En enkätundersökning om lärares syn på hur de arbetar med mål i grundskolan : A survey of teacher´s views on how they work with the goal in elementary school

Detta är en uppsats om lärares syn på målstyrningen vid två skolor samt hur de uppfattar att eleverna uppnår de uppsatta målen. Undersökningen utfördes som en kvalitativ enkätstudie. Resultatet visar att många lärare uppfattar att målen är otydliga vilket resulterar i att de tolkas olika. Angående hur man mäter att eleverna uppnår målen blev resultatet att det finns en mängd olika metoder att tillgå som till exempel loggbok och observation. En tydlig skillnad fanns i svaren bland dem som hade lång arbetslivserfarenhet gentemot den som hade minst arbetslivserfarenhet. Skillnaderna kan bland annat bottna i osäkerhet på sin yrkesroll samt bristande kunskaper i och med kort arbetslivserfarenhet.

Upper secondary school students' gendered conceptions about mathematics

This study explores Swedish Natural Science students' conceptions about gender and mathematics. I conducted and compared the results from two questionnaires. The first questionnaire revealed a view of rather traditional feminities and masulinities, a result that did not repeat itself in the second questionnaire. There was a discrepancy between the traits the students ascribed as gender different and the traits they ascribed to themselves.

High-School Students´ Summer Jobs and their Ensuing Labor Market Achievement : the Long Term Effect

In part because of high and persistent youth unemployment, adolescent students’ transition from school to work is an important policy and research topic. Many countries have implemented public programs offering summer jobs or work while in high-school as measures to smooth the transition. While the immediate effect of the programs on school attendance, school grades, and disposable income is well documented, their effect on the transition to the labor market remains an open question. Observational studies have shown strong positive effects of summer jobs, but also that the estimated effect is highly vulnerable to selection bias. In this paper, some 3700 high-school students applying for summer jobs in the period 1995-2003,via a program, are followed to 30 years of age. A quarter of the applicants were randomly offered a summer job each year. Among the remaining students, 50% had a (non-program related) summer job while in high-school. We find the income, post high-school, for the offered and non-offered groups to be similar and conclude that the effect of summer jobs on the transition to the labor market is inconsequential.

English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom

Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The study also connects the results to previous international research, comparing Swedish and international research. The results suggest that even though there are many benefits of using children’s literature in the ESL classroom, the respondents seldom use these authentic texts, due to limited time and a narrow supply of literature, among other factors. However, despite these challenges, all of the teachers claim to use children’s literature by reading aloud in the classroom. Based on the results, further research exploring pupils’ thoughts in contrast to teachers would be beneficial. In addition, the majority of the participants expressed that they wanted more information on how to use children’s literature. Therefore, additional research relating to beneficial methods of teaching English through children’s literature, especially in Sweden, is recommended.

Knowledge and perceptions regarding sexual and reproductive health among high school students in Kathmandu, Nepal

Background: Nepal recently began teaching sexual education in the school system and has established youth friendly services in order to meet the need of increased sexual and reproductive knowledge among the youth. Objective: To examine the sexual and reproductive knowledge and perceptions among young people attending schools in Kathmandu. Method: A written questionnaire was distributed to 160 students, in a classroom environment, in four schools in Kathmandu. Results: Two thirds of the females and nearly 60% of the males knew that it was possible to get sexually transmitted infection (STI) during one sexual encounter and more than half of the students knew when in the menstrual cycle conception was more likely to occur . One third of the participants did not know that it was possible to become pregnant after having intercourse once. The males demonstrated less knowledge than the females regarding every aspect of sex and reproduction, with the exception of pregnancy prevention. Conclusion and clinical implications: For the youths in this study, it was more important to prevent unwanted pregnancies than to protect oneself from STIs. Establishment of a hotline on the internet, where personalized and confidential counselling can be offered may complement the comprehensive sexual education in schools.

The power of literature : A literature review on the incorporation of children’s literature in the lower-elementary English as a Second- Language classroom.

The use of children’s literature in the English as a Second language (ESL) classroom is a widely used teaching method. This study aims to find research relating to the incorporation of children’s literature in the lower elementary English as a secondlanguage classroom. The main questions are how children’s literature can be used in the classroom and what potential benefits it has. A systematic literature review was carried out and research from six studies was included. The included studies, analyzed in this thesis, involved children aged 6-9, who are learning a second language. The results reveal multiple benefits with the use of children’s literature in the lower elementary ESL classroom, such as vocabulary gains, improved speaking and listening skills, increased motivation and better pronunciation. The results also present a few suggestions on how to incorporate the literature in the classroom, where reading aloud to the students appears to be the most common practice. It also appears common to have post-reading sessions that include discussions about what has been read.

Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools

Narration in Swedish pre- and primary school : a recourse for language development and multilingualism

Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms.

Using Swedish in the EFL-classroom : An Interview Study on Swedish Upper Secondary Students’ Attitudes towards Teachers’ L1 use in the EFL-classroom

There is very little focus in previous research on first language (L1) use by teachers in the upper secondary English as a foreign language (EFL) classroom from the students’ perspective. In this context and from a Swedish perspective, this thesis examines what attitudes students in the Swedish upper secondary school have towards their teachers’ use of L1 (Swedish) in the EFL-classroom. The method used was qualitative semi-structured interviews, where nine students in total were interviewed. The collected data was then coded, thematized and categorized. The results show that the students mainly believed Swedish should be used when teaching vocabulary, when teaching grammar and for classroom management. They did not believe the L1 should be used by them in questions and answers and in general talk in the classroom. They also endorsed an overall judicious use of Swedish by their teachers and that their use of this language should be adjusted to the specific teaching group. Finally, it can be concluded that further research is needed on how the L1 can be used judiciously in particular situations and on what attitudes students of varying proficiency and age, as well as students who do not have Swedish as their L1 have towards teachers’ L1 use in the EFL-classroom.