I denna literaturstudie undersöks forskningsfrågan Vilka utmaningar finns det med inkluderande arbete i matematik för elever i behov av särskilt stöd? Syftet med litteraturstudien är att få en överblick över de utmaningar som finns för elever med matematiksvårigheter vid inkludering i helklassundervisning i matematik. I litteratursökningen har processen utgått både från nationell och internationell forskning inom detta område för att få en bred bild över det inkluderande arbetet i skolan och dess variation. Att arbeta med inkludering i skolan för elever med matematiksvårigheter är mycket aktuellt. Idag är dock forskningen kring inkludering något outforskad och för att skolorna skall kunna anpassa arbetet efter den grad av inkludering som bör implementeras så behöver även forskningen fördjupas. I denna litteraturstudie används 13 relevanta källor till forskningsfrågan för att lyfta fram vad forkningen säger om utmaningarna med det inkluderande arbetet i skolan för elever med matematiksvårigheter. Forskningen är baserade på bland annat empiriska studier, varav vissa genomförda av doktorander och forskare vid Malmö Universitet. Den internationella forskningen är hämtad från Finland och Storbritannien. För att få en djupare förståelse för området sker definition av relevanta begrepp i bakgrunden, bland annat begreppen; matematiksvårigheter, inkludering och integrering. Litteraturstudiens sökprocess förklaras tydligt i metoden men det går även se en mer detaljerad tabell med samtliga sökningar i bilagor. Resultat och analys är sammanslaget för att kunna föra tydliga resonemang kring det resultat som anses relevant utifrån arbetets valda källor kring. Denna del är uppdela i fyra olika delar för att få en tydlig struktur. De delar är; Beslutsfattande kring inkludering, Inkluderingsprocessens komplexitet, Inkluderingsprocesser i praktiken och Konsekvenser för bristande inkludering. Resultatet redogör för relevant forskning kring inkluderingsprocesserna i skolan och utifrån litteraturen diskuteras bland annat de utmaningar som forskningen har presenterat. Inkluderingsprocessen är på många vis komplex och det krävs tålamod, kompetens och kollegialt samarbete för att få det att fungera. Utifrån resultatet är inkluderingsprocessen komplex med ett stor inflytande från politiska bestämmelser när det handlar om hur det bör implementeras i skolorna. För ett fungerande inkluderande arbete krävs god pedagogisk kompetens, starkt kollegialt samarbete och ett gott tålamod. Slutligen kan det konstateras att det inkluderande arbetet är en utmaning men att det är fullt möjligt.

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The study’s intention is to research the questions of how authentic assessment could benefit EFL students’ speaking skills in Swedish upper secondary school and what some advantages and disadvantages were of doing so. To this end secondary sources were used to gather information to be able to answer the research questions. The results showed that the benefits of authentic assessment could help students’ speaking skills in improving their accuracy and fluency, their conversational skills and grammar use for communicative competency. Results also showed that authentic assessment promotes learning style diversity. Both skill and materialistic issues were found as some advantages and disadvantages of using authentic assessment when assessing EFL students’ speaking skills. Examples of advantages were authentic assessment helping students develop skills such as critical and logical thinking, interactional skills and combining cognitive objectives with attitudes and social skills. No disadvantages in favour of the students were found. However, the teacher’s lack of possible knowledge needed to use authentic assessment was noted. A final discussion expressed that authentic assessment, like any other type of assessment, has its value when used in the right context.

The purpose of this thesis is to investigate how teachers at upper secondary school view their profession; how different parameters within the school affect what teaching roles are available for the actor and how this is expressed in the teachers' everyday lives. The material consists of ten qualitative interviews and five supplementary questionnaires. The interviews are about teachers' view of the teacher's role, and their experiences of their profession. I have analyzed these with the help of Erving Goffman's metaphors in dramaturgy, and the concepts of identity and performativity. The thesis analyzes the experience of upper secondary school teachers about their daily lives at work and how they take on different roles at school, as well as how different schools enable different roles. Furthermore, it analyzes how teachers create different strategies for teaching, attracting students' interest in subjects they normally don’t find interesting and at the same time having fun at work. During the process I’ve noticed that the informants have a unified idea about how a good teacher "should be”, but that different aspects within the ideas are prioritized. I’ve also noticed different limitations within the teacher role. I also discuss how the teaching profession is perceived by the teachers, and how it’s made into a stage profession where clothes and other props – such as the classroom, the whiteboard and other school material – are used to portray a teacher. I also examine the fine line between teachers on stage and behind the scenes. The thesis also highlights the many demands and versatility of the teaching profession. How complex it is and that teachers as a professional group are often overlooked in research that focus on school as the students are the primary reason why schools exists.

The purpose of this study is to investigate, through a quantitative and qualitative analysis, how the officals freedom of information is expressed in policy documents from Swedish universities, colleges and upper secondary schools. The purpose is broken down into two different - but interconneted parts. The first part investigates and analyzes the issue of transparency in ‘general’ versus ‘image’ and market thinking through “our public ethos”. The second part concerns the status of officials rights of freedom of information in relation to other reaction possibilities. A democracy perspective is here set against a market perspective. Furthermore, differences and similarities in dominating perspectives and the position of freedom of information between these documents current descriptions is to be elucidated.  The first question is answered on the basis of our public ethos theory combined with Fredriksson and Palla's model of six principles for government communication. The results show that the market perspective dominates both in the universities and college documents, as well as in the documents that apply to upper secondary schools. The second question is answered through Lundquist's model of different reaction possibilities. The results show that the reaction ‘whisper’ (freedom of information) has a greater emphasis in the documents that apply to upper secondary schools than those of universities and colleges.

This study investigates reading comprehension strategies amongst 298 Swedish ESL students in upper-secondary school, possible relationships between high motivation to learn and high strategy use, and whether more experienced readers tend to use reading strategies more frequently than lesser experienced readers. Data was collected through online surveys, and the findings were analysed using quantitative analysis. The results of the study showed that experienced readers tend to use reading strategies more often than less experienced readers, but that the most employed strategies amongst students seem to be naturally occurring rather than metacognitive and self-regulated ones, indicating that the participating Swedish upper-secondary students lack sufficient knowledge of other reading strategies. The data regarding the possible relationships between high levels of motivation and a more varied use of reading strategies do not indicate a strong correlation. One possible conclusion of the study is that even if students seem to perceive themselves as strategy users, the strategies deemed most important by researchers still end up amongst the least used strategies, indicating that students still need to receive more explicit training in the use and functions of such strategies.

Respons från såväl lärare till elev som från elev till elev kan vara en möjlighet att utveckla elevers skrivande men kan även begränsa elevers skrivande om den inte ges på ett konstruktivt sätt. Vi fann det intressant för vår kommande yrkesroll att ta reda på vad det finns för möjligheter och fallgropar vid kamratrespons. Med det valda problemområdet vill vi fördjupa våra kunskaper i hur elevers skrivutveckling kan påverkas av kamratrespons, det vill säga hur den kan stärka eller hämma elevers skrivutveckling i en pågående skrivprocess. I gymnasieskolans kursplan för svenska 1 är ett av målen för skrivutveckling att elever ska utveckla en språkriktighet, där kamratresponsen utgör en viktig del för skrivutvecklingen (Skolverket, 2011). Till denna kunskapsöversikt har artiklar genom databassökning samlats in. Sedan har vi tillsammans granskat och valt ut relevant material. Vi har noggrant diskuterat varje artikels relevans kopplat till vår frågeställning. Resultatet av valda artiklar visar att responsen ska ges på ett konstruktivt sätt, att den som ger respons måste vara medveten om uppgiftens syfte och att det råder delade meningar om lärarrespons eller kamratrespons är mest effektivt för elevers skrivutveckling. Slutligen kan vi konstatera att dialogen utgör en central del av responsen oavsett för den som tar emot eller ger responsen samt att elever tillsammans kan överkomma uppgifters svårigheter.

This study focuses on social class in Swedish EFL coursebooks. The aim is to investigate what different social classes are represented and how much space they are given, as well as how they are portrayed in three Swedish EFL coursebooks aimed at English 5 for upper secondary school. The selected coursebooks Viewpoints 1, Blueprint A 3.0, and Pioneer 1 have been analyzed using qualitative content analysis, focusing on texts and images presented in the materials. The analysis emanates from Neo-Marxist theory in order to point to different social class conditions. The results show lower-, middle-, and upper-class representation to various degrees. Mostly the lower class and upper class are visible, while the middle class is underrepresented. The lower class, in most cases, is shown together with the upper class in exploitative circumstances. This is made apparent through the lower class, in most cases, lacking the ability to decide for themselves in relation to their upper-class counterparts. Further, this indicates that the upper class rules the world on behalf of the lower class. Meanwhile, when the middle class is shown, they are mainly depicted through overconsumption, and as victims of upper-class dominance. Despite previous research showing the importance of social class on a global, European and Swedish scale, the coursebooks somewhat disregard its importance in different texts and images.

The use of translanguaging in ELT classrooms can have significant benefits for multilingual students. This study investigates how students with background languages other than Swedish perceive the use of translanguaging in ELT classes. The study aims to answer questions about how these students perceive teachers' use of it, their perception of their own use of it, and in which classroom activities they report a need to use it. Data was collected through a questionnaire that was carried out in three Swedish as a second language classrooms in two separate upper-secondary schools in southern Sweden. Generally, the findings showed a predominantly positive attitude towards the teachers' use of translanguaging in the ELT classroom, but some students did not find it helpful. The majority of students reported that their background languages helped them understand and develop their English language skills. Translanguaging was also supportive in various classroom activities, such as reading comprehension. The study concludes by pedagogical implications for translanguaging use in the ELT classroom in Sweden.

The Swedish upper secondary school is becoming more digitalized, and the use of digital teaching materials is being questioned and debated by many, including the Swedish school minister. Therefore, with this study, we aim to investigate how upper secondary students experience the use of digital teaching materials in the subject of Swedish. We also aim to study the challenges and possibilities students are experiencing connected to the use of digital teaching material. The theoretical framework of this study investigates the students’ experiences with a phenomenological approach with the theoretical concepts ”digital literacy” and ”spatial stability”. Seven upper secondary students participated in semi-structured interviews, then a thematic analysis was conducted. The findings of the study show that upper secondary students have varied experiences with digital teaching material, and that digital teaching material has both positive and negative implications. In the study, it became evident that both the students and the digital teaching material is engaged in, and interacting within a digital ecology. This digital ecology is created and navigated by the teacher, which furthermore could lead to challenges for the students’ digital literacy development. Some students are also experiencing spatial instability due to the teaching material’s fragmentary form. Lastly, the study shows that while working with digital teaching material, students sometimes experience challenges with digital distractions. Some students have developed a strategy of ”digital pauses” to encounter these distractions.