Submitted by MARTA MARIA SALMAZO null (mmsalmazo@hotmail.com) on 2016-03-10T20:37:32Z No. of bitstreams: 1 DISSERTAÇÃO MARTA.pdf: 3576603 bytes, checksum: 87199763f5425382877a24e3fd51e939 (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: A versão do arquivo submetida é considerada a versão final do trabalho, não sendo possível realizar alterações posteriormente. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: A data informada na capa do documento está diferente da data de defesa. É necessário submeter o arquivo final contendo a ficha catalográfica. Consulte a biblioteca caso possua dúvidas para elaborar a ficha catalográfica. Corrija estas informações no arquivo PDF e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2016-03-14T12:52:38Z (GMT) / Submitted by MARTA MARIA SALMAZO null (mmsalmazo@hotmail.com) on 2016-03-15T23:21:46Z No. of bitstreams: 2 DISSERTAÇÃO MARTA.pdf: 3576603 bytes, checksum: 87199763f5425382877a24e3fd51e939 (MD5) dissertaçao final repositorio.pdf: 3569418 bytes, checksum: 3c4a9b5a3e5a4526d948d722b27c6d9c (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-17T14:53:14Z (GMT) No. of bitstreams: 1 salmazo_mm_me_arafcl.pdf: 3569418 bytes, checksum: 3c4a9b5a3e5a4526d948d722b27c6d9c (MD5) / Made available in DSpace on 2016-03-17T14:53:14Z (GMT). No. of bitstreams: 1 salmazo_mm_me_arafcl.pdf: 3569418 bytes, checksum: 3c4a9b5a3e5a4526d948d722b27c6d9c (MD5) Previous issue date: 2016-01-26 / Este estudo aborda uma proposta de formação de gestores desenvolvida por duas Supervisoras de Ensino da Diretoria de Ensino Região de Araraquara no ano de 2014. Realizada a partir do método de pesquisa-ação, teve como objetivo fornecer subsídios para uma melhor compreensão da atual Organização Curricular do Estado de São Paulo pelas equipes escolares. Optou-se por organizá-la em três seções: a primeira apresenta os documentos que compõem o programa São Paulo Faz Escola e o seu processo de implantação. A segunda apresenta uma incursão pelos resultados de uma avaliação externa realizada anualmente pela Secretaria da Educação do Estado de São Paulo, denominada Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (Saresp), que demonstra em termos de indicadores numéricos como está sendo feita a implementação desse programa entre os anos 2009 e 2014. Por fim, a terceira seção apresenta um processo de realização de uma Proposta de Formação de Gestores das escolas estaduais da Diretoria de Ensino da Região de Araraquara, cujos objetivos centraram-se em validar o papel de formador dos gestores das escolas diante de sua equipe escolar e, ainda, em prepará-los para uma melhor compreensão dos fundamentos e diretrizes da atual Organização Curricular do Estado de São Paulo. / This study addresses a proposal for a management training developed by two Supervisors of Diretoria de Ensino Região de Araraquara in 2014. Held from the action research method, aimed to provide a basis for better understanding of the current Curricular Organization the State of São Paulo by school teams. It was decided to organize it into three sections: the first presents the documents that make up the São Paulo Faz Escola program and its implementation process. The second presents an incursion by the results of an external evaluation carried out annually by the Secretaria da Educação do Estado de São Paulo, called Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (Saresp), which shows in terms of numerical indicators as is being done the implementation of this program in the years 2009 and 2014. Finally, the third section presents a process of conducting a Proposal for Training Managers of state schools of the Diretoria de Ensino da Região de Araraquara, whose objectives focused on validating the role of school managers trainer in front of his school team and also to prepare them for a better understanding of fundamentals and guidelines of the current Curricular Organization of the State of São Paulo.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-23T15:29:38Z No. of bitstreams: 1 silvanacarellomalvaccini.pdf: 568729 bytes, checksum: 5f9aa5d040de347fda41a020641da8ed (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:37:32Z (GMT) No. of bitstreams: 1 silvanacarellomalvaccini.pdf: 568729 bytes, checksum: 5f9aa5d040de347fda41a020641da8ed (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:37:45Z (GMT) No. of bitstreams: 1 silvanacarellomalvaccini.pdf: 568729 bytes, checksum: 5f9aa5d040de347fda41a020641da8ed (MD5) / Made available in DSpace on 2017-03-24T12:37:45Z (GMT). No. of bitstreams: 1 silvanacarellomalvaccini.pdf: 568729 bytes, checksum: 5f9aa5d040de347fda41a020641da8ed (MD5) Previous issue date: 2008-02-27 / Este trabalho foi realizado a partir de entrevistas com professores de matemática da rede pública de ensino de Juiz de Fora (MG) e tem como proposta compreender a formação do professor em suas vivências na escola. Ou seja, mostrar o seu “tornar-se o que se é” numa perspectiva que se apóia no pensamento do filósofo alemão Friedrich Nietzsche. O sentido de formação considerado por esse autor como devir, é algo que nunca se conclui, é sempre processo. O devir é um “movimento”, uma trajetória que não possui um objetivo pré-determinado ou um ponto de chegada. O devir dá-se em conflitos, afetos, certezas e inseguranças; enfim, dá-se nas vivências do professor. O presente trabalho focará o olhar nas vivências no espaço escolar, que, aqui, a partir da perspectiva da cosmologia de Nietzsche é um espaço de múltiplas forças em um incessante movimento e de infinitas possibilidades. A investigação de campo desse trabalho foi realizada em dois movimentos distintos: No primeiro movimento da pesquisa, as narrativas dos professores entrevistados são organizadas em temáticas, elaboradas em diálogo com diversos autores. O segundo movimento da pesquisa surgiu de uma revisão metodológica, em que houve um aprofundamento na compreensão do enfoque narrativo da pesquisa. Os professores foram, então, entrevistados em grupo, resultando em um texto narrativo, que se aproxima a um formato de hipertexto. Com esses dois movimentos da investigação, a dissertação pretende, por um lado, abrir possibilidades para se produzir diferentes perspectivas acerca da “formação do professor de matemática” e, por outro lado, lançar uma compreensão sobre o processo de constituição da pesquisa e da pesquisadora. / This work was conducted from interviews with teachers of mathematics education of the public network of Juiz de Fora (MG) and its proposal to understand the formation of the teacher on their experiences in school. In other words, show your "become what it is" a perspective that is based on the thought of the German philosopher Friedrich Nietzsche. The sense of formal consideration by the author as becoming, it is something that never concludes, it is always process. This is becoming a "movement", a track that does not have a pre-determined goal or a point of arrival. The becoming gave up in conflicts, affection, certainties and uncertainties; finally gives up in the experiences of the teacher. This study focused look at the experiences in space school, which, here, from the perspective of cosmology, Nietzsche is a space of multiple forces in an incessant movement and infinite possibilities. A field investigation of this work was carried out in two distinct movements: In the first movement of the search, the narratives of the teachers interviewed are organized into topics, drawn up in consultation with various authors. The second movement of the research came from a review methodology, in which there was a deeper understanding of the narrative focus of the search. The teachers were then interviewed in groups, resulting in a text narrative, which is close to a form of hypertext. With these two movements of research, the dissertation seeks to, first, open up possibilities to produce different perspectives on the "formation of the professor of mathematics" and, furthermore, to launch an understanding on the process of formation of the research and researcher.

This study intends to develop knowledge about how the Swedish concept of values (“Värdegrund”)is used in the media, how the concept has shifted over time in the media from 1992 to 2020, and what this says about the school's function as part of society. Since the concept of values, with its set of values was incorporated, the difficulty over time has been in different emphases of what is considered to strengthen values. Perspectives that in value pedagogical research highlight normative as well as descriptive aspects. Aspects that describe perspectives on the school's civic education and the conditions for it. In the debate about the school's civic education, aspects emerge that refer to the school as a societal function and in some respects as an institution. Here, discourses emerge that are at the framework factor level or at the institutional level that can clarify, exploring and explaining the conditions that emerge in the study's empirical data. Aspects that express both to maintain, reproduce, an ideology and partly to create, produce, and prepare students based on society's demand.  Through the ways in which school and education are treated in the media, the image of the school's social function in a certain time and a certain society is framed. Based on this, I have chosen to use the media as a peephole to see how the school's basic values concept has been activated and used over time. Content analysis has been applied to analyse 91 articles from the newspapers Dagens Nyheter and Svenska Dagbladet.  The study shows how the school's values, with its set of values, which are found in the first chapter of the national curricula, relate to society's different use and application of the same values, which creates a complexity. The study shows how the school is expected to handle the increased complexity of society. The results and analyses highlight generally normative approaches that express what the school ‘should’ do, even if there are some examples of descriptive “how” different approaches are considered to strengthen values. This is made visible in how schools considered as a corrective and normative practice, where efforts are to a greater extent about counteracting factors that violate the school's values, rather than strengthening what promotes the values.

The Russian invasion of Ukraine marked the end of a period of peace on the Europeancontinent and as it constituted a significant shift in the geopolitical environment thisevent likely influenced the actions and worldview of important actors in the region suchas the EU. The aim of this essay is thus to examine to what extent the Russian invasionof Ukraine caused a shift in EU’s defence- and security politics as well as their view oninternational relations. In an attempt to answer this question a qualitative analysis oftwo of the Unions strategic documents, the EU Global Strategy from 2016 and theStrategic Compass from 2022, was conducted. By utilizing ideal types of the theoriesliberal internationalism, realism, social constructivism and the Copenhagen School’swidened security agenda the analysis found that there has been a shift in the ideasunderpinning EU’s security politics from liberal internationalism towards more realismand that the military and economic sector had been successfully securitized. In otherwords, the EU's defence- and security politics shifted after the Russian invasion ofUkraine towards a bigger focus on military capabilities and towards a view of the worldas a more threatening and competitive place.

本研究旨在瞭解北部五縣市國民中學總務主任工作壓力及因應策略的現況。以北部五縣市公立國民中學總務主任為問卷普查對象，共回收214份有效問卷，以SPSS12.0視窗中文版進行資料分析，再施以半結構式訪談，以輔助調查研究之不足，根據分析結果與訪談所得，提出建議。本研究之結論： 一、北部五縣市國民中學總務主任整體的工作壓力感受，屬於中等程度以上，對因應策略的使用狀況偏高。 二、在不同背景變項與工作壓力的關係上： （一）「30歲以下」的總務主任其工作壓力感受較強。 （二）「30歲以下」的總務主任其工作壓力感受較強。 （三）未婚總務主任所感受到的壓力，高於已婚的總務主任。 （四）「任總務主任年資未滿1年」的總務主任工作壓力感受較強。 （五）教育背景不同的總務主任工作壓力有差異。 （六）「偏遠地區」的總務主任工作壓力感受較強。 （七）「12班以下」的總務主任工作壓力感受較強。 三、不同背景的國民小學總務主任壓力因應策略分析： 壓力因應策略的使用上，不因性別、年齡、婚姻狀況、教育背景、任總務主任年資、學校所在地以及學校班級數等因素不同而有所差異。 四、不同壓力感受的總務主任壓力因應策略的分析： 　　工作壓力各層面感受高壓力組的總務主任在因應策略使用的得分顯著高於低壓力組。 最後依據上述的發現與結論，提出對國中總務主任、校長、教育行政主管機關的建議，以供參考。 一、對國中總務主任的建議 （一）增長專業知能，加強專業進修。 （二）落實權責分明，明確職務代理。 （三）強化工友技能，提昇工作績效。 （四）善用壓力對策，化壓力為助力。 二、對校長的建議 （一）訂定輪調制度，增進凝聚力量 （二）建立領導風範，加強溝通授權。 （三）運用獎勵措施，激發工作潛能。 （三）營造優質環境，減少雜務干擾。 三、對教育行政主管機關的建議 （一）修定相關法令，合理配置人力。 （二）加強知識管理，提升行政品質。 （三）成立營繕機構，專責辦理採購。 （四）建立人力資源，因應人力精簡。 （五）精簡公文報表，強化統合視導。 （六）開辦知能研習，增長專業知能。 / A Study on the Job Stress and Coping Strategy of the junior high Schools’ Directors of General Affairs in Northern Taiwan county . ABSTRACT The purpose of this study was to investigate the job stress and coping strategy of the high schools’ directors of general affairs in Northern Taiwan county. This study adopted both of the questionnaires and interviews to achieve the purposes stated above. The focus group included 214 junior high schools’ directors of general affairs in Northern Taiwan county . Four major conclusions of this study were as follows: 1.Perception of job stress of the junior high schools’ directors of general affairs was above average. The coping strategies were used more frequently. 2.the connection between different background and job stress: (1) There were no significant difference about sensitivity with job stress between directors in gender (2) In “ job stress”, the directors of less 30 years old had higher sensitivity than the directors of 41-50 years old . (3) In “ job stress”, the directors of less one year experience had higher Sensitivity than the directors of 5-8 years experiences. (4) In “ job stress”, the single directors had higher sensitivity than the married directors. (5) The job stress that junior high schools’ directors of general affairs differs from different educational background (6) In “ job stress”, the directors of remote districts had higher Sensitivity than the directors of towns and villages . (7) In “ job stress”, the directors of less12 numbers of classes of the school had higher Sensitivity than the directors of over 60 numbers of classes of the school . 3. Analyzing coping strategy of the junior high schools’ directors of general affairs with different background: There were no significant differences about ways of coping between junior high schools’ directors of general affairs in gender,age,marriage,educational backgrounds,years of service,service area,size of school enrollment. 4.Analyzing coping strategy of the directors with different perception of job stress: In coping strategy, the groups with higher sensitivity about “job stress ” got higher point than the groups with lower sensitivity.

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-30T19:52:44Z No. of bitstreams: 1 Osana Barbosa de Abreu Pinheiro.pdf: 1104482 bytes, checksum: f4c1e88e641c7e9135ec94898f4c8f93 (MD5) / Made available in DSpace on 2016-09-30T19:52:44Z (GMT). No. of bitstreams: 1 Osana Barbosa de Abreu Pinheiro.pdf: 1104482 bytes, checksum: f4c1e88e641c7e9135ec94898f4c8f93 (MD5) Previous issue date: 2016-07-27 / This research aims to identify, analyze and understand, regarding the students’ point of view, teachers and managers. What are the school’s conflicts and why they occur involving young students at the end of elementary school II. Focused on the conflicts which often occur inside a ninth grade classroom from elementary II at a municipal public school in the metropolitan region of Sao Paulo. Based on experiences which were lived in the school daily life, it is possible to attest that most students on the age bracket of 12 to 14 years, show a noticeable change on their behavior when they join elementary school II. They manner how they act and react in the school daily life is quite different from when they joined their first years at school. When they get to the conclusion years of cycle II (research focus), the problem is remarkable and the issues faced for educators get considerably highlighted. These behavior and mindset changes have left managers, teachers and parents concerned, due to that, the school gets in charge of such a huge challenge to be faced. When asked, students defend themselves, showing their reasons, and the same behavior occurs with adults. These are questions that go around the research: Why students from the end of Elementary school, especially those from 9th grade, lose their interest about the knowledge they can acquire, and begin to create the conflicts inside school? What are these student’s, teacher’s and manager’s goals on finding a solution to this problem? The research was done focusing on Portuguese Language, which has shown low learning indexes on external evaluations. The theoretical contributions were from the following authors: Xésus R. Jares – due to his studies about school as a place of conflicts; François Dubet, Danilo Martucelli Bernard Charlot, who analyze the school as a place of inequalities and the relation between students and knowledge; Emílio Tenti Fanfani and Gimeno Sacristán who discuss the schools’ council, its curriculum, its culture, the students’ culture and the teacher’s function on building a curriculum turned to the student. It’s a qualitative research, carried to the use of documentary analyses and interviews. The occurrence records were analyzed, as well as others materials, such as: Pedagogical Political Project, Projects against shifts, management rules and coexistence, process of continuing education to teachers, specifics federal and municipal laws. Beyond that, interviews were performed in a group of 06 students, 02 teachers and 01 school manager. The results obtained were presented on frames of summary information and revealed that there are conditions inside school reality, which allow and make the conflicts even easier to occur, especially those regarding students who are in the school phase and lives that tend to conflicts. The types of conflicts found on the school’s record and those which are noticed and expressed by teachers, manager and students, were focused on the behavior of resistance and disinterest shown by students, revealed the importance of school’s actions to reverse such situation / A pesquisa tem por objetivo identificar, analisar e compreender, na visão de alunos, professores e gestores, quais são e porque ocorrem os conflitos escolares envolvendo os jovens estudantes do final do Ensino Fundamental II. São focalizados os conflitos que ocorrem com frequência no interior de uma sala de aula de nono ano de Ensino Fundamental II de uma escola pública municipal da região metropolitana de São Paulo. Tendo por base as experiências vividas no cotidiano escolar constata-se que os alunos, na faixa etária entre 12 e 14 anos, ao ingressarem no Ensino Fundamental II apresentam, em sua maioria, uma mudança visível no comportamento. A maneira como agem e reagem no cotidiano escolar é muito diferente de como ingressaram nos anos iniciais de escolaridade. Quando chegam aos anos de conclusão do ciclo II (foco da pesquisa), o problema é perceptível e as dificuldades enfrentadas pelos educadores se acentuam consideravelmente. Tais mudanças de comportamento e na maneira de pensar têm preocupado gestores, professores e pais, deixando para a escola, em geral, um grande desafio a ser enfrentado. Ao serem questionados, os alunos se defendem, expondo suas razões, ao mesmo tempo em que, em relação aos adultos, a reação não é diferente. São questões norteadoras da pesquisa: Por que alunos dos anos finais do Ensino Fundamental, especialmente os do 9º ano, perdem o interesse pelos conhecimentos transmitidos e passam a protagonizar os principais conflitos no interior da escola? Quais são as metas para alunos, professores e gestores na resolução do problema? A pesquisa foi realizada com foco em Língua Portuguesa, levando em conta que nos últimos anos os índices de aprendizagem apresentados nas avaliações externas tem mostrado o baixo desempenho dos alunos, nessa área do conhecimento. Esse foi o motivo pelo qual se deu a escolha da escola sob estudo. Os aportes teóricos foram os seguintes autores: Xésus R. Jares – por seus estudos sobre a escola como lugar de conflitos; François Dubet, Danilo Martucelli e Bernard Charlot, que analisam a escola como lugar de desigualdades e a relação dos alunos com os saberes escolares; Emílio Tenti Fanfani e GimenoSacristán que discutem as organizações escolares, seu currículo, sua cultura, a cultura dos alunos e o papel dos professores na construção de um currículo voltado para o aluno.Trata-se de pesquisa de natureza qualitativa, levada a efeito com o uso da análise documental e de entrevistas. Foram analisados e quantificados os registros das ocorrências documentadas pela escola, além de outros materiais, como: Projeto Político Pedagógico, Projetos do contraturno, Normas de gestão e convivência, Plano do processo de formação continuada de professores, Legislações específicas federais e municipais. Foram ainda realizadas entrevistas com 06 alunos, 02 professoras e 01 gestora da escola alvo do estudo. Os resultados obtidos são apresentados em quadros síntese de informações e revelam que há condições na realidade escolar que permitem e facilitam a ocorrência de conflitos, em especial envolvendo alunos que estão em fase escolar e de vida propiciadoras à ocorrência de conflitos. Os tipos de conflitos encontrados nos registros da escola e aqueles que são percebidos e expressos pelos professores, gestora e alunos, concentram-se nos comportamentos de resistência e desinteresse dos alunos e revelam a incipiência das ações escolares para reverter essa situação

本研究旨在探討宜蘭縣國民小學教師知覺校長服務領導、學校內部行銷與學校創新經營之現況，比較不同背景變項之國小教師在三個變項間之差異情形，並探討國小教師在知覺三個變項間的關係，並進而分析國小教師知覺校長服務領導、學校內部行銷對學校創新經營之預測力。 本研究採用問卷調查法進行研究，以宜蘭縣國小教師為對象，共發出411份問卷，回收332份問卷，有效問卷為311份，回收後之問卷可用率為75.67%。調查所得資料以 SPSS 統計套裝軟體，進行相關統計方法處理分析。本研究獲致以下結果： 一、宜蘭縣國小教師知覺校長服務領導屬於中上程度，在「校長服務領導」八個層面，以「服侍」層面為最高；在知覺學校內部行銷屬於良好程度，在「學校內部行銷」五個層面中，以「參與賦權」層面最高；在知覺學校創新經營屬中上程度，在「學校創新經營」五個層面中，以「學生活動創新」層面最高。 二、不同年齡及不同學校地區之教師在知覺「校長服務領導」的程度上有顯著差異。 三、不同性別、年齡、服務年資、教育程度、擔任職務、學校規模及學校地區之國小教師在學校內部行銷上無顯著差異。 四、不同年齡之國小教師，在學校創新經營分層面「行政管理創新」及 「校園環境創新」有顯著差異；不同服務年資之國小教師，在學校創新經營分層面「行政管理創新」及「校園環境創新」有顯著差異，而在學校創新經營整體也呈現顯著差異；不同學歷之國小教師在學校創新經營分層面「資源運用創新」有顯著差異。 五、不同學校規模之國小教師，在「課程教學創新」層面、「學生活動創新」層面、「資源運用創新」層面及「校園環境創新」層面，均有顯著差異。 六、宜蘭縣國小教師知覺校長服務領導、教師學校內部行銷、學校創新經營整體及各層面，兩兩之間均有顯著相關。 七、宜蘭縣國小校長服務領導對學校創新經營有預測力；宜蘭縣國小學校內部行銷對學校創新經營有預測力；宜蘭縣國小校長服務領導與學校內部行銷對學校創新經營有預測力。 最後，根據研究結果提出建議，供國小校長、國小教師、教育行政機關及未來研究之參考。 關鍵字：校長服務領導、學校內部行銷、學校創新經營 / The purpose of this study is to explore how elementary school teachers in the Yilan district perceive principals’ servant leadership, school internal marketing and school’s innovation management. The thesis not only looks into whether and how teachers’ background matters, but also analyzes how they predict the three variables in question. This study conducted a survey-questionnaire by targeting on elementary school teachers in the Yilan district. A total of 411 questionnaires were distributed and 332 questionnaires were received. Among them, 311 were valid (75.67%). The data was analyzed through SPSS statistics, descriptive statistics, t-test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the study included: 1.Perceptions of principals’ servant leadership, school internal marketing, and school’s innovation management were respectively “above average”, “average” and “above average” in all aspects. The top priority each was “service”, “participation and empowerment”, and “student activity innovation” in the order. 2.Perception of principals’ servant leadership was found significantly different for teachers with different ages and from different school districts. 3.Perception of school internal marketing was found not significantly different for teachers with different genders, ages, service years, education levels, posts, and from schools with different sizes and districts. 4.Teachers with different service years perceived school’s innovation management significantly differently. More precisely, service year and age both made a significant effect on the perception of administration management innovation and campus environment innovation. Teachers with different education levels perceived resource use innovation significantly differently. 5.School size made a significant effect on the perception of curriculum and teaching innovation, student activity innovation, resource use innovation, and campus environment innovation. 6.Pairwise comparisons among principals’ servant leadership, school internal marketing and school’s innovation management were all significant. 7.Principals’ servant leadership was predictive of school’s innovation management, so was school internal marketing. Principals’ servant leadership plus with school internal marketing also predicted school’s innovation management. The results of this study provide an empirical basis for school principals, teachers and education administrators to make future investigations. Key words: principals’ servant leadership, school internal marketing, School’s innovation management.

Syftet med denna systematiska litteraturstudie är att undersöka vad tidigare forskning har kommit fram till gällande användning av skönlitteratur i undervisningssammanhang, samt hur en mer omfattande användning av skönlitteratur i skolan skulle kunna påverka skolans dubbla uppdrag. Studiens resultat bygger på 14 publikationer som tagits fram genom databassökning. Resultaten talar för att arbete med skönlitteratur i huvudsak är positivt, men att det krävs mer än att bara läsa för att kunna nyttja skönlitteraturens fulla potential. Forskning visar på att det finns stora möjligheter till bildning genom att läsa, diskutera och analysera skönlitteratur. Samtidigt tyder undersökningar på att dagens elever läser mindre än vad de gjorde för tio år sedan. Resultatet visar även på att elevers medievanor förändrats och att de medier som skolan använder sig av behöver följa med i utvecklingen och föreslår serieromaner som ett möjligt alternativ till traditionell textuell litteratur. Sammanfattningsvis finns mycket att vinna genom arbete med skönlitteratur i skolan så länge som det medföljande arbetet kring litteraturen är välplanerad och eleverna upplever litteraturen som meningsgivande.

The purpose of this study is to increase knowledge about how technology teachers in grades 1-3 perceive their own teaching in the subject technology linked to conditions such as education, time frame, teaching materials, materials and equipment. The study was conducted with the help of qualitative interviews in which eight active and educated technology teachers in grades 1-3 participated. The interviews examined the teachers' individual views on the technology subjectaround the deficits that the Swedish Schools Inspectorate report from 2014 highlights. Furthermore, it was investigated how the teachers' attitudes are affected by the mentioned conditions and whether there were more factors that they considered influenced their teaching in the subject of technology. The analysis of the interviews was inspired by a phenomenography inspired model where the teachers' statements were analyzed and linked to previous research. The results of the survey show that the teacher's competence in the subject of technology is not decisive for whether the teacher feels safe and competent in teaching. The security and competence are rather clarified in how much education the teacher has in technology. It emerged that the conditions of the technology subject are affected by the economy, parts such as materials, equipment and further education are given lower priority financially by both teachers and school management. Conclusions drawn in this study are that technology teaching and teachers' attitudes are largely influenced by how the subject is prioritized by the schoolmanagement. If the subject is not prioritized more by teachers and school leaders, the subject will not be more visible than it already is.

Syftet med denna studie är att förstå hur sångelever och sångpedagoger vid svenska gymnasieskolans estetiska program förhåller sig till motivation som drivkraft i övning och undervisning och hur sedan denna kunskap nyttjas i arbetet i sångkurserna.   Totalt har sex elever och en sångpedagog deltagit i undersökningen som genomförts i form av kvalitativa intervjuer.   Resultatet av studien visar att kunskapsnivån om hur övningslusten kan upprätthållas är god men borde kunna höjas genom medvetandegörande av hur motivation fungerar både hos undervisande pedagoger och hos studenter då det finns mycket olika forskning i ämnet som refererats till i detta arbete. De känner till, men bör till viss del kunna höja den mer djupgående förståelsen för och kunskapen om begreppet motivation och de olika teorier som finns med didaktiska implementeringsmöjligheter i ämnet. Undersökningen har lett till djupare insikt om och förståelse för det komplexa samspel lärare elev emellan för att nyttja och vårda motivationen i undervisningen. Analys av resultatet visar att varje elev kräver en ny analys av läraren för att finna det optimala arbetssättet för att uppnå den optimala motivationen hos eleven då olika elever kräver olika arbetssätt. / The purpose of this study is to understand how vocalist students and vocalist teachers at the Swedish Upper Secondary School’s Aesthetic Program relate to motivation as a driving force in teaching and in practice and how this knowledge is used in the courses’ daily voice and song teaching.   Six students and one song teacher have participated in the study which was done with qualitative interviews.   The result of the study shows that the level of knowledge about how the desire to practice can be maintained is good. However this knowledge should be able to be improved on by increasing awareness of how motivation works with both teachers as well as students. There is a lot of research being done on the subject which is referred to in this study. Both teachers and students have the knowledge but should, to a certain degree, be able to raise the level of a deeper understanding of, and knowledge of the concept, and different theories of motivation as well as the usage of it, and further possibilities of didactic implementation. The study has led to a better insight and understanding of the complex interaction between teacher and student in using and caring for motivation in the teaching/learning situation. The analyses of the results have shown that each student demands a new analyses from the teacher to find the optimal way of teaching to reach the optimal motivation in the student as different students need different ways of learning.