The aim of this study was to see if a deliberately creative approach in an EFL (English as a Foreign Language) class would have any impact on the students’ EFL learning in terms of more varied vocabulary use, more original written texts, more implementation of story elements (such as a story goal, obstacle, character motive) and increased motivation leading to enhanced activity and attention.      An empirical method was adopted in connection in which two Swedish upper-secondary school classes of a vocational program participated. One class was exposed to a regular teaching method (RTM) while the other class was exposed to a creative study design (CSD). During a four week period the students were assigned to write a short story and received instructions on different story elements (story goal, obstacle and character motivation). The RTM was based on how the class’s ordinary teacher would have taught. The CSD was uniquely created for this study and included several techniques and recommendations from scholars in the field of creativity.      The results showed that the students exposed to the CSD implemented the story elements to a somewhat higher degree, used a slightly more varied vocabulary, wrote more creative stories, and showed more attention and activity than the students exposed to the RTM. However, more extensive studies would be needed to confirm these results and allow generalizations about the possible benefits the CSD has as opposed to the RTM when it comes to EFL learning.

The aim of this study is to acquire knowledge regarding democratic education in upper secondary school programmes with different gender and social class profiles. It covers the teaching in and about democracy, pupils’ power-positions and their attempts to affect routine school activities. A particular focus of attention was processes of influence, through which the pupils themselves pursue issues in school. The analysis is based on theories and previous research focused on gender and class perspectives of fostering democracy. Basil Bernstein’s theories regarding power, control and pedagogic codes, in combination with feminist theories (principally those of Arnot, Reay, Skeggs, Gordon and Walkerdine), form the basis of the theoretical framework. Ethnographic methods have been applied, including participatory observations, conversations, interviews, and analysis of relevant documents over one academic year. Two Swedish upper secondary school classes were followed: one from the vocational Child and Recreation Programme and one from the academic Natural Science Programme. Teaching students about democracy and invitations for them to exert influence appeared generally to be unplanned and were marginalised in school. The few invitations that occurred had an individual stamp and focused on pupils’ choices, responsibilities and duties, rather than on their rights in school. Democracy was presented in the form of facts about formal democracy and formal participation in democracy in the future, while a more critical   attitude and possible influence strategies for youths were marginalised. Pupils in both classes wished and attempted to influence teaching, primarily through informal means. There were, however, significant differences between the classes in what they were able to influence. Analysis of pupils’ voices in relation to the pedagogic context revealed that the power relationships in these influence processes depend partly on the focal academic subject. More   importantly, they also differ between the upper secondary school programs, which differ in strength of classification (sensu Bernstein), demands, pace and difficulty levels. These   differences are related, in turn, to whether the programmes are intended to prepare the pupils for higher education and/or a vocation after school. Generally, the Child and Recreation pupils exerted influence more successfully when they wished to reduce the pace and difficulty of lessons than when they wished to get more out of their education, while the opposite applied to the Natural Science class. Who had influence over what was principally   related to the programmes’ gender and class profiles and the pupils’ expected positions in society. / Ett aktivt medborgarskap? Om demokratifostran i gymnasieskolan

In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools.   Using the History and Philosophy of Science as my point of reference, I identified and categorized five multiple historical models of gene function: the Mendelian model, the classical model, the biochemical-classical model, the neoclassical model and the modern model. I then developed a research instrument to be used to analyse how these models are transformed within the educational system via textbooks. Biology and chemistry textbooks from Sweden, as well as a number from English speaking countries, were studied. The models used to describe gene function in the textbooks were investigated, as were the conceptual changes between the actual models and the way they are presented in textbooks. Finally I studied how the transformed science in textbooks is understood by students.   I found that all the multiple historical models were used implicitly in the textbooks. The older historical models were presented more frequently, resulting in a simplified and deterministic description of genetics. Throughout the textbooks a specific model was usually described in a particular subject matter context. The models used in the textbooks were usually hybrid models consisting of features from several of the historical models, thus creating incommensurability. The textbooks do not provide any epistemological foundations to facilitate readers’ understanding of the implications of multiple models. Furthermore my results show that, when reading the textbooks, students’ have difficulties in detecting the use of multiple models, incommensurability, and the conceptual changes that occur in a content-specific context such as gene function. Overall, students’ understanding of the use of multiple models, conceptual change, and incommensurability reflects the way in which they are depicted in the textbooks. Students’ domain-specific difficulties in understanding genetics might therefore be due to the way science is transformed into school science.     These findings indicate the importance of epistemological aspects in the transformation of science into school science, i.e. science as a way of knowing, not only for students’ understanding of the nature of science, but also for their understanding of the conceptual knowledge. The degree to which school science should mimic the academic discipline, as well as an understanding of what is lost in the transformation of science into school science, are key issues discussed in the thesis.

Syftet med studien är att ur ett diskursteoretiskt perspektiv beskriva rådande diskurs och inom diskursen tillgängliga subjektspositioner, då sju gymnasieelever beskriver sina åtgärdsprogram på högskoleförberedande program. Resultatet visar att det råder samstämmighet bland eleverna kring att de har fått åtgärdsprogram upprättade eftersom de ligger efter i skolarbetet och att de ligger på betyget F i en eller flera kurser. Resultatet visar vidare att det inte råder samstämmighet bland eleverna kring hur det kommer sig att de ligger efter och riskerar F, och att det heller inte råder samstämmighet kring hur åtgärdsprogrammet har bidragit till förbättrade resultat. Resultatet visar att det i elevernas beskrivningar också framkommer att de har ett flertal subjektspositioner tillgängliga inom diskursen. Av dessa tillgängliga subjektspositioner intar samtliga elever i studien subjektspositionen elev som riskerar att få F. Likaså visar resultatet att samtliga elever intar en subjektsposition som innebär att han eller hon inte är ovanlig. / The aim of this study is to describe, from a discourse theoretical perspective, the prevailing discourse and the subject positions available within this discourse among sevens pupils attending higher education preparatory programmes at Upper Secondary Schools in Sweden. The discourse emerges in qualitative interviews where the pupils talk about their experiences of individual educational plans. The result shows that concordance prevails among the pupils about the fact that their individual educational plans have been drawn up because they have fallen behind in their school work, and because they run the risk of having grade F. Furthermore, the result shows that concordance does not prevail among the pupils when it comes to why they have fallen behind in their school work or how the individual educational plan has helped to improve the results. The result shows that in the pupils’ descriptions several subject positions appear as accessible within the discourse. All pupils accept the subject position of a pupil running the risk of getting an F, likewise they all accept a subject position that signifies that he or she is not an unusual or special pupil.

This dissertation explores written and oral feedback in different contexts. The study is based on interviews with five Swedish teachers in Civics and on observations of their way of giving feedback in the classroom. Furthermore, teachers’ comments on the students’ written tasks were examined. Feedback from the teacher to the student has been classified into the categories: Focus on task, Focus on grade, Focus on learning process and Focus on self-regulation. According to previous research feedback with focus on process and self-regulation is the most powerful tool for enhancing learning. The result shows that the feedback which was given on written tests and written tasks was not favourable for enhancing learning. Feedback in a written log and during work in class was more effective. In the context where teacher gave oral feedback when giving back the written texts both grades and learning process appeared to be in focus. Activity theory has influenced the analysis of variation in feedback and of obstacles and possibilities for developing formative feedback. In order to explain the variation I discuss the form of the task, the nature of the subject and the fact that feedback is given in both a formative and a summative discourse. In the formative discourse, where the teacher acts as a promoter, I find good possibilities for developing formative feedback. Open tasks, feedback towards abilities and a direct relation between the student and the subject matter appeared in this discourse. A summative discourse, where examination and grades characterized the feedback, has been interpreted as an obstacle for development of a more formative practice. In that discourse the teacher acts as a mediator between the student and the subject matter.

Denna uppsats undersöker vad tre tidigare teaterlärare berättar om sin lärarroll på ett estetiskt program med inriktning teater. Uppsatsen utgår från två forskningsfrågor: vilka teman framträder i teaterlärarnas yrkesberättelser när det gäller deras lärarprofession? samt vilka utmaningar och möjligheter återkommer i teaterlärarnas yrkesberättelser? Teoretiska utgångspunkter i uppsatsen har varit narrativ teori, samt socialkonstruktionism. Empirin har samlats in genom kvalitativa semistrukturerade intervjuer, analyserade enligt en tematisk analysmetod från Lieblich et al. (1998). Urvalet bygger på tre tidigare, nu pensionerade teaterlärares yrkesberättelser. Totalt har tre teman per individuell yrkesberättelse utkristalliserat sig i resultatet med utgångspunkt i den första forskningsfrågan: Att vara med i ett sammanhang och få en identitet. Man måste orka hålla i gång så där kraftfullt så att man inte blir trött. The slice of life. Min förebild Brian Way. Drama för arbetarklassens barn. De akademiska fähundarna. Att se och möta teater. Gruppen är viktig i teater, samt Teater alstrar kreativa människor och kreativa människor behövs. Den andra forskningsfrågan genererade fem teman som visar på utmaningar inom   teaterläraryrket: Det är jävligt känsligt att stå på en scen. Det är en ram som man tvingas in i. Teater förlorar i status om det inte går in i skolans organisation. Betygsättningen är ett helvete, samt Teaterläraryrket är ett ensamyrke. Tre teman visar på möjligheter inom teaterläraryrket: Teatereleverna är färgstarka individer som anstränger sig, Eleverna gör mödan värd, samt Att se eleverna växa. Resultatet visar på att vara teaterlärare innebär att förhålla sig till skolans struktur och försvara ämnets position i skolan, samt att behovet av stöd från rektor är av yttersta vikt. Att vara delaktig i elevernas personliga och sociala progression är det som teaterlärarna ser som den stora förmånen. / This study investigates how retired theater teachers have experienced their professional work in Swedish upper secondary schools referred to the National Arts Program for theater. The two principal themes asked were: What themes are common in teachers`professional lives? What challenges and opportunities are occurring? The theoretical framework are narrative theory, and social constructionism. The empirical material has been collected through   qualitative semi-structured interviews by the analyzing method according to Lieblich et al. (1998). Three retired teachers have been interviewed. Three themes per person have resulted from the first research question: Participating in a context and getting an identity from it. One has to keep up the good work with power not to get tired. The slice of life. My role model Brian Way. Drama for working-class children. The academic blackguards. To see and participate in theater. The group is important in Theater, and Theater creates creative people and creative people are needed. The second question in the study generated five themes pointing out challenges: It's damn sensitive to stand on a stage. It's an organization that you are forced into. Theater loses its status if it is not included in the school structure. And then there is grading that's hell. The theater teacher’s profession means solitude. Three themes show possibilities: The theater students are colorful individuals that doing their utmost. Students make the effort worthwhile. To see students develop. The result of this study shows that being a theater teacher relates limiting to a school's structure and at the same time the teacher must defend the position of the subject. In this principal´s support is of great importance. Being part of a student´s personal and social development is regarded the biggest benefit for a theater teacher.

In the school subject religious education in Sweden, there is a term which easily becomes overlooked, the concept »view of life« (in Swedish: livsåskådning). The concept includes both religious and non-religious world views and is a wider term than religion. Swedish scholars have different approaches to what a view of life can be, which have resulted in a range of interpretations and an uncertainty regarding how teachers should approach the concept in their teaching. In this student thesis I attempt to structure a teaching model, which takes its starting point out of Anders Jeffner’s theories and understanding of the essence of the concept and implement his definition in a teaching situation. The teaching model connects both to the students’ own personal standpoints as well as to more established and collective views of life. This teaching model is being tested and observed as a case study in upper secondary school in order to gather research material and discuss how the students face and understand content and function related to the concept. Furthermore I intend to discuss if Jeffner’s definition is a functioning way to adress views of life in religious education. The result of this thesis is that the students notice a wide range of perspectives of what a view of life can consist of in terms of suppositions and values, as well as its functional effects on an individual and a collective level. However, there is a challenge in translating theoretical concepts and adapting content to a student level.

Algebra is an important part of the Swedish curriculum and is something that many students have difficulties with. Every student in upper secondary school in Sweden has to be given opportunities to develop their knowledge according to the curriculum. Therefor it is important to adapt the education conducted in order to give all students possibility to develop their knowledge. The aim of this study is to investigate how students with low achievements in mathematics experience the education in algebra in their first year at a vocational program in upper secondary school and investigate what difficulties they have with algebra. To reach the aim, qualitative interviews with eight students from vocational programs in their first year upper secondary school were conducted. The result shows that the students have a positive view on the recent education in algebra. Their experience put forth the education pace, work models and content and outlines of the lessons. Their difficulties in algebra is related to insecurity and can be explained through difficulties with the mathematic language, flaws in arithmetic and low level of abstraction. The result reinforces previous research and contributes with important knowledge to be aware of when planning and teaching algebra. / Algebra är ett av de centrala innehållen i matematikkurserna och är något som många elever har svårt med. Enligt läroplanen för gymnasieskolan ska skolan ge alla en möjlighet till att utvecklas. Därför är det viktigt att undervisningen utformas så att den ger möjlighet till alla elever att utvecklas. Syftet med studien är att undersöka hur elever med låga prestationer i matematik upplever algebraundervisningen i årskurs ett på yrkesförberedande program i gymnasieskolan och undersöka vilka svårigheter dessa elever har i algebra. Kvalitativa intervjuer med åtta elever som går i årskurs ett på yrkesförberedande program i gymnasieskolan genomfördes. Resultatet visar att eleverna har en positiv syn på algebraundervisningen som de nyligen fått. Deras upplevelse handlar om undervisningstempot, arbetsformer och lektionernas innehåll och form. Svårigheterna beror på osäkerhet i att arbeta med algebra och kan förklaras utifrån bristande aritmetiska kunskaper, brister i det matematiska språket och låg abstraktionsförmåga. Resultatet förstärker tidigare forskningsresultat och visar viktiga aspekter att beakta vid planering och utformande av algebraundervisningen.

Today, information and communication technology (ICT) is something given in the Swedish school system. This study aims to discuss how English teachers use ICT in the English classroom. Three active English teachers were interviewed about their use of ICT and the effect of ICT on pupils’ motivation. The teachers were also asked about their view on the differences in the language between school English and extramural English and if this causes any issues in the classroom. The result showed that the teachers’ views varied on all three accounts. The use of ICT varied in both frequency and way of use, mostly because of uncertainty with digital tools. When it came to ICT and motivation one teacher thought that it does affect motivation positively, but the other two disagreed as they consider computers a norm to the pupils and thus not motivating. However, they all agreed that ICT could be used to motivate pupils if used in the right way. All three teachers believed school English and extramural English were different. The use of extramural English could both help and impede the pupils’ English skills. However, the three teachers handled these differences in language differently.

The aim of this study is to examine the vocabulary and receptive collocation knowledge in English among Swedish upper secondary school students. The primary material consists of two vocabulary tests, one collocation test, and a background questionnaire. The first research question concerns whether the students who receive a major part of their education in English have a higher level of vocabulary and receptive collocation knowledge in English than those who are taught primarily in Swedish. The second concerns if the students who started to learn English before the age of 7 have a higher level of vocabulary and receptive collocation knowledge in English than those who started after 7. The third concerns if the level of the students' vocabulary and receptive collocation knowledge correlates. The fourth addresses whether external inputs of English may have had an effect on the students' vocabulary and receptive collocation knowledge level. The results indicate that reinforcement of English through an education mostly in English has rendered a higher level of vocabulary and receptive collocation knowledge in English. In addition, starting to learn English before age 7 also appeared to have had a positive effect on these levels. In addition, the results suggest that an early onset (before 7) of English compensates for lack of reinforcement of English. Conversely, reinforcement of English compensates for a late onset (after 7) of English. However, the results imply that the combination of an early onset (before 7) of English and reinforcement of English is the most efficient means to achieve a high level of vocabulary and receptive collocation knowledge. Moreover, a clear correlation was found between vocabulary knowledge and receptive collocation knowledge, which also points to the importance of a large exposure to English. For the high performance students, external influences such as English in primary and secondary school, and a high motivation to learn English may have contributed to a higher language confidence, and possibly a higher level of vocabulary and receptive collocation knowledge.