beteende. Analysen av regler i de två skolorna har resulterat i fem regelkategorier: relationella regler, strukturerande regler, skyddande regler, personella regler och etikettsregler. Regelsystemets mening är att skapa ordning i skolan och att fostra eleverna genom att mediera konstruktionen av den önskvärda eleven: den välviljande medkamraten och den skötsamma eleven. Enligt resultatet använder lärare fyra interventionsstrategier i det vardagliga regelarbetet: påtryckning, förklaring, förhandling och preparering. Elevernas meningsskapande av regler varierar mellan olika regelkategorier och detta tycks även påverka deras värdesättande av regler. Relationella regler värderas som de viktigaste reglerna. Flera skyddande regler och strukturerande regler värderas som viktiga. Till skillnad från dessa regler värderas etikettsreglerna i regel som minst viktiga eller helt onödiga, vilket åtminstone delvis kan förklaras av elevernas svårigheter i att skapa mening med dessa regler. Att uppfatta en resonabel och trovärdig mening bakom en regel tycks vara en betydelsefull del i elevers regelacceptans. Flera elever reflekterar över och bedömer sina skolregler och sina lärares insatser i regelarbetet. Upplevelser av orättvisa, inkonsistenser, onödigheter eller lögn i relation till regler eller lärares beteenden väcker kritik bland elever, även om eleverna sällan eller aldrig verbaliserar sina argument inför lärarna. Resultaten diskuteras i ljuset av annan forskning om skolans moraliska praktik och elevers meningsskapande av detta samt teorier som socialkonstruktivism, domänteori och symbolisk interaktionism. / I den elektroniska versionen är figur 1 på sidan 110 ersatt med den korrekta figuren.

The purpose of this study is to increase the understanding for how home care services interpret and handle situations with and around caretakers alcohol use. Interviews have been conducted with two managers and six basic staff in two different home care service-groups. The interviews were individual with the managers and in group form with the staff. The interviews have been analyzed using Hasenfeld’s theory on Human Service Organizations and moral practice together with Beronius’ interpretation of disciplinary exercise of power. Our result showed that the handling of caretakers alcohol use differed both within and between the home care service-groups and there was a lack of guidelines on how to deal with this. Consequently it seemed to be a lot of individual assessments carried out by the staff, which sometimes led to a moral practice. Another important result was the fact that the interviewees quickly became very fixed on abuse and addiction, even though the interviews had focus on alcohol use in general. It is obvious that when a substance abuse problem exists, difficulties arise in home care services work.