Zeitschriftenartikel: „Swedish for upper secondary school“

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Erixon Arreman, Inger, und Ann-Sofie Holm. „School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market“. Education Inquiry 2, Nr. 4 (Dezember 2011): 637–57. http://dx.doi.org/10.3402/edui.v2i4.22004.

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Bagga-Gupta, Sangeeta, Giulia Messina Dahlberg und Sylvi Vigmo. „Equity and social justice for whom and by whom in contemporary Swedish higher and adult education“. Learning and Teaching 13, Nr. 3 (01.12.2020): 82–110. http://dx.doi.org/10.3167/latiss.2020.130306.

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This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students’ opportunities to access upper and post-upper secondary education.

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Ignell, Caroline, Peter Davies und Cecilia Lundholm. „Swedish Upper Secondary School Students’ Conceptions of Negative Environmental Impact and Pricing“. Sustainability 5, Nr. 3 (04.03.2013): 982–96. http://dx.doi.org/10.3390/su5030982.

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Dovemark, Marianne, und Ann-Sofie Holm. „Pedagogic identities for sale! Segregation and homogenization in Swedish upper secondary school“. British Journal of Sociology of Education 38, Nr. 4 (11.11.2015): 518–32. http://dx.doi.org/10.1080/01425692.2015.1093405.

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Magnusson, Ulrika. „Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing“. Functions of Language 20, Nr. 2 (06.09.2013): 250–81. http://dx.doi.org/10.1075/fol.20.2.05mag.

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This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e.g. nominalizations) in 365 texts written by Swedish mono- and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingual students. Multilingual students with early and late ages of onset use GM more than multilingual students with onset ages between these two extremes. A relation was found between the occurrence of GM and the use of the potential functions of GM, e.g. expansion of the nominal phrase, which was used more frequently in texts with a higher GM density, contributing to the construction of specialized, educational knowledge. The occurrence of GM was compared to the occurrence of L2 deviations in a subcorpus. These results are interpreted in relation to the Interdependence Hypothesis formulated by Cummins (1979).

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Lundström, Ulf, und Karolina Parding. „Teachers' Experiences with School Choice: Clashing Logics in the Swedish Education System“. Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/869852.

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This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of 58 teachers from five municipal and three independent upper secondary schools. Its theoretical framework relies on Freidson's distinction between the logic of the profession, the bureaucracy, and the market. The findings indicate that the traditional position of teachers—a position that must negotiate the tension between the logic of the profession and the logic of the bureaucracy—is now in fact challenged by the logic of the market. This study argues that values linked to the logic of the market are imposed on the teachers, and these market values clash with the teachers' values, values based on the logic of the profession.

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Wikström, Christina, und Magnus Wikström. „Grade inflation and school competition: an empirical analysis based on the Swedish upper secondary schools“. Economics of Education Review 24, Nr. 3 (Juni 2005): 309–22. http://dx.doi.org/10.1016/j.econedurev.2004.04.010.

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Carmen Gómez, Maria del, und Anders Jakobsson. „Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools“. Journal of Education and Training 2, Nr. 2 (15.02.2015): 1. http://dx.doi.org/10.5296/jet.v2i2.7107.

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This study examines science teachers’ assessment and grading practices as well as student participation in the assessment process in the upper secondary school. The teachers were asked about how and when they assess students and what was crucial when grading students. We asked when they considered students to have developed the following knowledge criteria: aptitude for critical thinking, analytical and practical skills and how they assessed students regarding these skills. We report overall evidence-based assessment practices from the teachers’ comments in face-to-face interviews. Teachers’ comments are closely aligned and associated with long-established beliefs. The assessment and grading practices were found to be at odds with modern perspectives of assessment as well as its role in learning.

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Arreman, Inger Erixon. „Student Perceptions of New Differentiation Policies in Swedish Post-16 Education“. European Educational Research Journal 13, Nr. 6 (01.01.2014): 616–31. http://dx.doi.org/10.2304/eerj.2014.13.6.616.

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In Sweden, and in most other Organisation for Economic Co-operation and Development (OECD) countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publicly funded free schools, students' results in the Programme for International Student Assessment (PISA) had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students manoeuvre in their choice of upper secondary school study pathway, including their ideas on future education and career. Methods used were questionnaires and focus group interviews with students, document analysis and statistics, and snapshots of media comments. The study shows that perceived ‘rational’ student choice is closely related to social interaction, geographic place and time. Influential also are habitus and cultural capital affecting gendered recruitment patterns. The study further indicates lack of knowledge and understanding of the reform among students. A major conclusion is that current Swedish polices may exclude many school students in upper secondary education, and also reduce their opportunities for future life chances, with notable negative implications for collective and economic development.

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Gottvall, Maria, Margareta Larsson, Anna T. Höglund und Tanja Tydén. „High HPV vaccine acceptance despite low awareness among Swedish upper secondary school students“. European Journal of Contraception & Reproductive Health Care 14, Nr. 6 (24.11.2009): 399–405. http://dx.doi.org/10.3109/13625180903229605.

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LUNDAHL, LISBETH, INGER ERIXON ARREMAN, ULF LUNDSTRÖM und LINDA RÖNNBERG. „Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective“. European Journal of Education 45, Nr. 1 (02.02.2010): 46–59. http://dx.doi.org/10.1111/j.1465-3435.2009.01414.x.

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Fischbein, Siv, und Mona E. Folkander. „Reading and writing ability and drop out in the Swedish upper secondary school“. European Journal of Special Needs Education 15, Nr. 3 (Oktober 2000): 264–74. http://dx.doi.org/10.1080/088562500750017871.

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Tigerstedt, Christoffer, Markkula Jaana, Thomas Karlsson, Jokela Jukka und Pietikäinen Minna. „Finlands svenskspråkiga ungdomars dryckesvanor i Österbotten och huvudstadsregionen: En jämförelse med finskspråkiga ungdomar“. Nordic Studies on Alcohol and Drugs 25, Nr. 1 (Februar 2008): 5–21. http://dx.doi.org/10.1177/145507250802500102.

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There is some research evidence which suggests that drinking habits among Swedish-speaking Finns differ from those of Finnish-speaking Finns. The limited literature on this subject routinely lumps the minority of Swedish-speaking Finns into one single group. The assumption is that drinking habits in the Swedish-speaking population are less damaging to health than drinking habits in the Finnish-speaking majority. In this study we use data from the nationwide School Health Promotion Study, which in principle covers all pupils in the 8th and 9th grade of comprehensive school and the 1st and 2nd grade of upper secondary school. We chose to focus on two areas with a sufficiently large number of Swedish-speaking residents and, by tradition, different drinking habits, i.e. Ostrobothnia and the metropolitan Helsinki area. All in all, the data consist of 5,698 Swedish-speaking and 29,708 Finnish-speaking adolescents aged ca. 14–18. The results show that when the populations from the two areas are taken together, there are indeed differences between the two language groups. The almost ten-year downward trend in youthful drinking in Finland is clearly attributable to Finnish-speaking youth. This is also true for the reductions seen in frequent drinking and binge drinking. In a comparison of Ostrobothnia and the metropolitan Helsinki area, it turns out that the differences between Swedish-speaking youngsters are considerable: abstention, less frequent drinking and less binge drinking are clearly more prevalent in Ostrobothnia than in the Helsinki area. By comparison, the Finnish-speaking adolescents in the two regions differ less clearly from each other. Conspicuous subgroups within the Swedish-speaking minority are the binge drinking upper secondary students in the Helsinki area, the abstaining girls from comprehensive schools in the almost exclusively Swedish-speaking Ostrobothnian municipalities, and the abstaining youngsters from the “bible zone” in Ostrobothnia. In contrast to earlier findings, we found that in Ostrobothnia the drinking habits of the two language groups are quite similar.

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Nimmermark, Anders, Lars Öhrström, Jerker Mårtensson und Bette Davidowitz. „Teaching of chemical bonding: a study of Swedish and South African students' conceptions of bonding“. Chemistry Education Research and Practice 17, Nr. 4 (2016): 985–1005. http://dx.doi.org/10.1039/c6rp00106h.

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Almost 700 Swedish and South African students from the upper secondary school and first-term chemistry university level responded to our survey on concepts of chemical bonding. The national secondary school curricula and most common textbooks for both countries were also surveyed and compared for their content on chemical bonding. Notable differences between the countries were found in textbooks and in the curriculum regarding the topics of ionic bonding, bond energetics and use of the VSEPR model, the latter being absent in the Swedish curriculum and ionic bonding not explicitly mentioned in the South African curriculum. To some extent these differences are reflected in the students’ responses to the survey. It is also clear that university teachers in both countries must prepare effective counter-measures against deep rooted misunderstandings. For the upper secondary school level it is suggested that the bond energetics and exothermic and endothermic reactions be clearly and carefully presented and separated as the study indicates that mixing of these two concepts is a major cause of confusion.

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Lindberg, Erik, und Timothy L. Wilson. „Management by objectives: the Swedish experience in upper secondary schools“. Journal of Educational Administration 49, Nr. 1 (Februar 2011): 62–75. http://dx.doi.org/10.1108/09578231111102063.

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Wyszynska Johansson, Martina. „Expanding learner readiness of young Swedish security officers-to-be in upper secondary school“. Journal of Vocational Education & Training 72, Nr. 4 (23.10.2019): 555–74. http://dx.doi.org/10.1080/13636820.2019.1680570.

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Jonsson, Anna-Carin, und Dennis Beach. „Institutional discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school“. Social Psychology of Education 18, Nr. 4 (22.03.2015): 703–17. http://dx.doi.org/10.1007/s11218-014-9279-1.

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Fjellman, Anna-Maria, Kajsa Yang Hansen und Dennis Beach. „School choice and implications for equity: the new political geography of the Swedish upper secondary school market“. Educational Review 71, Nr. 4 (23.04.2018): 518–39. http://dx.doi.org/10.1080/00131911.2018.1457009.

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Heinonen, Henna. „Begripligheten av finskspråkiga gymnasisters svenska uttal: lyssnarvärderingar“. AFinLA-e: Soveltavan kielitieteen tutkimuksia, Nr. 10 (02.07.2018): 98–117. http://dx.doi.org/10.30660/afinla.73129.

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The aim of this study is to investigate how comprehensible L1 Finnish speakers’ L2 Swedish is considered to be and whether any listener- or speaker-specific background factors relating to the comprehensibility judgements can be found. The research material consists of Swedish read-aloud texts by 21 Finnish-speaking upper secondary school students. Judgements are given by 64 native Swedish-speakers (Finland-Swedish n = 35, Sweden-Swedish n = 29) using a verbalized scale from 1 to 7. The study shows that L2 Swedish, pronounced by L1 Finnish speakers, is on average considered to be comprehensible but the listener has to concentrate closely. Both Finland-Swedish and Sweden-Swedish listeners gave similar ratings. Only two background factors correlated with the comprehensibility ratings: the speaker’s latest school grade in Swedish had a negative correlation, whereas the speaker’s usage of Swedish on his/her spare me correlated positively with the comprehensibility ratings.

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Svensson, Jonas. „Religious education and teaching young people about humanity: Suggesting a new role for RE and for the academic study of religions in Sweden“. Temenos - Nordic Journal of Comparative Religion 51, Nr. 2 (23.12.2015): 177–99. http://dx.doi.org/10.33356/temenos.53567.

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This article is a suggestion for the rethinking of the role and purpose of religious education (RE) in Swedish public schools, in relation to two major recent reforms: of teachers training (2012) and of syllabi for RE (2011). Based on a notion of the ‘humanistic’ study of religions as he study of religion as a human cultural product, the article argues that a RE – mainly in lower and upper secondary school – informed by contemporary theoretical development, better than any other school subject can cater for the important task of educating young people about who they, as human beings, are and why. To substantiate this claim, the content of the above mentioned reforms are presented, and placed in historical context. Furthermore, the article provides a set of examples of how actual teaching may be structured to fulfil its proposed new task, with a basis in the current syllabi for lower and upper secondary school.

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Lagrosen, Yvonne, und Stefan Lagrosen. „Gender, quality and health – a study of Swedish secondary school teachers“. International Journal of Workplace Health Management 13, Nr. 2 (25.03.2020): 223–38. http://dx.doi.org/10.1108/ijwhm-09-2018-0125.

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PurposeThe purpose of this paper is to examine gender differences regarding the experience of workplace health and quality management. In this context, we include some factors of work environment that have previously been shown to be related to health such as workplace learning, stress, flow and sense of coherence.Design/methodology/approachA questionnaire based on previous research was constructed. It was delivered to a population of Swedish upper secondary school teachers. Three hundred eleven responses were returned. They were analysed for gender differences with t-tests and chi-square tests.FindingsThe results show that women's experience of their health is worse than men's despite having a generally better experience of the quality management values, workplace learning and flow. Moreover, women experience more stress, and they are more often subjected to sexual harassment while men more frequently had been exposed to physical violence.Research limitations/implicationsThe study has implications for research in that it indicates that although women have better experiences of many of the factors that previous research has shown to be related to workplace health, their health is actually worse. A limitation is that the response rate was low.Practical implicationsThe findings should be useful for managers attempting to improve the workplace health of their staff. The finding that women report less health than men even though experiencing quality management values more, means that women's health need a particular focus in secondary schools.Originality/valueThe connection between health and quality management has not been previously studied from a gender perspective.

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Wiberg, Marie, Per-Erik Lyrén und Anna Lind Pantzare. „Schools, Universities and Large-Scale Assessment Responses to COVID-19: The Swedish Example“. Education Sciences 11, Nr. 4 (08.04.2021): 175. http://dx.doi.org/10.3390/educsci11040175.

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The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further aim is to discuss the challenges in schools, universities and in the admissions test process in Sweden which are due to the COVID-19 situation. Contrary to many other countries, Swedish schools remained open, except for upper secondary school and universities where teaching went online. However, the spring administrations of the national tests and the high-stake college admission test, SweSAT, were cancelled, which had impact on admissions to universities in the fall. By using documentation from the news, school, and university authorities, as well as governmental reports of the events and a student survey, challenges are discussed. The novelty of this study includes a discussion of the events and their upcoming challenges. A discussion of what could be learned and what to expect in the close future is included, as well as conclusions which can be drawn from this situation.

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Emanuelsson, Ingemar. „Differentiation, Special Education and Equality: A Longitudinal Study of Self-Concepts and School Careers of Students in Difficulties and with or without Special Education Support Experiences“. European Educational Research Journal 2, Nr. 2 (Juni 2003): 245–61. http://dx.doi.org/10.2304/eerj.2003.2.2.4.

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The main aims of the article are to analyse how school and learning careers of students with special education support during their compulsory schooling differ from those judged not in need of such support. Choice of study programmes, success in upper secondary schooling, and schools' grading of learning in compulsory school are focused upon. Patterns of post-secondary school careers are of special interest. Determined needs of special support are related to individual student characteristics as well as teaching needs of differentiation and educational demands. The database used is from approximately 8000 Swedish students, born in 1982 and followed from school start-up through post-secondary school to the age of 19. Allocation of special education resources is found more clearly related to school needs of differentiation than to individual student characteristics. The amount and kind of special education support are also related to self-confidence and students' choice of and success in post-secondary school programmes. Conclusively, most of an individual student's education career possibilities are determined early, often in the compulsory school. Such patterns are related to the overruling aim of inclusive education in ‘a school for all’. More proactive roles for support teachers are discussed.

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Elgström, Ole, und Mats Hellstenius. „How History Became a Core Subject in Swedish Upper Secondary Schools“. Scandinavian Journal of Educational Research 54, Nr. 6 (Dezember 2010): 565–80. http://dx.doi.org/10.1080/00313831.2010.522846.

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Holm, Ann-Sofie, und Ulf Lundström. „“Living with Market Forces”Principals’ Perceptions of Market Competition in Swedish Upper Secondary School Education“. Education Inquiry 2, Nr. 4 (Dezember 2011): 601–17. http://dx.doi.org/10.3402/edui.v2i4.22002.

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Pedersen, Jens. „Project Work in the Paperless School: A Case Study in a Swedish Upper Secondary Class“. Education and Information Technologies 9, Nr. 4 (Oktober 2004): 333–43. http://dx.doi.org/10.1023/b:eait.0000045291.99489.bd.

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Kilbrink, Nina, und Veronica Bjurulf. „Transfer of knowledge in technical vocational education: a narrative study in Swedish upper secondary school“. International Journal of Technology and Design Education 23, Nr. 3 (08.02.2012): 519–35. http://dx.doi.org/10.1007/s10798-012-9201-0.

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Graeske, Caroline, und Sofia Aspling Sjöberg. „VR-Technology in Teaching: Opportunities and Challenges“. International Education Studies 14, Nr. 8 (27.07.2021): 76. http://dx.doi.org/10.5539/ies.v14n8p76.

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Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students’ motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution.

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Lindberg, Ola J., Anders D. Olofsson und Göran Fransson. „Same but different? An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education“. International Journal of Information and Learning Technology 34, Nr. 2 (06.03.2017): 122–32. http://dx.doi.org/10.1108/ijilt-09-2016-0043.

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Purpose The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education. Design/methodology/approach In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted. Findings The teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS. Research limitations/implications The relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge. Practical implications The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use. Social implications The study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT. Originality/value The originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices.

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Fritz, Jesper, Marcus E. Cöster, Björn E. Rosengren, Caroline Karlsson und Magnus K. Karlsson. „Daily School Physical Activity Improves Academic Performance“. Sports 8, Nr. 6 (04.06.2020): 83. http://dx.doi.org/10.3390/sports8060083.

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Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6–8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily). The intervention continued in all nine compulsory school years until the students graduated between 2007–2012. All other 689,881 Swedish children who graduated the same years were included as a control group. We registered at graduation eligibility rate for upper secondary school and the final grade score (from 0 to 320 grade points). We also registered the same end points in the 295 students in the index school and in all other 471,926 Swedish students who graduated in 2003–2006, that is, those who graduated before the intervention study started. Before the intervention, academic performance was similar among children in the index school as for all other Swedish boys and girls. With the intervention, the eligibility rate increased for boys in the index school by 7.3 percentage points and the mean grade scores by 13.3 points. This should be compared with a decrease of 0.8 percentage points in eligibility rate and an increase by 2.7 points in grade score in other Swedish boys. No changes were seen for intervention girls, neither in eligibility rates or grade scores. By introducing daily school-based PA in compulsory school, more boys would probably reach the eligibility rate for higher education.

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Lund, Stefan. „Regulation and deregulation in education policy: new reforms and school sports in Swedish upper secondary education“. Sport, Education and Society 19, Nr. 3 (06.03.2012): 241–57. http://dx.doi.org/10.1080/13573322.2012.664127.

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Larsson, Joakim. „A piece of resistance: exploring behaviour assessment and political subjectification in a Swedish upper secondary school“. International Journal of Qualitative Studies in Education 27, Nr. 5 (26.06.2013): 626–40. http://dx.doi.org/10.1080/09518398.2013.805448.

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Fjellström, Magnus. „Project-based vocational education and training: opportunities for teacher guidance in a Swedish upper secondary school“. Journal of Vocational Education & Training 67, Nr. 2 (24.11.2014): 187–202. http://dx.doi.org/10.1080/13636820.2014.983957.

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Ferm, Lisa, Daniel Persson Thunqvist, Louise Svensson und Maria Gustavsson. „Students’ strategies for learning identities as industrial workers in a Swedish upper secondary school VET programme“. Journal of Vocational Education & Training 70, Nr. 1 (23.10.2017): 66–84. http://dx.doi.org/10.1080/13636820.2017.1394357.

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Szabo, Attila, und Paul Andrews. „Uncovering the Relationship Between Mathematical Ability and Problem Solving Performance of Swedish Upper Secondary School Students“. Scandinavian Journal of Educational Research 62, Nr. 4 (12.01.2017): 555–69. http://dx.doi.org/10.1080/00313831.2016.1258671.

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Waldo, Staffan. „On the use of student data in efficiency analysis—Technical efficiency in Swedish upper secondary school“. Economics of Education Review 26, Nr. 2 (April 2007): 173–85. http://dx.doi.org/10.1016/j.econedurev.2005.06.005.

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Poromaa Isling, Pär. „Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’“. Nordic Journal of Comparative and International Education (NJCIE) 4, Nr. 1 (12.06.2020): 84–101. http://dx.doi.org/10.7577/njcie.3535.

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This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’ Tornedalian cultural background is either more or less prominent, depending on the occasion. Particularly in the classroom context, teachers are obliged to mute and put aside their minority language, Meänkieli. Thus, they transform their behaviour and adopt a Swedish manner of conduct in their contacts with pupils. Consequently, teachers’ Tornedalian cul-tural identity becomes less prominent. Simultaneously, Swedish school culture takes precedence, and its authority controls what can be seen as proper educational subjects as well as the classroom’s social interactions. The analysis, guided by decolonising perspectives, reveals that minority language and cultural practices are mainly alive and active in the unofficial settings of the schools. These manifestations of resistance against the Swedish language and Swedish culture’s dominance of school practices, which remain alive in these decolonial pockets, is not organised and not part of official school practice. However, the conversations with school staff and pupils revealed that the competence, desire and strategies exist to ignite a pedagogy more inclusive of minority perspectives that can facilitate the transfer of Tornedalian minority knowledge and perspectives to pupils. This could empower decolonial Meänkieli practices and revitalise Tornedalian culture among young Tornedalians.

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Hedman, Christina, und Ulrika Magnusson. „Student ambivalence toward second language education in three Swedish upper secondary schools“. Linguistics and Education 55 (Februar 2020): 100767. http://dx.doi.org/10.1016/j.linged.2019.100767.

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Jidesjö, Anders, Magnus Oscarsson, Karl-Göran Karlsson und Helge Strömdahl. „Science for all or science for some: What Swedish students want to learn about in secondary science and technology and their opinions on science lessons“. Nordic Studies in Science Education 5, Nr. 2 (29.06.2012): 213–29. http://dx.doi.org/10.5617/nordina.352.

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This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected inspring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology.The findings indicate that secondary science instruction seems to address only a minority of the students, those that have chosen science or technology in their further education. At the same time, all students have interest in science and technology and many seem most interested in some important issues in societal development. The results are discussed from the perspective of learners and contribute to the debate about establishing a scientific literacy approach in compulsory education.

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Rosenqvist, Erik. „Two Functions of Peer Influence on Upper-secondary Education Application Behavior“. Sociology of Education 91, Nr. 1 (03.12.2017): 72–89. http://dx.doi.org/10.1177/0038040717746113.

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Peers have a paradoxical influence on each other’s educational decisions. On one hand, students are prone to conform to each other’s ambitious educational decisions and, on the other hand, are discouraged from ambitious decisions when surrounded by successful peers. In this study I examine how peers influence each other’s decision to apply to an academic track in upper-secondary education through these two functions of peer influence. The results show that students are more likely to conform to their in-group peers. However, discouraging effects are structured differently, whereby expectations about self- and peer achievement seem to be a mediating factor. This suggests that the point of reference varies with the mechanism mediating interpersonal influence together with characteristics of both peers and egos. The analysis benefits from rich population registers covering 13 full cohorts of Swedish students, facilitating controls for several sources of endogeneity, such as unobserved time-constant school and family effects.

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