Dissertationen: „Swedish for upper secondary school“

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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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Tennö, Beatrice. „Is English in Swedish upper-secondary school different for students in different programs?“ Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-359.

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My aim with this paper is to see whether there are any differences, when it comes to learning English, between students in practical and theoretical programs at upper secondary school in Sweden. I have looked at what differences there are when the students begin the programs and how the English A course differs in material, the students’ influence on their own studies and the atmosphere in the classrooms. Earlier studies have shown that adolescents from the lower social classes more often choose a practical program while students from higher social classes tend to choose a theoretical program. The students’ grades from lower-secondary school have an influence on the choice of program as well. Those with low grades from elementary school frequently choose a practical program whereas students with better grades more often choose a theoretical program. Though in my study, the students’ former grades did not differ that much. Further, studies have shown that students who would like to learn languages are divided into two types. The students are either so-called instrumental or integrative learners. My study showed that integrative exercises are used more often than instrumental exercises in upper-secondary school. Unfortunately, there are also some students that do not want to learn a second language at all and such students are in almost every class but they can be found more often in practical courses. To conclude, I found out in my study that there were differences between the courses in theoretical and practical programs. The differences affected the students in a way that made it easier to achieve a better grade in English in a theoretical program.

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Bergström, Kerstin. „Vocabulary and Receptive Knowledge of English Collocations among Swedish Upper Secondary School Students“. Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-27893.

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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.

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Inggårde, Karin. „Creativity and EFL Learning : An empirical study in a Swedish upper-secondary school“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24884.

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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.

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Dogala, Zeyneb. „Vocabulary Teaching in the Swedish and Turkish Upper-Secondary School: A Comparative Study“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29530.

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Recent numbers on English Proficiency Index (2018) indicate that Sweden is in the lead ofEnglish proficiency, whereas Turkey is lagging far behind. Vocabulary plays a vital role inlanguage learning, and research confirms that learners become more confident and proficientusers of English when they receive enough support to expand their word knowledge. Thiscomparative study is twofold: one aspect focuses on how the steering documents in Swedenand Turkey support integration of vocabulary teaching through a content analysis, and theother is on what teachers, in qualitative interviews, report they do to help their learnersincrease their vocabulary knowledge. Although Sweden is in the lead of proficiency, thesupport for vocabulary teaching in the syllabus is relatively absent, whereas the Turkishsyllabus puts an emphasis on teaching and learning words. Furthermore, Swedish and Turkishteachers incorporate vocabulary in their classrooms differently as a result of how theyinterpret what the respective syllabus require. However, neither of these syllabuses areexemplary in describing vocabulary teaching and learning, and one could argue for combiningthe approaches in the two syllabuses, which could perhaps lead to a decrease in the gapbetween “word poor” learners and “word rich” learners.

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Mattsson, Monica. „Inclusion at the IB Diploma Programme in a Swedish Upper Secondary School context“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28952.

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The purpose of the essay is to contribute with knowledge about inclusion on the IB Diploma Programme, at a Swedish Upper Secondary School. The posed questions are: What practices within the school are inclusive? What barriers to inclusion do students and teachers experience? Do students and teachers perceive a difference in inclusion between the IBDP and the national programmes in the school? There is a discussion about how the barriers to inclusion could be removed and about how the school could move on to the next level of inclusion. With a hermeneutic approach, through questionnaires directed to students and teachers, a clearer picture of inclusion at the studied school emerges. Teachers would like to gain more knowledge about how to adapt teaching to students’ different needs and students would like to receive more help in school. The school culture is an important factor for finding explanations to attitudes to inclusion. The importance of leaders is stressed here as vital for moving to the next level in the process of inclusion. Enabling extended knowledge in the field of inclusion lies in the hands of school leaders. The school needs to discuss and share core values and become committed to the development of an effective inclusive school. Student progress should be monitored in a data system, and instruction can be improved in a system of learning-centered professional development. The difference in inclusion that students and teachers perceive between the IBDP and the national programmes could be worked upon in a process oriented way of regarding learning, not just aiming for exams. The IBDP could also be made more an integrated part of the school through participation in joint events such as sport competitions. The role of the inclusive arrangement teacher could also be worked upon. He or she could be used not only as a one-to-one resource for students, but also as a coach and help for teachers and leaders. Implications for inclusive arrangement teachers are to continue research on the independent schools – to investigate how the process of inclusion is implemented and let the different school forms learn from each other.

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Johansson, Emma. „The School Canon : A Study about a Possible School Canon of English Literature at Swedish Upper Secondary Schools“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24738.

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The purpose of this essay has been to examine whether there is a school canon for fiction in the teaching of English at upper secondary schools in Sweden and how such a canon takes shape. The study has been carried out by compiling lists of books and interviewing teachers in the region of western Kronoberg. There turned out to be a number of books that were recurring in the schools such as Of Mice and Men by John Steinbeck and Stone Cold by Robert Swindells. The study found a few patterns in the school canon which the mentioned titles fit well into. The books of the school canon turned out to mainly be either classics or youth novels. It was also found that the books of the school canon mainly portrayed the Anglo-Saxon world and that the main characters were mostly boys/men which the school canon has in common with the Western canon. The theoretical approach has been that of cultural capital as presented by John Guillory. His ideas of canon formation, which is mainly focused on the Western canon, are compared to the formation of a school canon. This essay claims that the shaping of the school canon has some things in common with Guillory’s ideas of canon formation but since the school canon has a clear purpose in that the literature has to be suitable for teaching and teachers in interviews claim universities are losing influence over school’s literature selection, teaching aspects play a greater part in the shaping of a school canon.

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Ramberg, Joacim. „Special Education in Swedish Upper Secondary Schools : Resources, Ability Grouping and Organisation“. Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115778.

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This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice. The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics. The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources. Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources. Special education support is primarily provided outside the students’ regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students’ regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact. Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students’ regular teaching groups.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.

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Aretorn, Lena. „Mathematics in the Swedish Upper Secondary School Electricity Program : A study of teacher knowledge“. Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-55548.

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Mathematical knowledge is often a prerequisite for students at Swedish upper secondary vocational programs to be able to study vocational courses, for example electricity courses in the Electricity Program. Electricity Program students study mathematics in their electricity courses as well as in their mathematics course. The mathematics in those two settings has a different character. A goal of this thesis is to investigate what constitutes that character. In this study three mathematics and five electricity teachers have been interviewed about how they would explain three mathematical electricity tasks to students on the Electricity Program. Teacher knowledge in both electricity and mathematics has been used in the analyses and has been compared between the different teacher groups. In addition to providing an overview analysis of all the teachers’ explanations, detailed analyses have been carried out, comparing pairs of teachers’ explanations. The teachers’ choices of explanations and their use of specific and general mathematical knowledge have been studied. Mathematics contains a wide range of subject areas but also a wide range of representations and methods that highlight different aspects of mathematics. This study shows that different teachers emphasize different aspects of mathematics in their explanations of the same tasks, even though intended to the same students, both in the their choices of explanation and in their use of mathematics. The electricity teachers drew upon their practical electrical knowledge when they connected their explanations of mathematics to vocational work. The electrical knowledge they used not only grounded the tasks in a, for them, well-known real-world environment. The electrical knowledge actually helped them to solve the tasks, albeit in a more concrete/specific way than the mathematics teachers. The electricity teachers drew upon more specific mathematical knowledge in their explanations of the interview tasks, whereas the mathematics teachers drew upon more general mathematical knowledge in their explanations. The different explanations of mathematics from the two kinds of teachers are markedly different, depending on whether they have a more practical/vocational or a more general/algebraic approach. The solutions to the interview tasks turned out to be the same but the character of the solutions paths are substantially different. This raises questions regarding the students’ abilities to reconcile the different approaches.
Kunskap i matematik är ofta en förutsättning för att studenter på gymnasiets yrkesprogram ska klara av sina yrkeskurser, till exempel i ellärakurser på elprogrammet. Studenterna på elprogrammet möter matematik i både sina ellärakurser och i sin matematikkurs. Matematiken i de här två sammanhangen har olika karaktär. Ett mål med den här licentiatavhandlingen är att undersöka hur dessa karaktärer ser ut. I denna studie har tre matematik- och fem el-lärare intervjuats om hur de skulle förklara tre matematiska eluppgifter för studenter på elprogrammet. Lärarkunskaper i både matematik och ellära har använts i analyserna och jämförts mellan de båda lärargrupperna. Utöver översiktliga analyser av alla lärarnas förklaringar av varje uppgift, har dessutom detaljanalyser gjorts, med jämförelser av par av lärares förklaringar av matematik. Lärarnas val av förklaringar och användande av specifik och generell kunskap i matematik har studerats. Matematik innehåller ett flertal delområden och dessutom ett flertal representationer och metoder som belyser olika aspekter av matematiken. Denna studie visar att olika lärare betonar olika aspekter av matematik i sina förklaringar av samma slags uppgifter, trots att de är ämnade för samma slags elever. Lärarnas val av förklaringar och lärarnas användande av matematik visade sig vara olika. Ellärarna använde sig av praktisk elkunskap när de kopplade sina förklaringar av matematik till yrkeskunskaper inom elområdet. Den elkunskap de använde inte bara situerade uppgiften i för dem, en välkänd, verklig miljö. Dessutom hjälpte elkunskapen dem att lösa uppgifterna, om än på ett mer konkret/specifik sätt än matematiklärarna. Ellärarna använde mera specifika matematik-kunskaper i sina förklaringar av dessa intervjuuppgifter, medan matematiklärarna använde sig av generella matematikkunskaper i sina förklaringar av generell matematik. Matematiken i de två olika lärargruppernas förklaringar visade sig vara markant olika, beroende på om de har en mer praktisk/yrkesmässig eller en mer generell/algebraisk ansats. Lösningarna av intervjuuppgifterna var desamma, men karaktären av lösningarnas var markant olika. Detta leder till frågor om det är rimligt att förvänta sig att studenter ska förstå likheten i de olika ansatserna.

This licentiate thesis is included in the serie: Studies in Science and Technology Education (FontD) The Swedish National Graduate School in Science and Technology Education, FontD, http://www.isv.liu.se/fontd, is hosted by the Department of Social and Welfare Studies and the Faculty of Educational Sciences (OSU) at Linköping University in collaboration with the Universities of Umeå, Stockholm, Karlstad, Mälardalen, Linköping (host), the Linneus University, and the University of Colleges of Malmö and Kristianstad. In addition, there are three associated Universities and University Colleges in the FontD network: the University Colleges of Halmstad and Gävle and the Mid Sweden University. FontD publishes the series Studies in Science and Technology Education.

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Nielsen, Jonathan. „Inquiry-Based Student Learning Activities for Upper Secondary School Chemistry“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31661.

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Läroplanen för gymnasiets Kemi 1 och Kemi 2 förespråkar elevplanerade laboratorieövningar. Men de nuvarande populära kurslitteratur som används för att undervisa Kemi 1 och Kemi 2 beskriver primärt bara elevlaboratorier med fullständiga instruktioner för eleverna att följa. Denna litteraturstudie listar och beskriver 15 undersökande elevaktiviteter för i Kemi 1 och Kemi 2. Beskrivningen fokuserar på elevaktivitet, förutsättningar och läranderesultat. Varje aktivitet hittades i en publicerad referentgranskad artikel. Dessa 15 elevaktiviteter kan sammanlagt användas till undervisning av 11 av de 19 screenade centrala innehåll från läroplanen för Kemi 1 och Kemi 2.
The state prescribed curriculum for the two chemistry courses Kemi 1 and Kemi 2 for Swedish upper secondary school, advocates student planned laboratory exercises. But the current popular course literature book systems used for teaching Kemi 1 and Kemi 2 primarily describe student laboratory exercises with complete step-by-step instructions for the students to follow. This literature study lists and describes 15 inquiry-based learning activities for students attending Kemi 1 and Kemi 2, the descriptions focus on student activity, preconditions, and learning outcome. Each activity was found in a published peer-reviewed article. Combined these 15 student activities can be used for teaching 11 out of the 19 screened core contents listed in the state prescribed curriculum for Kemi 1 and Kemi 2.

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Eriksson, Jolanta Maria. „L2 – C2? Teaching Culture within the Subject of English in Swedish Upper Secondary School“. Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1193.

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The essay has been written in order to give a picture of culture teaching within the subject of English in upper secondary schools in Sweden. Although earlier research within this field is still not very extensive, a theoretical framework has been based on the results available and the syllabuses for the subject of English in the upper secondary school. A questionnaire with open question has been used as a tool for collecting data. The main focus is put on analyzing the contents of and ways in which teachers deal with cultural studies, considering the goals in the syllabuses. The results support the results of previous scientific investigations concerning culture studies in Swedish schools and show that culture teaching is often dealt with in the traditional ways where culture is viewed mainly as customs, traditions and history of the target language country, and where teachers mainly choose cultural elements from the UK and the US and seldom from other English speaking countries.

Various factors that influence teachers choices in their cultural studies are examined and alternative changes considering the teaching methods, for example ethnographic training, are proposed. The uncertainty about how to approach and what to include in cultural studies is reflected in the testing of students on cultural issues. The survey shows that half the respondents do not test their pupils on culture at all. The conclusion, based on the results of this survey and the previous research, is that no great changes have taken place within this field over the last decade and that further continuous study of culture teaching is recommended.

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Zunko, Jenny. „In Google we trust : The information-seeking behaviour of Swedish upper secondary school students“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-13093.

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This study uses focus groups and a questionnaire to examine the information-seeking behaviours of Swedish upper secondary school students. Focus group interviews were conducted among students aged 17-20 at four Swedish upper secondary schools in two different cities. The interviews focused on how the informants themselves experienced their information seeking. In addition, a survey focused on the opinions of upper secondary school teachers regarding the source use of their students. The research questions considered were: What kind of information-seeking behaviour characterizes Swedish upper secondary school students? What kind of information do Swedish upper secondary school students seek when it comes to issues where corporations can be of assistance? How do Swedish upper secondary school students prefer to have information presented? The results of the study provided some valuable insights concerning these questions. The students turned out to use the Internet, and most often Google, in much of their information seeking. However, human contact in the form of face-to-face conversations or presentations was also considered highly important. Furthermore, the information-seeking skills, or information literacy, of secondary school students are not emphasized in their education. The study was performed in cooperation with AstraZeneca in the hope of the results providing the company with valuable information regarding one of their intended target groups.

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Dijkstra, Daniel. „Motivation and English as a foreign language : Motivation among Swedish upper secondary school students“. Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4271.

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In order to be able to influence the motivation of second language learners one first has to understand what motivation is, what its preconditions are and how to detect it. The research for this essay was done with the help of one hundred and ten students from seven classes in two different upper secondary schools and most of these learners were first year students.

The aim was to find and measure the students' motivation to learn English and how this motivation can be influenced in a positive manner. The method used to collect the necessary data was a questionnaire which asked questions about the relevancy of the English course and how frequently the students used English and how interested they were in the language.

The results give a clear picture of the students' motivational levels as well as to which parts of the English course they respond and to which they do not.

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Landström, Philip. „Foreign language anxiety among Swedish lower and upper secondary school students : A case study“. Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.

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In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety.
I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.

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Johansson, Björn. „The Use of English Prepositions in Swedish Schools : A survey study on language transfer effects on Swedish EFL learners in a Swedish upper secondary school“. Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144100.

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This empirical study investigates how English as a foreign language (EFL) learners in Swedish upper secondary schools succeed in their use of English prepositions. EFL learners in Sweden today represent a multitude of nationalities and ethnic groups with many different first languages (L1); therefore, English teaching could be subject to change in order to adapt to the new situation. The study is based on an online survey given to pupils taking “English 7” at upper secondary schools in Stockholm. The study aims to find patterns in how pupils with Swedish as their L1 handle English prepositions and use a control group consisting of pupils with another L1 in a comparative analysis based on language transfer. A teacher of English at the respondents’ school was interviewed to elicit teaching methodology and how they use the language diversity in the classroom when teaching prepositions. Even though it was hypothesised that negative language transfer was a factor, the analysis of the focus group shows that negative language transfer from Swedish did not inhibit the focus group’s ability to choose prepositions compared to the control group in the given context. In contrast, positive transfer from Swedish as an L1 contributed to a substantial increase in success rate. However, no clear connection could be made to teaching methodology as the interviewed teacher did not have any specific method for dealing with prepositions and mainly treated teaching prepositions implicitly. Furthermore, the interviewed teacher did not use language diversity in classroom as a tool for learning.

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Ainasoja, Heidi. „Swedish upper secondary school teachers and their attitudes towards AmE, BrE, and Mid-Atlantic English“. Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7175.

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The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.

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Rosén, Linda. „Multilingualism and Translanguaging in Swedish Upper Secondary school : An exploration of English teacher candidates’ attitudes“. Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144182.

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This ethnographically informed, qualitative study aims to investigate English teacher candidates’ attitudes towards multilingualism and translanguaging in English as a foreign language (EFL) classrooms and in the school environment. More specifically, the study intends to identify potential contributing factors to the formation of said attitudes, such as the influence of policy documents and of the teacher training program on the perception of the future working environment. The data was collected with semi-structured interviews; the participants were four teacher candidates, two females and two males, enrolled in the teacher education program in a Swedish university. In addition, at the time of data collection, all participants had completed most of the teacher education program, an aspect that increased the relevance of their responses, since they would soon be active teachers in the Swedish school system. Overall, the participants expressed positive attitudes towards multilingualism and translanguaging in a school environment. However, some hesitation in their answers was detected when they are asked how they would work with multilingual students in their future practice. These findings suggest that, if teacher candidates receive adequate education to approach their future working environment with confidence they would be better equipped to provide adequate pedagogical support to students whose L1 is other than Swedish. This would foster positive attitudes towards multilingualism and translanguaging and would, consequently, lead to an improvement in the academic results of multilingual students. The teacher candidates’ increased awareness of the benefits and challenges of multilingualism and their ability to put into practice the general principles they learn at university would benefit from changes in the teacher training program, in the curriculum compiled by the National Agency of Education, and in the national pedagogical approach to language learning.

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Andersson, Lindha. „Authentic Assessment : How Could Authentic Assessment Benefit EFL Students' Speaking Skills in Swedish Upper Secondary School?“ Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50767.

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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.

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Malmberg, Emilia. „Levelling Up : A study on gamification and feedback use by Englishteachers in Swedish upper secondary school“. Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27451.

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Gamification is a topic that most people assume has something to do with playing video games in the classroom. The aim of this thesis is to discuss how Swedish EFL teachers work with feedback in upper secondary school, what they know about gamification and how gamification and feedback might be related. Four teachers participated in the semi-structured interviews. The results showed that teachers work with formative assessment to a great extent during the year and more with summative feedback at the end. Firstly, the feedback that the teachers gave pupils was both in written and oral production and the feedback itself could also be written and spoken. Secondly, the study showed that gamification and feedback might be related because they can both increase motivation and language development. Finally, the teachers did not know much about gamification, but the study showed that the idea of gamification was being used by teachers. The most commonly used gamified tools used by these teachers were online programs, feedback and rewards.

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Exner, Andreas. „The Swedish Grades through Modern Time : An Empirical Investigation on the Secondary Upper High School in Sweden“. Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26514.

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Studies reveal a variation in the effects on education outcome from various social, political, and economical factors. The constant change makes it challenging to collect relevant data, and yet estimate a precise model which would still be applicable after a period of time. The PISA report of 2012 revealed that the Swedish students’ knowledge had dropped for the first time below the average for the OECD countries, starting a large debate regarding the explanations of the result. This paper empirically investigates, with the use of two-way fixed effects, the impact on the outcome variable average grade by the continuous variables per-pupil spending, educated teachers, amount of students per teacher, foreign students, and educated parents over the years from 2002 to 2013. The data used showed a presence of multicollinearity and heteroscedasticity, and robust standard errors were produced. The results show a negative coefficient effect on the education outcome by the per-pupil spending -0.00269 (0.001), and a positive coefficient effect by educated teachers 0.00066 (0.012) and educated parents 3.16903 (0.423). The continuous variables amount of students per teacher and foreign students were statistically insignificant. A yearly effect was present where the statistically significant values ranged from 0.11699:0.27475. A large share of the outcome proved to follow previous studies, whereas the deviants could partly be explained by structural changes in the Swedish schools, and grade inflation. The subjective nature of the outcome variable was however questioned as the schools’ themselves graded and reported the results. The paper provides a modern analysis of patterns for the Swedish students, municipalities, and interested to further investigate the underlying structure and problems.

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Villegas, Martínez Jorge. „Teaching speaking in the English classroom : Teacher practices in Swedish upper secondary schools“. Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157297.

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This qualitative study aims to investigate how teachers of English as a foreign language (EFL) work to develop their students’ oral proficiency. The study analyses interviews and pedagogical materials to elucidate how the interviewed teachers regard their students’ oral proficiency, what kind of activities they use for teaching speaking and how they assess oral proficiency. The participants were two licensed English teachers of higher upper secondary education, and different materials that the teachers used were analysed, including a textbook. The teachers regarded their students’ oral proficiency as generally good or very good but noted that significant differences existed in most groups regarding proficiency and that certain students who were less proficient showed an unwillingness to use the target language, which indicates a need of better strategies to involve these students in the learning process. The findings of this study suggest that the interviewed EFL teachers teach speaking according to the communicative approach and that the activities they use more frequently for teaching speaking were discussions, followed by presentations, speeches, role-playing and debates. However, the interviews and the pedagogical materials reflected a lack of focus on the features of spoken language, the importance of which has been proven by findings in corpus linguistics and conversation analysis. These findings indicate a need to raise awareness among teachers about the benefits of focusing on the features of spoken language. Regarding assessment, informal formative assessment in the form of direct observation was the most common form, while formal assessment was used in presentations and examinations in the form of group discussions. The teachers acknowledged some confusion regarding assessment due to the lack of clear guidelines from Skolverket. Moreover, they regarded speaking as being more important than other skills, which indicates the possibility of redefining the value of speaking in the course evaluation.

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Lindqvist, Angela. „“A Help to Help Yourself” : A study on feedback and error corrections in Swedish upper-secondary students’ English essays“. Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-621.

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The purpose of this essay is to investigate different types of feedback and how they are used in schools, and to see which of them are preferred when it comes to error correction. Feedback is used in schools every day even though it is difficult to know if students really learn from it. Students tend to only glance briefly at the paper or test when it is returned and then throw it away. They are interested in how they scored but not really in how to improve their errors until next time. In this study, students wrote essays which were corrected with four different types of feedback and handed back to the students. The students got a chance to revise them and then the result was analyzed. The students were also given a questionnaire in order for me to find out what kind of feedback they liked the most and compare it to the result of the essay corrections. The different feedback types worked well with different students in general, although, underlining with description did not only work best, it was also chosen as the best type by most students. They seemed to think that this type was good for learning something from the feedback. Most students wanted to look for errors themselves instead of getting the correct answer from the teacher.

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Petersson, Theres. „Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?“ Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92956.

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Peer feedback and its role for students’ language learning receive considerable interest in thefield of English as a foreign language. A related area of interest is the ways in which teachersare trained in their use of peer feedback and its integration into their classroom practice. Yet,research on the ways in which English language textbooks include opportunities for andinstructions in peer feedback are sparse. Given the importance of textbooks in EFLclassrooms as one of the primary sources of L2 input, the aims of this study are to investigate:1) Whether commonly used textbooks for teaching English in Swedish upper-secondaryschools recommend or integrate peer feedback, and what a) the frequency, and b) type ofthese recommendations and exercises are. 2) How the recommendations and exercises alignwith a) recommendations and best practices as identified in the literature, and b) the nationalcurriculum and the syllabus for English 7.To answer these questions, we analyze one of the most commonly used textbooks for teachingEnglish 7 in Swedish upper-secondary schools, Blueprint C Version 2.0. The findings showonly two instances in the book where the use of peer feedback is promoted as a valuablestrategy for improving the quality of students’ productions. It also shows that the bookcontains a total of 52 writing and speaking exercises, out of which 30 include the use of peerfeedback that, to some extent, aligns with best practice recommendations. As for thealignment with the curriculum and syllabus, the identified recommendations and support forthe use of peer feedback, as well as the peer feedback exercises, are shown to specificallymeet one of the goals of the national curriculum and three of the bullet points listed in thecore content in the syllabus for English 7.

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Askevik, Josef. „Career choice:The relationship between personality, state anxiety and the career decidedness among Swedish upper secondary school students“. Thesis, Blekinge Tekniska Högskola, Sektionen för management, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1165.

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The main purpose of this study was to inquire into personality and the state anxiety in relation to career decidedness scale among students in upper secondary school. The participants were 124 students in three grades and respectively non vocationally oriented classes. The participants were asked to grade themselves on a scale in relation to the statements regarding, state of decidedness for career choice, personality (NEO FFI, Costa & McCrae, 1985. Sweden, Gerontologic Center) and anxiety (AnTI, Wells, 1994). The results showed no significant relationship between personality and state of anxiety that could be connected to the decidedness for career choice. Ecologic validity is brought up in the discussion part.
josef.askevik@ltblekinge.se 0705-547 109

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Sahuric, Bank Matilda. „Assessing the Invisible : Teachers' views on the assessment of language-learning strategies in Swedish upper secondary school“. Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33687.

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When revising the curriculum for the Swedish upper secondary school in 2011, language-learning strategies were added to the description of the subject of English. It was also added to the core content and to the grading criteria, which in its turn has added a new dimension to teaching and assessing L2. By problematizing the teachers’ subjective views on assessment of these new criteria, the hypothesis, according to which teachers find assessing language learning strategies, in English 5, difficult, is discussed. Skolverket’s policy documents, the Common European Framework of Reference scale (CEFR scale) and researchers’ findings are compared to the teachers’ views. In order to provide an image of how teachers interpret the new assessment guidelines, and how teachers interpret problems related to assessment, six teachers from different upper secondary schools have been interviewed on their opinions about language-learning strategies. The interviews indicate that even though teachers are positive to the inclusion of language-learning strategies in the course description, the strategies are difficult to detect. One consequence is that the results of strategy use are assessed rather than actual strategy use.

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Netzell, Elisabeth. „What models and representations do Swedish upper secondary school teachers use in their teaching about the atom?“ Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131625.

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This report presents the results from a survey study on Swedish upper secondary school physics andchemistry teachers’ use of models and representations in teaching the atom. The study builds upon an earlier systematic international literature review on the role of models and representations in the teaching, learning and understanding of the atom. The overall aim of the study is to explore what models and representations are used by Swedish upper secondary school physics and chemistry teachers in their teaching about the atom, what informs teachers’ selection of the atomic models and representation forms and how they specifically use them in their teaching of the atom. The method for collecting the data for this study was an electronic questionnaire containing six introductory questions followed by nine open and four closed items, which were analysed both quantitatively and qualitatively. Thirty-one responses were received and analysed in this study. The results of the study indicate that Swedish teachers’ selection and use of atomic models and representation forms in their practice correspond with findings in the previously conducted literature review. For example, the Bohr atomic model was shown to be the most popular for teaching about the atom amongst the Swedish teachers in this study, since it is deemed intuitive and easy to visualize. A further result revealed that the de Broglie atomic model was only used by physics teachers, and that physics teachers overall used more atomic models in their teaching than chemistry teachers, a finding that might be related to the different teaching content in physics and chemistry. The study also shows that Swedish teachers are very comfortable with, and advocate, using different representation forms in their teaching. One interesting finding in this regard was that the use of physical models is predominantly more popular among chemistry than physics teachers. In line with the findings in the previous literature review study, students’ prior knowledge and individual learning styles were found tobe important influencing factors in teachers’ selection of representation forms to use in the classroom.The majority of the teachers also agreed on that it is important to explain to students how models should be interpreted and used, but one interesting finding, that differs from the previous research, is that some teachers were of the opinion that students have an already well-developed modelling ability when encountering different models of the atom.

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Norgren-Bergström, Tobias. „English Grammar Instruction in English 5 Three Swedish upper-secondary school English Teachers’ Perspectives on Grammar Instruction“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67737.

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This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.

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Zeidan, Lejla. „The relationship between extramural English activities and performance on vocabulary tests among Swedish upper secondary school learners“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77709.

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The purpose of this study is to provide additional research on the topic of the relationship between extramural English activities and performance on vocabulary tests among Swedish school learners. Data were collected from English L2 learners in Swedish upper secondary school (English 6 course). A questionnaire about participants extramural English activities was filled in. Participants then took a receptive vocabulary test of 140 items. The participants (N=74) were aged 17, with the exception of one 19-year-old and two 16-year-olds and got divided into two main research groups: gamers and non-gamers. The results from the vocabulary test revealed that gamers had a higher mean score than non-gamers on the test. However, the non-gamers trailed behind with a barely notable distinction. When examining the gamer group more closely, the findings show that participants who spent more time gaming also had the highest scores, compared to lower frequency gamers. Additionally, gamers spend more hours per week on other English-related media (excluding tv-series, movies and gaming) than the non-gamers. This makes it possible to conclude that there is, to some extent, a connection between extramural English activities and better receptive vocabulary. However, while extramural activities influence vocabulary, so does length of instruction in a language. The non-gamers caught up to the gamers, one reason as to why being a result of the length of instruction in English, which may even out large differences between gamers and non-gamers for more advanced learners (Peters, 2018).
Syftet med denna studie är att bidra med ytterligare forskning om ämnet extramurala engelsksaktiviteter och deras inverkan på svenska skolelevers vokabulärinlärning. Data samlades in från elever som har engelska som andrahandsspråk och som gick på gymnasiet (och deltog i engelska 6 kursen). Deltagarnas uppgift var att fylla i ett frågeformulär samt ett engelskt vokabulärtest som bestod av 140 ord. Deltagarna (N = 74) var 17 år gamla, samt en 19-årig elev och två 16-åriga elever, och delades in i två huvudgrupper: spelare (gamers) och icke-spelare (non-gamers). Resultaten från vokabulärtestet avslöjade att spelarna hade ett högre medelvärde än icke-spelare på testet: Dock hade icke-spelarna nästan samma medelvärde. När man undersöker den gruppen som spelar spel närmare, visar resultaten att deltagare som tillbringade mer tid på spel också hade de högsta poängen jämfört med spelare som spelade mindre frekvent. Dessutom tillbringar spelare i genomsnitt fler timmar per vecka på annan engelskrelaterad media (exklusive tv-serier, filmer och spel) i genomsnitt än icke-spelarna. Detta gör det möjligt att dra slutsatsen att det i viss utsträckning finns en koppling mellan extramurala engelskaktiviteter och högre ordförrådsförmåga. Peters (2018) slutsats visade att även längden av engelskstudierna kan ha en inverkan på vokabulären och för äldre elever kan möjligen effekten av exempelvis dataspelande jämnas ut desto längre de studerat engelska.

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Saleem, Jahangir. „The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169.

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This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system. Of interest is whether theoretical and vocational students have motivational differences when it comes to learning English as a second language. A quantitative questionnaire was compiled using the instrument variables from previous studies of L2 motivation, and question items, which were “re-theorized” for this particular study. 58 students participated, of which 30 were theoretical students and 28 vocational students. Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to L2 self, and L2 learning experience. Findings revealed that, on average, both groups were motivated to learn English as a second language, but that there is an apparent difference between theoretical and vocational students’ attitudes towards learning an L2: the theoretical students’ data showed that they have stronger influence than vocational students in the ideal l2 self, integrative/integrativeness, instrumentality-promotion, attitudes to l2 community, ought-to l2 self, instrumentality-prevention, family influence, attitudes to learning English, and criterion measures.

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Nilsson, Anton. „Attitudes towards, expectations of, and competence regarding ICT and digital learning tools : A quantitative study among Swedish EFL teachers in secondary/upper secondary school“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75337.

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The aim of this paper is to highlight and analyze the attitude towards and expectations of ICT and digital tools amongst Swedish EFL teachers in secondary/upper secondary school. In addition, this paper also contains results and analysis of how teachers most commonly acquire new digital learning tools, as well as what they consider to be most important when incorporating ICT in the classroom. Another contributing factor behind conducting this study is the upcoming changes to the current curriculum, as the Swedish Government (Regeringskansliet) decided that changes shall be made in order to ensure and enhance the digital competence amongst Swedish students (Regeringskansliet 2017). The results and analysis are based on a questionnaire sent out through Facebook and Google Forms, targeting two different groups with the purpose of serving as networks for teachers of English within the Swedish educational system. Combining their answers as well as comparing to previous research, this study identifies, and argues for, two key aspects responsible for improving the ICT competence amongst Swedish EFL teachers in secondary/upper secondary school; high quality digital learning tools and the ability to identify your ICT skill and pick digital tools accordingly. Moreover, this study reinforces the claim made in previous studies that the attitudes towards ICT and digital learning tools amongst Swedish EFL teachers are overwhelmingly positive. However, the study also shows a lack of quality concerning in-service teacher training, resulting in a majority of teachers learning ICT and digital learning tools on their own. Finally, answers show a juxtaposition regarding what teachers actually wish for in order to facilitate the work with ICT and digital learning tools.

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Blackmore, Ashley. „If Humour be the Food of Learning, Joke on: Perspectives of Several Italian and Swedish Upper-Secondary School Students on Humour and Dialogic Classroom Interaction“. Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21765.

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Social constructivism, known as Vygotskian theory, has been implicated in improving spoken language skills of upper-secondary school students. This qualitative study aims to investigate the perspectives of students regarding the teachers’ use of humour in ESL lessons both in Italy and Sweden. A secondary aspect of the study was to assess the use of humour in second language acquisition related to language learning and communicative competence based on dialogism and interaction. Semi-structured interviews were conducted with 20 participants (5 males and 5 females from each of the respective countries). After analysis using phenomenography, results indicate that humorous dialogic instruction and interaction, as well as non-verbal forms of humour such as gesticulation and facial expression, have the possibility to dramatically increase the focus and interest in lesson content which facilitates better communicative understanding of English. Immediacy is perceived to improve feelings of well-being and harmony within the classroom. Humour and openness are considered important and necessary factors in improving motivation and self-belief during oral tasks as facilitated an effective, communicative learning climate. The study also proposes that there are four factors (teacher, student, subject and task) which affect learning processes, and moderation of humour, the fifth factor, acts as a scaffold to assist in stretching students’ knowledge within the ZPD.

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Hlebnikovs, Pjotrs. „Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom“. Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.

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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.

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Haraldsson, Kim. „The Poetic Classroom : Teaching Poetry in English Language Courses in Swedish Upper Secondary Schools“. Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15732.

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This study aims at shedding some light on teachers’ attitudes and views on poetry as a part of English language studies. More specifically, it intends to explore whether there is support for the generally preconceived idea that poetry’s role in today’s language studies has diminished. This essay presents previous research regarding the development of poetry teaching in classrooms and the importance of reading poetry. Thereafter it includes a smaller qualitative survey, which was sent out to teachers in Swedish upper secondary schools, on their views concerning poetry and its incorporation in their courses, as well as reasons behind their choices. Although the study did not receive enough answers to warrant general conclusions on how teachers in Halland view poetry, the results do show tendencies toward a view of poetry as being strenuous to work with due to students’ resistance and negative attitudes. Moreover, that poetry is one area of English language studies that the majority of teachers view as less important. Furthermore, the results reveal that a teacher’s personal interest in poetry, or lack of interest, affects the amount of time and focus placed on poetry in the classrooms.

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Pesa, Makrina, und Emy Arnekull. „Canon VS No Canon - Which English Literature is Used in Swedish Upper Secondary Schools?“ Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34560.

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Throughout our teacher education, we have seen and felt the need for suitable literature in the English courses for upper secondary education in Sweden. Our purpose was to investigate which literature teachers in the field are using in their different courses, and with that constitute a list that can be used by teachers. Furthermore, we also investigated, among other things, which qualities the teachers are looking for when choosing suitable literature for their students and courses. Previous research has shown the significance of using literature for language and cultural development, and therefore a list as ours can contribute to aiding upper secondary teachers. To execute this research, we have chosen to use both a qualitative and quantitative method, in the form of a survey and interviews. Our results showed that all teachers are using some sort of literature for language development, and the vast majority are having difficulties finding suitable literature for their students. Moreover, the vast majority of our interviewees took a negative stand towards having an official canon, however they were open for using an unofficial canon as inspiration.

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Sjögren, Stella. „Det vidgade textbegreppet : An expanded text concept - swedish teacher thinking in the upper secondary school and at university“. Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2141.

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Föreliggande undersökning behandlar området bildtolkning, bildmedier och bildbaserade medier i gymnasieskolan och på lärarutbildningen, vad Skolverkets styrdokument säger om detta, hur lärarutbildare på lärarutbildningarna och svensklärare på gymnasiet förstår och anser sig tillämpa begreppet ’bildtolkning’. Syftet har alltså varit att studera hur styrdokumentens intentioner i det här avseendet realiseras i lärarutbildningen och skolpraktiken, enligt några lärarutbildares och svensklärares beskrivningar i intervjuer.

Det undersökningen i stort visar är att bildmedier och bildbaserade medier förekommer i undervisningen på gymnasiet, i olika grad. Samma sak gäller bildtolkning, men den förekommer för flera av de intervjuade lärarnas vidkommande inte på samma villkor som texttolkningen, och det verkar bero på att just de här lärarna känner sig osäkra på bildtolkning, bildmedier och bildbaserade medier, och anser sig behöva vidareutbildning för att känna sig säkra i undervisningen på området. De två lärarutbildare som ingår i undersökningen ger i olika grad de lärarstuderande verktyg för att hantera området, men har erfarenheten att de lärarstuderande på sina praktikskolor möter motstånd och därför inte får ta sina kunskaper i bruk. Ett försök gjordes att se om det finns något samband mellan de här lärarnas ämneskonception (Malmgren 1996) och förekomsten av bild och bildtolkning i undervisningen, men ingen säker slutsats var möjlig att dra.

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Grönkvist, Josefin. „Peer Response in Upper Secondary School : Do Swedish students find it useful for improving their English writing skills?“ Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-345.

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The method of peer response has become an important part in process oriented writing classes and is often used at universities, but not in upper secondary school. The aim of this paper is to investigate how students in upper secondary school react when introduced to peer response, and whether or not they find it a beneficial way of working when trying to improve their writing. The aim is also to find out if the students’ texts improve as a result of a peer response session.

The results of my investigation show that the majority of the students who participated had positive reactions when introduced to peer response. All students agreed that the method was beneficial to improving their texts. Furthermore, according to the teacher, who read both the first and final versions of the texts, many of the students improved their texts enough after peer response to raise their grades. This confirms that peer response is, in fact, a good method to use when trying to improve students’ writing. However, even though the majority of the participants were positive to the idea of using peer response again, there were some students who prefer that only the teacher reads their assignments. This could be due to a lack of confidence concerning their own abilities or the fact that some texts are perceived as too personal and private. There will often be students who do not like to share their writing but the method could be modified and adapted to the situation of each class. Peer response can be combined with teacher response, or the groups can be reduced to pairs of two persons.

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Malki, Noursin. „A Response Time Study of Swedish Upper Secondary School Students attending the NV and IB programs“. Thesis, Stockholms universitet, Engelska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-31337.

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The aim of this study is to examine different reaction times in several kinds of tests among International Baccalaureate students (IB), and Naturvetenskap students (NV) in the Swedish Upper Secondary School. The tests concerned lexical decision, collocation recognition, and grammaticality judgements. Two research questions guided this study: Do students who receive their education in English (IB) achieve higher scores on tests of word recognition (lexical decision), collocation recognition and grammaticality judgements when compared to those who receive their education in Swedish? Do students who begin learning English before the age of seven achieve higher scores on these tests than those who starting learning English after the age of seven? Both accuracy and response times were measured and an efficiency coefficient is calculated as accuracy divided by response time. In addition to the test data, a background questionnaire was filled out by all the participants and elicited information concerning their L1 and age of starting to learn English. The results for these tests indicate that IB students score significantly higher in efficiency than the NV students. One explanation may be that the IB students have daily exposure to English throughout their three years of study, whereas NV students only study English during the first two years of Upper Secondary School with an option to continue a third year after. Within the NV class an analysis of the results between those who were taught English before the age of seven and those who were taught after the age of seven showed a noticeable, but not significant, difference.

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Kröger, Iina. „Practicing mathematical modeling in upper secondary school : An analysis of the opportunities offered by Swedish and German textbooks“. Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73102.

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This study aims at investigating what opportunities mathematics textbooks used in Swedish and German upper secondary schools offer to practice modeling within the topic of mathematical analysis. The main interest of the study lies in how the textbook content relates to the national curriculum goals regarding modeling, but the Swedish and German textbooks are also compared to each other. In order to achieve this objective, two textbooks, one from each country, were analyzed with respect to the amount and to the quality of available modeling tasks. In the content analysis, theory on modeling competence and realistic tasks were used. The results indicate that the two analyzed textbooks contain modeling tasks to approximately same extent. Both textbooks support exclusively intra-mathematical aspects of modeling, which is in line with the findings of previous studies. While the scope of mathematical modeling in the textbooks does not correspond to the general curriculum goals of realistic modeling, it covers partly (Sweden) or completely (Germany) the curriculum requirements for at least the lowest proficiency level of the modeling competence.
Denna studie syftar till att undersöka vilka möjligheter matematikläroböcker som används i den svenska och den tyska gymnasieskolan erbjuder för att öva modellering inom matematisk analys. Studiens intresse ligger framför allt i hur läroböckernas innehåll relaterar till de nationella styrdokumentens lärandemål om modellering, men dessutom jämförs de svenska och tyska läroböckerna även med varandra. För att uppnå detta syfte analyserades två läroböcker, en från vardera land, med hänsyn till mängden och kvaliteten av befintliga modelleringsuppgifter. I innehållsanalysen användes teori om modelleringsförmåga och realistiska uppgifter. Resultaten indikerar att de två läroböcker som analyserats innehåller modelleringsuppgifter i ungefär samma utsträckning. Båda läroböckerna stödjer endast inommatematiska aspekter av modellering, vilket är i linje med tidigare forskningsrön. Även om omfattningen av matematisk modellering i läroböckerna inte överensstämmer med läroplansmål om realistisk modellering, motsvarar de befintliga modelleringsuppgifter delvis (Sverige) eller helt (Tyskland) åtminstone de lägsta kunskapskraven som styrdokumenten har angående modelleringsförmågan.

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Olsson, Fredrik. „Post-Colonial Reading: Cultural Representations of Ethnicity and National Identity in English Textbooks for Swedish Upper Secondary School“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28232.

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The aim of this study is to examine if English textbooks offer a cultural perspective of the English-speaking world in accordance with Swedish ordinances and recent research. The research question is: How is the English-speaking world culturally represented in English textbooks for Swedish upper secondary school course A in terms of ethnicity and national identity? The study comprises four textbooks from 2000 or later. The analysis is carried out within the framework of post-colonial theory. Four aspects are focused on: the ideological point of view, the representation of ethnicity, the representation of national identity and how these issues correspond to the ordinances. The results display that the books contain almost no biased stereotypes and that they fulfil several, if not always all, of the requirements of the English syllabus. All books include texts that provide balanced information about the ways of living, the cultural traditions and the historical conditions of a few selected countries. There are also exercises and activities that encourage intercultural understanding. However, the focus is mainly on the West and the view of culture is remarkably often based on national and monolithic assumptions. In particular, the positive values of cultural and ethnic diversity are still not fully acknowledged. In order to develop international solidarity and greater understanding and tolerance of other people, a higher degree of post-colonial and diasporic writing is needed. Above all, cultural issues have to be allowed to imbue the entire material.

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Brander, Alice. „"Developing Language Learners with Dörnyei: a Study of Learning Environments and Motivation at a Swedish Upper-Secondary School"“. Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23407.

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This is a small, mixed-methods study focusing principally on the learning experience element of Dörnyei’s L2 motivational self system and its effect on students’ ideal and ought-to selves. The specific purpose of this investigation was to explore the L2 classroom environment and explore any potential relationship to the ideal and ought-to selves of the students. The secondary element of this study was to discover whether this potential relationship could impact teacher-training and how. The study was conducted in two English (L2) classes at a Swedish upper-secondary school. A quantitative questionnaire was compiled using features from previous studies in this field and questions designed for this particular study. Each student filled out a questionnaire individually. The results of these were then analysed to establish a picture of the students’ general level of motivation, their possible selves, their classroom environment, and how they felt the former was affected by the latter. Qualitative contributions to the investigations were made through interviews with individual students and observation of lessons. The results indicated that, for the majority, four components of the classroom environment impacted significantly on the ideal and ought-to selves of the students, namely, the teacher, the group cohesiveness and orientedness and finally, the facilities. However, one factor did not demonstrate such a noteworthy influence: course material. The implications of these findings are that course material may not be as critical as originally thought in influencing student motivation. Moreover, teacher-training could, in future, include training on ideal and ought-to selves in order to maximize the positive effect of the classroom environment, as a whole, on individuals. This could be achieved by, for example, adapting the classroom facilities to suit different student needs, forming groups based on common interests and allowing for extra-curricular activities to enhance group-cohesiveness.

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Svensson, Tomas. „Smartphone physics – a smart approach to practical work in science education? : Experiences from a Swedish upper secondary school“. Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152446.

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In the form of teacher didactical design research, this work addresses a didactical issue encountered during physics teaching in a Swedish upper secondary school. A need for renewed practical laboratory work related to Newtonian mechanics is met by proposing and designing an activity based on high- speed photography using the nowadays omnipresent smartphone, thus bringing new technology into the classroom. The activity – video analysis of the collision physics of football kicks – is designed and evaluated by following a didactical design cycle. The work elaborates on how the proposed laboratory activity relates to the potential and complications of experimental activities in science education, as described in the vast literature on the topic. It is argued that the use of smartphones constitutes an interesting use of new technology for addressing known problems of practical work. Of particular interest is that smartphones offer a way to bridge the gap between the everyday life of students and the world of physics experiments (smartphones are powerful pocket laboratories). The use of smartphones also avoids using unfamiliar laboratory equipment that is known to hinder focus on intended content, while at the same time exploring a powerful tool for data acquisition and analysis. Overall, the use of smartphones (and computers) in this manner can be seen as the result of applying Occam’s razor to didactics: only familiar and readily available instrumentation is used, and skills learned (movie handling and image analysis) are all educationally worthwhile. Although the activity was judged successful, a systematic investigation of learning outcome was out of scope. This means that no strong conclusions can be drawn based on this limited work. Nonetheless, the smartphone activity was well received by the students and should constitute a useful addition to the set of instructional approaches, especially since variation is known to benefit learning. The main failure of the design was an overestimation of student prior knowledge on motion physics (and its application to image data). As a consequence, the activity took required more time and effort than originally anticipated. No severe pitfalls of smartphone usage were identified, but it should be noted that the proposed activity – with its lack of well-defined results due to variations in kick strength – requires that the teacher is capable of efficiently analysing multiple student films (avoiding the feedback process to become overwhelmingly time consuming). If not all student films are evaluated, the feedback to the students may become of low quality, and misconceptions may pass under the radar. On the other hand, given that programming from 2018 will become compulsory, an interesting development of the activity would be to include handling of images and videos using a high-level programming language like Python.

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