The School Based Youth Health Nurse Program was established in 1999 by the Queensland Government to fund school nurse positions in Queensland state high schools. Schools were required to apply for a School Based Youth Health Nurse during a five-phase recruitment process, managed by the health districts, and rolled out over four years. The only mandatory selection criterion for the position of School Based Youth Health Nurse was registration as a General Nurse and most School Based Youth Health Nurses are allocated to two state high schools. Currently, there are approximately 115 Full Time Equivalent School Based Youth Health Nurse positions across all Queensland state high schools. The literature review revealed an abundance of information about school nursing. Most of the literature came from the United Kingdom and the United States, who have a different model of school nursing to school based youth health nursing. However, there is literature to suggest school nursing is gradually moving from a disease-focused approach to a social view of health. The noticeable number of articles about, for example, drug and alcohol, mental health, and contemporary sexual health issues, is evidence of this change. Additionally, there is a significant the volume of literature about partnerships and collaboration, much of which is about health education, team teaching and how school nurses and schools do health business together. The surfacing of this literature is a good indication that school nursing is aligning with the broader national health priority areas. More particularly, the literature exposed a small but relevant and current body of research, predominantly from Queensland, about school based youth health nursing. However, there remain significant gaps in the knowledge about school based youth health nursing. In particular, there is a deficit about how School Based Youth Heath Nurses understand the experience of school based youth health nursing. This research aimed to reveal the meaning of the experience of school based youth health nursing. The research question was How do School Based Youth Health Nurses’ understand the experience of school based youth health nursing? This enquiry was instigated because the researcher, who had a positive experience of school based youth health nursing, considered it important to validate other School Based Youth Health Nurses’ experiences. Consequently, a comprehensive use of qualitative research was considered the most appropriate manner to explore this research question. Within this qualitative paradigm, the research framework consists of the epistemology of social constructionism, the theoretical perspective of interpretivism and the approach of phenomenography. After ethical approval was gained, purposeful and snowball sampling was used to recruit a sample of 16 participants. In-depth interviews, which were voluntary, confidential and anonymous, were mostly conducted in public venues and lasted from 40-75 minutes. The researcher also kept a researchers journal as another form of data collection. Data analysis was guided by Dahlgren and Fallsbergs’ (1991, p. 152) seven phases of data analysis which includes familiarization, condensation, comparison, grouping, articulating, labelling and contrasting. The most important finding in this research is the outcome space, which represents the entirety of the experience of school based youth health nursing. The outcome space consists of two components: inside the school environment and outside the school environment. Metaphorically and considered as whole-in-themselves, these two components are not discreet but intertwined with each other. The outcome space consists of eight categories. Each category of description is comprised of several sub-categories of description but as a whole, is a conception of school based youth health nursing. The eight conceptions of school based youth health nursing are: 1. The conception of school based youth health nursing as out there all by yourself. 2. The conception of school based youth health nursing as no real backup. 3. The conception of school based youth health nursing as confronted by many barriers. 4. The conception of school based youth health nursing as hectic and full-on. 5. The conception of school based youth health nursing as working together. 6. The conception of school based youth health nursing as belonging to school. 7. The conception of school based youth health nursing as treated the same as others. 8. The conception of school based youth health nursing as the reason it’s all worthwhile. These eight conceptions of school based youth health nursing are logically related and form a staged hierarchical relationship because they are not equally dependent on each other. The conceptions of school based youth health nursing are grouped according to negative, negative and positive and positive conceptions of school based youth health nursing. The conceptions of school based youth health nursing build on each other, from the bottom upwards, to reach the authorized, or the most desired, conception of school based youth health nursing. This research adds to the knowledge about school nursing in general but especially about school based youth health nursing specifically. Furthermore, this research has operational and strategic implications, highlighted in the negative conceptions of school based youth health nursing, for the School Based Youth Health Nurse Program. The researcher suggests the School Based Youth Health Nurse Program, as a priority, address the operational issues The researcher recommends a range of actions to tackle issues and problems associated with accommodation and information, consultations and referral pathways, confidentiality, health promotion and education, professional development, line management and School Based Youth Health Nurse Program support and school management and community. Strategically, the researcher proposes a variety of actions to address strategic issues, such as the School Based Youth Health Nurse Program vision, model and policy and practice framework, recruitment and retention rates and evaluation. Additionally, the researcher believes the findings of this research have the capacity to spawn a myriad of future research projects. The researcher has identified the most important areas for future research as confidentiality, information, qualifications and health outcomes.

In December 2004, at the SoDIS® (Software Development Impact Statements) symposium in Auckland, an industry certification as a method of credentialing teachers and analysis of SoDIS was mooted. SoDIS, a process of ethics-based risk assessment and analysis of downstream risk to project and software stakeholders, including the public, is currently in the process of progressing from prototype to commercial product. Certification was proposed to ensure the integrity of the process and the quality of service to stakeholders.Certification sponsored by industry, commercial organisation, or professional association (collectively referred to as industry certification, or certification) has been a form of credentialing for over half a century. Industry certification was adopted by the IT industry when Novell, Inc. began testing and certifying IT industry and IT network professionals in 1986 (Cosgrove, 2004; Novell, 1996). Global certification testing centres were established in 1990 by Drake International (now Thomson Prometric) (Foster, 2005).During the 1990s, industry certification became a veritable juggernaut: a "multi-billion dollar business" (Cosgrove, 2004, p. 486), an industry that has arisen in its own right (Adelman, 2000) and driven by several dynamics (Hitchcock, 2005). In 2000 there were over 300 discrete IT certifications with approximately 1.6 million individuals holding approximately 2.4 million IT certifications (Aldelman, 2000). The total number of available certifications is impossible to quantify (Knapp & Gallery, 2003). Many academic institutions both at tertiary and secondary level are integrating industry certification, especially IT certification, into their curricula.Is industry certification, however, a pedagogically robust form of credentialing? Does it have value to its stakeholders? Is it an appropriate form of credentialing for the SoDIS process? This research, using both Phenomenography and Interpretive Phenomenological Analysis (IPA) as a joint methodology, focuses on the experiences of actors with the phenomenon of industry certification and extracts both the essence of the understanding and perceptions of the value and validity of industry certification, and the essence of industry certification itself.Due to the vast amount of literature found describing industry actors' perceptions of and experiences within the phenomenon, the research is predominantly literature-based. Further data was collected from interviews with a small, purposive sample of industry certification holders and employers, with the research further informed by my own experiences within the domain which is the focus of the research. The methodology paradigm is interpretive: the research aims to interpret the social construction that is the phenomenon of industry certification.While this research does not attempt to single out specific industry certifications to determine their value or pedagogical robustness, the findings suggest that, in general, well designed and well administered certifications with integrity and rigour of assessment processes, are indeed pedagogically sound, with significant value. The research identifies both benefit and criticism elements of typical certifications, along with elements of the various certification programmes categorised into standard (typical), and more rigorous (less typical) certification programmes.The research develops and presents a paradigm for building an appropriate vendor specific or vendor neutral certification programme that is pedagogically sound with value for its stakeholders. The contrasts and complementary aspects of industry certification and academic qualifications are highlighted. It is therefore concluded, and supported by data from the interviews, that such a credential is indeed appropriate for teachers and analysts of SoDIS.

<p>Syftet med studien var att ta reda på de skilda uppfattningar av varför vi har årstider som kan finnas i årskurs sju. Detta gjordes för att få en bild av de olika föreställningar en lärare kan möta i sitt yrke och för att öka förståelsen och kunskapen om hur ett fenomen kan uppfattas på olika sätt av elever i en och samma klass.</p><p>Eleverna ombads att, enskilt, skriftligt förklara varför vi har årstider. Studien är fenomenografisk och svaren kategoriserades i kvalitativt skilda kategorier genom att jämföra och finna likheter och skillnader mellan de insamlade elevutsagorna. Resultatet visade att eleverna hade olika uppfattning av varför vi har årstider och det är som lärare viktigt att vara medveten om att elever uppfattar samma undervisning på olika sätt. De uppfattningar som framkom var solens instrålning, jordaxelns lutning, jordens lägesförändring och avståndsvariation som skäl till varför vi har årstider. Trots att eleverna hade undervisats av samma lärare, vid samma tillfälle, tidigare på terminen om orsakerna till årstider, hade eleverna skilda uppfattningar av dessa. Högstadieeleverna gav uttryck för att de uppfattade orsakerna till årstider på samma sätt om lärarstuderande, vars uppfattningar undersökts i tidigare forskning. Det är således mycket viktigt att som lärare vara medveten om att elever i en och samma klass har olika uppfattningar av samma fenomen för att kunna anpassa undervisningen därefter och på så sätt få eleverna att förstå att en svala gör ingen sommar – men solens varierande instrålning på grund av jordens lutning gör det.</p> / <p>This study was an attempt to explore the conceptions of one group of students in the 7th grade about the reasons for seasons. The students were asked to, in writing, explain their conception about the reason for seasons. The study was inspired by phenomenography and the answers were categorized by comparing similarities and differences among a number of quotes taken from the answers of the students.</p><p>Through the analysis, four qualitatively different conceptions were found, within one and the same group of students. The categories, each representing one kind of conception, “the luminous flux”, “the earth’s axis is inclined”, “the earth’s position in orbit” and “the distance between sun-earth varies” were found as conceptions of the reason for seasons. You might wonder how students, who have been taught of reasons for seasons by the same teacher, are able to develop four different kinds of conceptions of the phenomenon. It is very important for a teacher to have in mind that students have different conceptions of the same phenomenon and this study might help teachers to improve their teaching and help the students come to a deeper understanding of reasons for seasons.</p>

Aim: The overall aim of this thesis was to investigate and describe everyday life among relatives of inpatients with severe depression and their encounter with the psychiatric specialist health services (PSHS). Methods: A descriptive design with a qualitative and quantitative approach was used. Data was collected by means of a questionnaire responded to by 68 relatives and analysed with descriptive statistics (I, III). Individual interviews with 24 relatives were carried out and analysed with phenomenography (II, IV). Main findings: The everyday life of relatives to persons suffering from severe depression was affected. They reported burden and influence on their own health to a various degree (I). The relatives experienced that they were, “Living on the other person’s terms”. Relatives described ambivalent relationships, as they had to adjust their daily life in attempting to manage the situation (II). When the relatives encountered the PSHS, it may have been a long time of worries and struggles for help. They wanted to be a resource and a participant, and to be confident with the health care (IV). The need for support from the PSHS was greater than what they received. Relatives who reported receiving less information had higher burden scores than the others (III). Conclusions: Everyday life of relatives of persons suffering from severe depression is demanding. To be acknowledged as a resource in the treatment and care for the person suffering from depression is important. The mental health nurses being present at the wards 24 hours a day, are in a unique position to support the relatives. / Depression is one of ten global diseases entailing the greatest loss of life quality and years of life, which also gives consequences for the relatives. The overall aim of this thesis was to investigate and describe everyday life among relatives of inpatients with severe depression and their encounter with the psychiatric specialist health service (PSHS). The relatives experienced objective and subjective burden, and their own health was affected. Everyday life needed to be adjusted in line with the severity of the next-of-kin’s depression. When the relatives encountered the PSHS a long time of worries and struggles had passed from the onset of the depression until the next-of–kin was hospitalized. To be acknowledged as a resource, invited to collaborate and to share their knowledge was of great importance to the relatives. Addtionally, to receive information concerning the treatment and care was crucial. The mental health nurses are in a unique position to support the relatives.

Studien syftar till att bidra med kunskap om hur ett urval av skolledare fattar beslut om läxor i årskurserna 4–6 i grundskolan, hur besluten implementeras i verksamheten och hur skolledarna motiverar och kommunicerar sina ställningstaganden inför berörda parter.För att kunna svara på detta ville jag titta närmare på hur skolledare fattar beslut om läxor i grundskolans årskurs 4–6. I denna undersökning intervjuades därför sex skolledare i tre olika kommuner om hur de fattar beslut om läxor för att se vilka variationer som finns i deras uppfattningar om läxor.I intervjuerna framkom det att samtliga skolledare överlämnat beslutet om läxor till sina lärare samt att skolledarnas uppfattning är att lärare arbetar väldigt olika med läxor. Denna undersökning visar ett resultat som kan tolkas som att läxor ses som mer eller mindre självklara i skolan. Samtidigt belyser denna undersökning de svårigheter som finns med läxor i förhållande till elevernas rätt till en likvärdig utbildning utifrån elevernas individuella behov och förutsättningar. / The purpose of this study was to contribute knowledge about how a selection of school leaders makes decisions about homework and how they communicate and motivate their decisions in their organisation.To answer this, I wanted to look more in depth at how school leaders make decisions about homework in elementary school grades 4–6. In this survey six school leaders in three different municipalities were interviewed on how they make decisions about homework and what variations there are in their perceptions of homework.In the interviews it emerged that all school leaders in this study handed over the decision regarding homework to their teachers and that the school leaders' view were that their teachers choose to work very differently with their pupils’ homework. This study shows results that can be interpreted that homework is seen as more or less mandatory in school. At the same time, this study illustrates the difficulties that exist with homework in relation to the students right to equivalent education based on the students’ individual needs and prerequisites.

To be able to read is fundamental in our society to cope with both everyday life and education. Simultaneously, it is many times our ability to perform that determines our value. (Taube, 1998, pp. 80-81) How do difficulties in a child’s early education of learning how to read and write, affect their self-image? The aim of this study is to investigate how teachers and special educators perceive reading and writing difficulties and self-esteem as phenomena and how they affect each other. Questions answered are What do teachers perceive as reading and writing difficulties? What thoughts do teachers have about the relationship between self-esteem and reading and writing difficulties? How do teachers believe a student’s self-esteem can be built up when the student is experiencing reading and writing difficulties? This is a qualitative study based on five semi-structured interviews with teachers and special education teachers in different elementary schools. Through the phenomenological approach, to describe how people perceive the chosen phenomena, and the socio-cultural perspective, where learning is seen as a social phenomenon, the interviews were analysed on the basis of three trials, reading and writing difficulties, self-esteem and self-image, as well as the role of the teachers and their support. The study concludes that individual based education, a good classroom climate and encouragement are perceived as important aspects for students with reading and writing difficulties and / or low self-esteem. / Att kunna läsa är grundläggande i vårt samhälle för att klara av både vardag och studier. Samtidigt är det många gånger vår förmåga att prestera som avgör vårt värde. (Taube, 1998, s.80-81) Vad händer då med elevens självbild när läs- och skrivinlärningen kantas av misslyckanden? Syftet med studien är att undersöka hur lärare och specialpedagoger uppfattar läs- och skrivsvårigheter och självförtroende som fenomen och hur dem inverkar på varandra. Frågor som besvaras är Vad uppfattar lärare som läs- och skrivsvårigheter? Vilka tankar har lärare kring relationen mellan självförtroende och läs- och skrivsvårigheter? Hur anser lärare att elevens självförtroende kan stärkas när eleven stöter på läs- och skrivsvårigheter? Detta är en kvalitativ studie baserad på fem semistrukturerade intervjuer med lärare och specialpedagoger i grundskolans lägre stadium. Genom den fenomenografiska ansatsen, för att beskriva hur människor uppfattar valda fenomen, och det sociokulturella perspektivet, där lärande ses som en social företeelse, analyserades intervjuerna utifrån tre treman, läs- och skrivsvårigheter, självförtroende och självbild samt lärarrollen och stöttning. Studien pekar på att individanpassad undervisning, ett gott klassrumsklimat och uppmuntran uppfattas som viktiga aspekter för elever med läs- och skrivsvårigheter och/eller lågt självförtroende.

Syftet med denna studie är att undersöka hur instrumentallärare i kulturskolan uppfattar och tolkar begreppet förväntningar. I bakgrundskapitlet tas tidigare forskning och litteratur som berör området förväntningar upp.  Som metod användes enskilda semistrukturerade fenomenografiska intervjuer med fem informanter. Studiens teoretiska utgångspunkt är fenomenografi.  Resultatet visar att begreppet förväntningar uppfattas på olika sätt men att det också finns likheter mellan informanternas synsätt. Förmågan att anpassa förväntningarna efter elevens ambition och mål är något som samtliga informanter beskriver. Eftersom uppfattningarna är formade utifrån informanternas levda erfarenhet finns det även variationer i deras sätt att beskriva förväntningarnas påverkan. Erfarenhet ses av informanterna som en viktig del i att lära sig att ha rimliga förväntningar på eleverna. Studien visar även att förmågan att anpassa förväntningarna efter situationen är viktigt för att undanröja hinder i undervisningen. Att inspirera eleverna att själva ta kontrollen över sin utveckling ses också som viktigt och kan påverkas av lärarnas förväntningar enligt informanterna. Avslutningsvis diskuteras delar av resultatet i förhållande till tidigare forskning och litteratur inom området förväntningar. / The purpose of this study is to through the lens of phenomenography explore how instrumental teachers in the Swedish music school perceive the concept of expectations. The background chapter describes previous research and literature in the field of expectations. Semi-structured qualitative interviews were used as the method of analysis and five informants were interviewed. Phenomenography was applied as both the theoretical foundation and analytical tool. The result reveals that the concept of expectations is perceived differently, however with certain similarities as well. The ability to adapt the expectations to the student's ambitions and goals turned out to be pertained by all informants. The informants have different ways of describing the impact of expectations, since they are formed based on the informed experience of the informant. According to the informants, experience is seen as an important and part of learning in terms of having reasonable expectations for the students. Furthermore, the study shows that the ability to adapt expectations to the situation is important in eliminating obstacles in teaching. Inspiring students to take control of their development themselves is also seen as paramount. This can be influenced by the teachers' expectations, according to the informants. In conclusion, key-findings are discussed in relation to previous research and psychological literature on expectations.

The purpose of the study is to learn more about the ways preschool teachers´ identify outdoor activities linked to the curriculum. There is also an interest to understand the preschool teacher role in the outdoor environment and children’s learning processes. The intention is to gain a deeper understanding of the preschool teachers’ work with the curriculum during outdoor activities. Two questions responds in the study: In what way do the preschool teachers’ perceive their role in outdoor activities? * What ways are the environment described as significant to learning? In order to respond to these questions a qualitative group-interview was conducted. Focusing on the importance of the preschool-curriculum during outdoor activities. A phenomenographical approach were used, to analyze the material. The study shows that a well-considered preschool yard can stimulate children's curiosity and contribute to spontaneous learning opportunities. A crucial factor is how well the teacher knows the curriculum and how it can be applied during the outreach. The result gives examples on the significance of the preschool teacher´s approach to children. Further, on ways these approaches affect the children and their learning process. / Syftet med studien är att undersöka betydelsen av läroplanen i utomhuspeda- gogiken med utgångspunkt i hur pedagoger uppfattar detta. Det finns ett un- derliggande intresse av att förstå pedagogens roll och hur den kan påverka bar- nens lärprocesser vid lek under utevistelsen. Avsikten är att få en djupare för- ståelse för pedagogens arbete med läroplanen under utomhusverksamheten. Forskningsfrågorna är: * På vilka sätt definierar pedagogerna sin roll i utevistelsen? * På vilka sätt beskriver pedagogerna miljöns betydelse för lärande? För att kunna undersöka detta har litteratur, tidigare forskning studerats och en kvalitativ gruppintervju genomfördes med fokus på läroplanens betydelse un- der utomhusaktiviteterna. Intervjuerna genomfördes på en förskola där tre pe- dagoger deltog. Resultaten analyserades utifrån en fenomenografisk ansats. Studien har visat att pedagogens roll under utevistelsen har stor betydelse för de sätt lärande möjliggörs eller begränsas. En avgörande faktor är, hur väl pe- dagogen är insatt i läroplanen samt hur den kan tillämpas under utevistelsen. Studien visar att en väl genomtänkt förskolegård kan stimulera barns nyfiken- het och bidra till spontana lärtillfällen.

Swedish children are growing up in an increasingly physically inactive society, even though research shows the positive effects of physical activity (Wikland 2013, p. 40). Children spends most of their days in preschools, which means a great responsibility for preschools and its teachers as they affect children's opportunities for physical activity. The purpose of the study is to examine how preschool teachers perceive the work with children's physical activity indoors. In our study, we have assumed phenomenography, whose purpose is to describe people's different perceptions of phenomena (Alexandersson 1994, p. 112). To collect empirical data, we have conducted interviews with six teachers at three different preschools. This study results and analysis showed that there are different perceptions of the teachers about the work with the children's physical activity indoors. The study showed that all teachers perceived that physical activity is important for children, but they expressed different views about the work on this. The overall perceptions were that they planned and enabled the movement activities indoors with different purposes or that they worked with physical activity when the children expressed a need for this. Another view was that children should not be physically active indoors, because this was something they could vent outdoors. The teachers perceived that there were several factors that influenced their work including knowledge, facilities, furnishings, noise, their own and colleagues' approach and preschool educational focus.

The aim of this study is to examine what perception grade 2 students has of dialogue when focusing on the Swedish language. The study is supported by phenomenography, which focuses on the students’ own conclusions surrounding the importance of dialogue. The survey is also supported by a metacognitive perspective. To achieve the aim, the following three questions has been formulated: What perceptions do students in grade 2 have concerning dialogue? In what way does the students’ perceptions of dialogue differ? Do the students perceive dialogue as something of value? In summary, the results of this study are that in each student group it is agreed upon that dialogues are important but a majority of the students finds it difficult to keep up a dialogue. Therefore, it is important that teachers get all the help they need to be able to work with oracy, i.e. the ability to use oral tools such as speaking and listening. For them to succeed Mercer (2017) urges that oracy, as a tool, receives much more attention in schools.