The general aim of this thesis is to examine and explain how education fosters future citizens when Swedish upper secondary schools work actively with entrepreneurship in school. Toward this aim, two research questions are asked: How are students governed and how do students govern when focus is on entrepreneurship in school? How do teachers relate to entrepreneurship in school? The study took place in a school development program with a focus on teachers developing their abilities and working with entrepreneurship in schools. Four studies presented in four articles form the cornerstones of the thesis. The empirical data was collected during 2013– 2014 in three of the participating schools. Different methods were used. The first step was reading and analysing policy documents, followed by observations in the classrooms, interviews with the teachers with the help of performance maps, and interviews with the students in gendered focus groups. In total, 14 teachers and 90 students were involved in the study. The schools were geographically spread and represented both public and independent schools. For this study an abductive approach was used, which means that the empirical data were collected and first studied unbiased. Various theoretical models were chosen to find answers to the specific research questions; thus, a connection between the theory and the empirical data was made. The first article examines whether a citizen with entrepreneurial abilities is fostered in school when the concept of entrepreneurship has a place in the curriculum. This article also analyses the curriculum (Gy11) and more specifically what can be read under the heading The Task of the School. The main result from this study shows that students are emphasising entrepreneurial abilities over other abilities. The second article draws a comparison between John Dewey’s ideas of progressive education from the early 1900s and the teaching methods that have come to be advocated for developing student ́s entrepreneurial abilities. The main purpose of progressive education is to foster a democratic citizen; here I could observe that techniques for teaching entrepreneurship are comparable to progressive education, but the purpose is not the same. The purpose of entrepreneurship in school is primarily to foster individuals who are active and responsible for their own future. Michael Foucault's concept of governmentality is the focus of article three, which explores how students are governed and shaped when entrepreneurship in school is emphasised, and it explores whether boys and girls are governed in different ways. The analysis of the result indicated that the students were governed in three different ways in the three school contexts, and girls and boys were governed in different ways both among the schools and within the schools. The fourth article addresses how the teachers relate to entrepreneurship in schools in light of new reforms, marketization, more regulation and the demands of being an entrepreneurial teacher. The result shows three narratives: the cool teacher, the stressed teacher, and the frustrated teacher, each handling entrepreneurship in school in different ways. This thesis shows that the entrepreneur has come to be presented as a hero and entrepreneurship as a solution to cope with challenges—to the global economy, but also for coping with ourselves and our own lives. It also shows that fostering a democratic citizen is subordinate to fostering citizens with entrepreneurial abilities, as the regime of truth is to become the entrepreneur. The students are both governed and governing toward that direction. And even if teachers have different ways of approaching entrepreneurship in schools, the will to be the entrepreneurial teacher and to foster entrepreneurial citizens is clear.

This thesis examines the protein content of nursery school lunches and "second" servings when a multi-purpose food is used as a substitute or as a supplement.

Childhood obesity in America is reaching epidemic proportions. This study explored whether daily online lunch menu information was sufficient to enable parents to advise their children about healthy and unhealthy menu choices in 350 Texas middle schools and whether online menu information strongly correlated with the descriptions of the offerings given by 52 school cafeteria managers in telephone interviews. Although schools are making efforts to describe their offerings, they are not vigorously taking advantage of the opportunity to aggressively inform or educate. They are not coding their descriptions in such a way as to explicitly brand food as healthy or unhealthy. They are also not labeling food as generally required by law for consumer services that provide food (except for the fresh produce that lines supermarket shelves). Instead, they only briefly describe what they are serving in the way of fruit in one or two word snippets. Finally, cafeteria managers’ online descriptions were inconsistent with what they described in interviews. Online and verbal descriptions were sometimes contradictory, raising questions about the accuracy of either type of description.

The problem of this study is to determine the desirable characteristics of a sound program for financing Texas public school buildings--commensurate with need and with an equitable relation between state and local effort.

The problem of this study was to develop a scale for rating a school facility in terms of a proposed set of educational objectives.

The problem of this study was to compare concepts of the actual and ideal roles of school superintendents as they are perceived by superintendents and by classroom teacher presidents.

M.Ed. / It became apparent in this study that persuasive communication can play an important part in managerial communication. Persuasive communication implies that appeals are made to reason (logos) and emotion (pathos) to change a given attitude for the benefit of the organization and the individual. This can only be achieved if the trustworthiness (ethos) of the persuader can be relied upon. Persuasion is not a coercive measure - the persuadee is led to change his attitude on his own initiative ...

M.Ed. / The inability of the school to react or adapt swiftly to changes in society, poses the challenge to the principal, as the organizer and leader of his school, to develop built-in managerial mechanism(s) which will guarantee the constant self-renewal of the school. The following aspects of the problem, which also constitutes the aims of the investigation, were analyzed by means of a study of selected literature, from which some logical conclusions were drawn ...

This study explored the effects of parental false perceptions of their children's temperament on their subsequent school behavior problems. Participants were parents and teachers of 97 kindergarten children in an urban southern community. Both parents and teachers completed questionnaires on children's temperament, while teachers reported on children's school behaviors. Results indicate that both parent and teacher report of child temperament is related to school behavior problems, however, when parental ratings are more favorable than teacher ratings, this favorability is related to more internalizing and externalizing behaviors in school. In addition, parents rated their children higher on negative emotions, while parents and teachers rated similarly on effortful control. Furthermore, parent ratings of children's negative emotions were predictive of behavior problems above and beyond teacher's report. Findings highlight the relation of parental perceptions to children's school behavior problems and the utility of parent-teacher collaboration in improving children's school adjustment.

This research investigation examined high school students' attitudes toward drug testing prevention programs, and examined the extent to which those attitudes vary according to gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, alcohol use, and involvement in extracurricular activities at school. The results of this exploratory study are intended to help school administrators and counselors have an increased understanding of high school students' attitudes toward drug testing prevention programs. The participants in this study were drawn from a convenience sample comprised of high school students in grades 8, 9, 10, 11, and 12 at a co-educational, parochial school located in the metropolitan New Orleans, Louisiana area during the 2002-2003 school year. Each participant completed survey packets which contained the Attitudes Toward High School Drug Testing (ATSDT) survey and personal demographic data. The results of this study indicated that high school students generally have neutral attitudes toward drug testing prevention programs. There appear to be significant statistical differences between high school students' attitudes toward drug testing prevention programs based on their gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, and alcohol use; however, students' involvement in extracurricular activities at school was not related to their attitudes toward drug testing prevention programs. This information may be used to assist school administrators and school counselors in designing drug-free schools that engender respect and approval from the greatest possible number of students, faculty, and public, and provide needed information for school counselors in providing drug related prevention services, interventions, and after-care to adolescents