Thematische Bibliographien / Swedish for upper secondary school

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Auswahl der wissenschaftlichen Literatur zum Thema „Swedish for upper secondary school“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Swedish for upper secondary school"

Norberg, Eva-Lena Lindster. „Entrepreneurship in Swedish upper secondary schools: governing active future citizens?“ Journal of Enterprising Communities: People and Places in the Global Economy 11, Nr. 5 (06.11.2017): 547–63. http://dx.doi.org/10.1108/jec-06-2016-0020.

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Purpose The purpose of this paper is to provide an empirical contribution by exploring how secondary school students are governed and shaped when entrepreneurship is emphasised in school curricula, and if female and male students are governed in different ways through different techniques connected with entrepreneurship in school. Design/methodology/approach This study takes its departure in Michel Foucault’s concept of governmentality. In total, 90 students in gendered focus groups from three upper secondary schools were interviewed about how entrepreneurship in school was implemented and experienced. The schools were geographically dispersed. Findings The analysis indicates, the three schools included in the study provide different prerequisites for students to become an active subject. This partly depends on where the individual school is geographically located, but also on the students gender. When entrepreneurship in school is implemented throughout the entire curriculum, female students tend to adopt male-coded entrepreneurial abilities. The neoliberal agenda, with an aim of fostering entrepreneurial self, appears to have permeated the awareness of students, especially female students. Originality/value First, the paper contributes with an empirical research regarding students’ experiences of entrepreneurship in school. Second, the paper contributes to a gender perspective on entrepreneurship in school. Third, the paper contributes to the understanding of how entrepreneurship in school is realised in a different school context.

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Andersson, Ingela, Gun-Britt Wärvik und Per-Olof Thång. „Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives“. International Journal for Research in Vocational Education and Training 2, Nr. 1 (30.04.2015): 1–24. http://dx.doi.org/10.13152/ijrvet.2.1.1.

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The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.

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Thorsen, Frida, Carl Antonson, Jan Sundquist und Kristina Sundquist. „Perceived Stress and Psychiatric Symptoms in Swedish Upper Secondary School Students“. Journal of Educational and Developmental Psychology 6, Nr. 2 (09.10.2016): 183. http://dx.doi.org/10.5539/jedp.v6n2p183.

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Background: Previous studies in adolescents have rarely used validated questionnaires to assess stress and psychiatric symptoms. The first aim of this study, which was conducted in 2011, was to examine the prevalence and potential sex differences of perceived stress and psychiatric symptoms among Swedish upper secondary school students for comparison with Swedish reference populations from 1996 and 1998. The second aim was to examine the correlation between perceived stress and psychiatric symptoms in 2011. Methods: Perceived stress and psychiatric symptoms were measured in 194 Swedish students, aged 15-19 years, with the validated questionnaires Perceived Stress Scale (PSS-14) and Symptoms Checklist 90 (SCL-90). PSS-14 data were compared with data from the 1996 study. SCL-90 data were compared with a large Swedish reference sample from 1998. clinicaltrials.gov: NCT01457222. Results: Significantly higher PSS-14 scores (more stress) and Global Severity Index scores (from SCL-90) (more psychiatric symptoms) were found in both sexes compared with the reference groups. Although no sex difference was found in perceived stress, female students showed more psychiatric symptoms than male students. Perceived stress and psychiatric symptoms were well correlated (ρ=0.67). Conclusions: Using validated scales, this study shows that Swedish adolescents reported higher levels of perceived stress and psychiatric symptoms in 2011, in comparison with Swedish reference populations from 1996 and 1998. Girls reported more psychiatric symptoms than the boys. Future studies could examine which strategies are useful to help young people improve in coping with stress and to prevent associated psychiatric symptoms.

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Dovemark, Marianne, und Inger Erixon Arreman. „The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education“. Education, Citizenship and Social Justice 12, Nr. 1 (09.01.2017): 49–62. http://dx.doi.org/10.1177/1746197916683466.

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Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.

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Gustafsson, Peter, Susanne Engström und Anders Svenson. „Teachers’ View of Sustainable Development in Swedish Upper Secondary School“. Procedia - Social and Behavioral Sciences 167 (Januar 2015): 7–14. http://dx.doi.org/10.1016/j.sbspro.2014.12.635.

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Brehmer, Daniel, Andreas Ryve und Hendrik Van Steenbrugge. „Problem solving in Swedish mathematics textbooks for upper secondary school“. Scandinavian Journal of Educational Research 60, Nr. 6 (05.08.2015): 577–93. http://dx.doi.org/10.1080/00313831.2015.1066427.

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Johansson, Monica. „Social inequalities in the allocation of learning support in a Swedish upper secondary school“. Education, Citizenship and Social Justice 12, Nr. 1 (10.01.2017): 63–74. http://dx.doi.org/10.1177/1746197916683467.

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The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on students in the following three upper secondary schools programme all in the same school: (1) Individual, (2) Health and Social Care, and (3) Technology. The results show that existing social inequalities are reinforced through everyday activities and interactions. The prevalence and type of additional support that the students are offered is one of the factors reinforcing existing social differentiation, and is closely linked to the type of programme they are studying. Successful support services appear to be focused on Swedish male pupils from higher socio-economic backgrounds on the Technology Programme. Students from lower social backgrounds enrolled in either the Individual or Health and Social Care Programmes receive much less appropriate support. The social justice implications of these priorities for resource allocation are discussed.

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Kristiansen, Lisbeth, Mikaela Willmer und Annika Karlström. „Strengthening Adolescent Wellbeing project—Qualitative outcomes from a pilot in a Swedish upper-secondary school“. British Journal of School Nursing 14, Nr. 8 (02.10.2019): 390–97. http://dx.doi.org/10.12968/bjsn.2019.14.8.390.

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While a majority of Swedish school children enjoy a good health, mental health problems are increasing among young people in Sweden. According to Swedish law all school staff members (teachers and student health professionals) have mutual responsibility to provide a safe school environment and health. Since 2010, there is an emphasis on health promotion in schools. The aim of this study is to qualitatively describe the feasibility of a health-promoting intervention targeting healthy high school students (the Strengthening Adolescent Wellbeing [SAW] project). A descriptive design was used with an intervention group that was assessed before and after the implementation of the programme using quantitative methods. The study was based on the Medical Research Council Framework. The study and the data collection were performed during the autumn of 2016 and the early spring of 2017. Public high school students' health professionals (school nurses), student counsellors and specialist educators, facilitated a research-based intervention consisting of eight sessions with education and mind-body practices. Pre- and post-testing were carried out. The main findings showed that participating students and staff members were satisfied that the content and the implementation of the intervention were meaningful.

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Mäkipää, Toni. „Feedback practices in language classes in Finnish general upper secondary schools“. Apples - Journal of Applied Language Studies 14, Nr. 1 (17.01.2020): 103–23. http://dx.doi.org/10.17011/apples/urn.202006084002.

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As feedback and formative assessment have a substantial effect on learning, the aim with this paper is to report on a study of the perceptions of Finnish general upper secondary school students of feedback in Swedish and English classes, and to compare how the perceptions differ at language proficiency (CEFR) levels. The data were collected by using a survey and were analysed quantitatively. The results show that several differences occur in Swedish: students with higher proficiency levels find feedback more useful, feel that they receive feedback from teachers, and are more willing to correct their own mistakes. There were no differences in perceptions according to language proficiency levels in English. The results indicate that Swedish teachers should pay more attention to their feedback practices to make sure that they cater for students with different levels of proficiency.

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Vlachos, Jonas, Edvin Hertegård und Helena B. Svaleryd. „The effects of school closures on SARS-CoV-2 among parents and teachers“. Proceedings of the National Academy of Sciences 118, Nr. 9 (11.02.2021): e2020834118. http://dx.doi.org/10.1073/pnas.2020834118.

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To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

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Dissertationen zum Thema "Swedish for upper secondary school"

Dahlberg, Andreas. „Imitation PedagogyDeveloping Argumentative Abilities in Swedish Upper-Secondary School“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76658.

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This essay presents an interventional field study that aims to refine practice in the English classroom in Swedish upper-secondary school by implementing imitation pedagogy. Imitation pedagogy is essentially learning to analyze and imitate texts’ internal structure for developing one’s own production. The focus on my first research question was on examining if imitation pedagogy with political mentor texts develop students’ language awareness, language control, and argumentative abilities in reading and writing. My second research question was focused on investigating if political mentor texts could be used to prepare students for future participation in civic discussions and debates. My initial hypothesis was that mentor texts with political topics in imitation pedagogy could be used to develop students’ argumentative abilities; the learners could through this pedagogy be taught to recognize linguistic features in political texts that aim to persuade audiences, and the learners could learn to imitate these mentor texts to produce own successful argumentative writing. To answer my research questions and to see if my hypothesis was accurate, I conducted an interventional field study that followed a lesson study model. The findings from my study indicate that imitation pedagogy does develop and enhance learners’ language awareness, argumentative abilities, and ability to provide stronger contributions to discussions in different social and democratic contexts. Imitation pedagogy enhances the learners’ confidence and improve their writing capabilities, specifically the ability to compose stronger argumentations in writing in different situations varying from smaller everyday issues to larger societal and political issues. Moreover, imitation pedagogy promotes the development of language control and critical language awareness. The learners practiced writing in new patterns, which forced the students to use their linguistic knowledge to produce sentences with language accuracy, fluency, and coherency. In addition, the students learned in this interventional study to recognize different linguistic and grammatical features that can add power to written compositions in different social and democratic contexts. By being able to recognize these features, the learners can be more aware of manipulative language in political texts and more effectively counter them.

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Johansson, Magnus. „Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

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For teachers, being able to provide feedback that learners can act upon is paramount for making learning how to write possible. A questionnaire was sent out to students in Swedish Upper Secondary School. The intent was to identify how students perceive feedback, as well as how they react and interpret the feedback they receive on written texts. The results are then used in a discussion that aims to draw attention to the potential implications that feedback may have on students’ motivation to write. In this study, Nicol and Macfarlane-Dick’s seven principles for feedback serve as a measurement for what constitutes good feedback. The results suggest that when a certain form of feedback is not commonly used by teachers or is used differently by different teachers, then the feedback becomes difficult to interpret for students. The respondents consider themselves regular recipients of feedback but struggle with interpreting feedback when there are variations in teachers’ practices in applying feedback.

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Wedel, Elsa. „Biology in Swedish Upper Secondary School : Does it Contribute to Ecocentrism?“ Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157624.

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Environmental issues are increasingly on the agenda and education is recognised as an important part in turning the negative trend. Originally formulated in 1976, the intent of environmental education was toprotect the nature from human impact and to induce in students a sense of the natural worlds’ own values.However, this has come to change during the years and the focus now lies on the values that nature possess for humans, in the shape of education for sustainable development. Though creating a concern for the environmental issues, critics point out that the anthropocentric attitude is not as strongly committed to protecting the nature as the ecocentric attitudes are, and therefore suggest that ecocentrism should be included in the curriculums. Assuming that biology in Swedish upper secondary school is the only subject where such values may be considered this study examines whether there is a significant difference between students who undergo these classes and students who do not, in terms of their attitudes. The study was divided in two parts, where firstly a content analysis was performed to confirm that biology was indeed the only subject to include ecocentric values, and secondly a comparative study was performed with students (n=82) taking biology and students not taking biology in Swedish upper secondary school. The results imply that biology is unique in including ecocentric attitudes, however, not to the extent that was expected. Furthermore, the results reveal that there is no significant difference between students taking the biology classes and students who do not, implying that the subject biology is not successful in increasing students ecocentric attitudes.

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Holmberg, Sjöling Christian. „A corpus-based investigation of Swedish upper secondary school students’ vocabulary“. Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-38943.

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The aim of this investigation was to contribute with more knowledge concerning the learning and teaching of English vocabulary in Swedish upper secondary school in Sundsvall by answering the following research questions: Which CEFR level does each group’s vocabulary meet after29excluding K1 and K2 words? How accurate is the vocabulary production of the two groups in relation to each CEFR level? I also hypothesized that the group of students attending the Natural Science programme would be more proficient than the group attending the Economics programme since the former had studied the course English 5 longer and attend a more theoretical and advanced programme than the latter. Therefore, I gathered 30 essays from students attending the Natural Science programme at one school and 30 essays from students attending the Economics programme at another school to be analysed and compared. To analyse the material, I utilized Walker and Allan’s (2018) method which allows one to analyse vocabulary usage in relation to frequency levels and CEFR levels. The results demonstrated that the Natural Science group was more proficient than the Economics group, which also supported my hypothesis; however, there was variation in proficiency between students within both of the groups. The results had several implications for future teaching and learning of vocabulary in Swedish upper secondary school and these were primarily concerned with different ways of teaching weaker and stronger students mid-frequency and low-frequency vocabulary. In the future, it would be interesting to investigate how high-achieving students are taught mid-frequency and low-frequency vocabulary.

Godkännande datum 2020-01-19

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Gedda, Splendido Frida. „Using the European Language Portfolio in a Swedish Upper Secondary School“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35840.

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The present study focuses on how the European Language Portfolio (ELP) can be used in a Swedish school. More particularly it aims at exploring how a group of teachers have adapted the use of the material to their particular pedagogical situation. It also aims at finding out what the same group of teachers identifies as the ELP’s strengths and possible weaknesses.For this purpose, a case study was carried out in which semi-structured interviews were conducted with four language teachers at an upper secondary school in the south of Sweden. Although the teachers started out using the official ELP 16+, only the language passport has been kept. The teachers have adapted the rest of the material to their own situation. Three different adaptations were identified and presented. Moreover, the teachers identified a number of areas that they saw as the ELP’s strengths. Among these areas were the material’s compatibility with the Swedish steering documents and the language biography (in adapted versions). When asked about the possible weaknesses, the teachers’ main concerns were the standard checklists and the fact that working with the ELP is time-consuming in different ways.

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Olsson, Caroline, und Linda Rottbers. „THE SWEDISH MARKET FOR UPPER SECONDARY SCHOOLS – A QUESTION OF COMPETITION AND COSTS“. Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202774.

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This quantitative study aims to contribute to the understanding of how increasing educational costs on the Swedish market for upper secondary schools can be explained. With insights from previous research, a multiple regression analysis is performed to answer if competition implicates economic efficiency, why are upper secondary school costs for municipalities increasing along with increasing competition on the Swedish school market? Data on municipality-level was collected for the period of 2000-2011 and the results show that increasing educational costs are explained by increasing competition. In addition, increasing pupils’ change of school and/or program, and increasing overcapacity are statistically significant predictors of increasing educational costs. Furthermore, this study contributes to previous research as it takes an extended view of competition and demonstrates that is well founded when evaluating the effect of competition on educational costs. In addition, the results indicates that there are additional aspects to address namely, that competition affects costs indirectly by creating more complex competitive conditions with regards to education providers’ possibility to plan and set dimensions of their operations.

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Kulborg, Catarina. „English Errors in Swedish Upper Secondary School : A study of grammatical errors and errors as a result of transfer, produced by Swedish Upper secondary students“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35199.

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This is a study that employs error analysis to investigate written production in English, by Swedish upper secondary learners of English, in order to determine which linguistic errors most commonly occur amongst this group, and to compare the results between first-year students and third-year students for a possible indication of which error types continue to occur throughout upper secondary school. The error categories included in this study are grammatical errors and errors as a result of transfer. The variable of gender will also be taken into account, due to the statistics and previous research that show female students tend to achieve higher results in academics. The purpose of the study is to gain a better understanding of how Swedish upper secondary learners acquire English, and to uncover which areas are most challenging for them, in the hopes of highlighting areas within ELT that may need revision. The participants of the study are students attending Swedish upper secondary schools, year 1 and 3. The analyzed data was collected from the Uppsala Learner English Corpus (ULEC), which consists of texts produced by Swedish learners of English attending middle school and upper secondary school. The results show that certain error categories and types are consistently challenging for both first-year students and third-year students, which provides an indication of which areas in ELT might be lacking. Within the grammatical error category, all groups demonstrated a significant lack of knowledge pertaining to subject-verb agreement, as well as prepositions, which are both to a certain degree attributed to the first language; meaning, they may be the result of transfer. The male students were shown to outperform the female students; however, the female third-year students produced fewer errors than their male counterparts, which suggests a faster progression. The male third-year students were shown to have the same error rate as the male first-year students, which suggests a slower progression. While the third-year students produced fewer errors overall, the error types they struggled the most with are the same error types most commonly occurring in the first-year group, suggesting pedagogical remediation is needed.

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Flisberg, Julia. „English pronunciation in Swedish Upper Secondary School Students : A qualitative study of Swedish students’ pronunciation tendencies“. Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165479.

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Geographically, Sweden is significantly closer to England as opposed to America, two English speaking countries with two rather different varieties of the language. With regard to Britain’s history of colonization it could be assumed that British English (RP-variety) would be most frequently used globally. However, America’s power position in politics, economics, international businesses, and movie industries have contributed to making the American English (GA-variety) the more predominantly used variety of the two (Barber, 2000, p. 236). In the different varieties, the vowels /əu/ /ou/ /ju:/ /u:/ /ɑ:/ /æ/ /ɒ/ /ɑ/ /aɪ/ /i:/ and the consonants /ə/ /r/ /t/ /d/ show the most prominent difference in pronounciation (Navrátilová, 2013). Furthermore, Axelsson (2002, p.144) (in Alftberg, 2009, p. 4) claims that with regard to the previously mentioned factors, Swedish students come in contact with several different varieties of English on a daily basis, thus a one-accent-only approach seems outdated for learning purposes. In addition to this, the syllabus for teaching English in Sweden, LGY11 (SNAE, 2011) lays focus, not explicitly on pronunciation, but on intonation and fluency, two factors which are certainly affected by one’s pronunciation and prosody. The document also emphasizes the importance of incorporating different varieties of English from different English speaking cultures and countries into the lessons (SNAE, 2011).This raised the question of whether or not Swedish upper secondary school students tend to follow the global Americanization of pronunciation, if they still adhere to using RP due to its geographical proximity and former prestige, or if they mix different varieties. Therefore, a study was conducted on Swedish students’ pronunciation tendencies and attitudes towards different pronunciations. 58% of the students claimed to use GA and said that TV/YouTube is where they hear English the most. Only 17% claimed they used RP. However, the recordings of the students indicated that the majority used a mixture of the two, and only one student was completely consistent in their variety. Keywords: English pronunciation, Sweden, General American, Received Pronunciation, Teaching, Upper secondary school

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Lingemyr, Jesper. „English Varieties in Swedish Upper Secondary School : An analysis of Listening Exercises in Swedish National Tests“. Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23579.

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The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.

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Paulin-Rosell, Ingrid. „School development based on the experience of a few teachers from Swedish Upper Secondary Schools“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33964.

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Vilka möjligheter har lärare att påverka inriktningen på utvecklingsarbetet på den egna skolan? Hur identifieras utvecklingsbehoven och av vem? Vilka verktyg förfogar lärarna över för att utveckla skolan? Syftet med studien är att ta reda på den syn några lärare på gymnasiet har på sin roll i skolutvecklingsarbetet. Syftet är också att ta reda på om det finns några gemensamma mönster i lärarnas sätt att resonera kring skolutveckling och sina möjligheter att påverka.I arbetet ges en bakgrund och några teoretiska utgångspunkter kring skolframgång, skolan som lärande organisation, skolutveckling, profession och ledarskap. Intervjuer med lärare på två gymnasieskolor i en skånsk kommun har genomförts. Det är i mötet med eleverna som utvecklingsbehoven identifieras och de viktigaste verktygen för utveckling är egen reflektion och dialog med kollegor samt fortbildning. I undersökningen betonar lärarna vikten av att skolledarna tar på sig rollen som pedagogiska ledare och att de formulerar en gemensam vision som bygger på en pedagogisk grundsyn. För att främja lärarnas känsla av sammanhang och delaktighet krävs närvarande och lyhörda skolledare som leder och deltar i ett levande pedagogiskt samtal

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Bücher zum Thema "Swedish for upper secondary school"

Undervisningsministeriet, Denmark. Exec utive order on the upper-secondary school, upper-secondary level courses and the single subject upper-secondary examination: (Order on upper-secondary education). [Copenhagen]: Danish Ministry of Education, Dept. of Upper Secondary Education, 1994.

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M, Gallagher A., Hrsg. Transfer and the upper primary school. [Belfast]: Northern Ireland Council for Educational Research, 1986.

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Axelsson, Rune. Upper secondary school in retrospect: The view of former students. Stockholm, Sweden: Distributor, Almquist & Wiksell International, 1989.

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Cohen, Joanna. SSAT & ISEE upper level. New York, NY: Simon & Schuster, 2002.

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Cohen, Joanna. SSAT & ISEE upper level. New York, NY: Simon & Schuster, 2002.

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Molander, Bengt-Olov. Joint discourses or disjointed courses: A study on learning in upper secondary school. Stockholm: HLS, 1997.

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Powell, Arthur G. Lessons from privilege: The American prep school tradition. Cambridge, Mass: Harvard University Press, 1996.

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Eriksson, Riitta. Biculturalism in upper secondary education: The long term effects of Finnish language programs on students' educational and occupational careers : a Swedish case study. Stockholm: Institute of International Education, Stockholm University, 1994.

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A collection of performance tasks and rubrics: Upper elementary school mathematics. Larchmont, NY: Eye on Education, 1997.

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Engström, Jan-Åke. Science achievement and student interest: Determinants of success in science among Swedish compulsory school students. Stockholm: Institute of International Education, Stockholm University, 1994.

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Mehr Quellen

Buchteile zum Thema "Swedish for upper secondary school"

Beach, Dennis. „Social Class Stereotypes in Upper-Secondary School“. In Structural Injustices in Swedish Education, 133–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95405-9_5.

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Holm, Ann-Sofie, und Lisbeth Lundahl. „A stimulating competition at the Swedish upper secondary school market?“ In Neoliberalism and Market Forces in Education, 141–55. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Routledge research in education policy and politics: Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-10.

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Rolandsson, Lennart. „Teacher Pioneers in the Introduction of Computing Technology in the Swedish Upper Secondary School“. In IFIP Advances in Information and Communication Technology, 159–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23315-9_18.

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Olofsson, Jonas, und Alexandru Panican. „Apprenticeship Training in Upper Secondary School: Motives and Possibilities from a Swedish and European Perspective“. In European Youth Labour Markets, 79–94. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68222-8_6.

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Ribeck, Judy, und Lars Borin. „Lexical Bundles in Swedish Secondary School Textbooks“. In Human Language Technology Challenges for Computer Science and Linguistics, 238–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14120-6_20.

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Fabian, Paul, Martin Goy, Stephan Jarsinski, Kerstin Naujokat, Anna Prosch, Rolf Strietholt, Inge Blatt und Wilfried Bos. „Transition and Development from Lower Secondary to Upper Secondary School“. In Education as a Lifelong Process, 231–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-23162-0_13.

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Rinne, Risto, und Tero Järvinen. „Dropout and Completion in Upper Secondary Education in Finland“. In School Dropout and Completion, 215–32. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_12.

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Kotarinou, Panagiota, Eleni Gana und Charoula Stathopoulou. „Expanding Contexts for Teaching Upper Secondary School Geometry“. In Mathematics, Education and History, 341–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73924-3_17.

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Beach, Dennis. „Twelve Years of Upper-Secondary Education in Sweden: The Beginnings of a Neo-Liberal Policy Hegemony?“ In Structural Injustices in Swedish Education, 101–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95405-9_4.

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Markussen, Eifred, Mari Wigum Frøseth, Nina Sandberg, Berit Lødding und Jorunn Spord Borgen. „Early Leaving, Non-Completion and Completion in Upper Secondary Education in Norway“. In School Dropout and Completion, 253–71. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_14.

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Konferenzberichte zum Thema "Swedish for upper secondary school"

Sandblom, Elisabet, Therése Haglind und Ylva Lindberg. „DIVERSITY IN POLICIES AND PRACTICES OF DIGITAL COMMUNICATION IN SWEDISH UPPER SECONDARY SCHOOL“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0715.

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„Digital Games-Based Teaching in Swedish Compulsory and Upper Secondary Schools“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.079.

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Bjorlin Svozil, Louise, Arnold Pears und Lena Gumaelius. „Portrayals of Technology Education in Swedish Upper Secondary Education“. In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274131.

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Kaila, E., M. J. Laakso, T. Rajala, A. Makelainen und E. Lokkila. „Technology-enhanced programming courses for upper secondary school students“. In 2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2018. http://dx.doi.org/10.23919/mipro.2018.8400128.

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Pavlíková, Martina, und Marián Ambrozy. „POSTER PROJECTS IN TEACHING PHILOSOPHY AT UPPER SECONDARY SCHOOL“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1559.

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Semilarski, Helin, und Anne Laius. „UPPER SECONDARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING OF BIOLOGICAL CORE CONCEPTS“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0865.

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Ismagilova, Gulyusa, und D. Shakirova. „ERC IN TEACHING A FOREIGN LANGUAGE IN UPPER SECONDARY SCHOOL“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2173.

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Waite, Jane, Andrea Franceschini, Sue Sentance, Mathew Patterson und James Sharkey. „An online platform for teaching upper secondary school computer science“. In UKICER '21: United Kingdom and Ireland Computing Education Research conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481282.3481287.

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Greychene, Irma Vitautovna, und Sharunas Shniras. „Evaluation of social skills of the upper class secondary school students“. In IX International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-116482.

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Abdullina, Lilya, Anastasia Ageeva und Ekaterina Artamonova. „INFORMATION TECHNOLOGY IN FRENCH LANGUAGE TEACHING FOR GENERAL UPPER SECONDARY SCHOOL“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1408.

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Berichte der Organisationen zum Thema "Swedish for upper secondary school"

Sowa, Patience, Rachel Jordan, Wendi Ralaingita und Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, Mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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Annotation:

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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