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Dissertations / Theses on the topic 'Peer culture'
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Yusuf, Abdi. "Några behandlares uppfattningar om faktorer sommotverkar negativ ungdomskultur på institutioner för ungdomar med socialaproblem." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26472.
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Syftet med studien är att belysa några behandlares uppfattningar om faktorer som motverkar negativ ungdomskultur på institutioner för ungdomar med sociala problem. Studien lyfter fram upplevelser samt erfarenheter därmed användes ett kvalitativt närmandesätt, med hermeneutisk utgångspunkt. Fem semistrukturerade intervjuer tillämpades vid insamlingen av mjukdata. Med hjälp av latent innehållsanalys analyserades materialet för bättre överblick. Resultatet belyser faktorer som bidrar till att det blir negativt bland ungdomar på institutioner. Dessa faktorer kan exempelvis vara att ungdomarna inte känner av personalens närvaro, blir sedda samt hörda. Resultatet lyfter även fram att ungdomarna Influeras av varandra och är lojala mot varandra för att ungdomarna upplever att de har samma historik eller gemensamma drag samt att ungdomarna upplever att personal är på institutionen för att enbart tjäna pengar. Omotiverade ungdomar ska inte sättas inom samma grupp för då blir rehabiliteringsarbetet lidande konstateras i resultatet. Respondenterna upplever att oenighet bland personal angående rutiner och regler bidrar till negativ ungdomskultur. Delaktiga ungdomar som får stöd, som motiveras och förstärks av behandlare samt får återanknytning till sociala sammanhang i form av föreningsliv kan bidra till att främja en positiv ungdomskultur.
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Gillespie, Marie. "TV talk in a London Punjabi peer culture." Thesis, Brunel University, 1992. http://bura.brunel.ac.uk/handle/2438/6962.
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This thesis examines how 16-18 year-olds in a London Punjabi peer culture talk about television. Based upon two years' ethnographic fieldwork in Southall, west London, it is argued, firstly, that shared experiences of television inform and shape the content and, in some cases, the form of everyday communicative interactions among young people; secondly, that TV is a resource which is mined selectively and used creatively to provide shared but differentiated ways of talking about self, others and their positions in the world; thirdly, that 'TV talk' involves the negotiation of relations within and between parental and peer cultures, the articulation of cultural differences and the expression of aspirations toward cultural change. The analysis is organised around four TV genres. in the peer culture studied, the ability to discuss TV news is perceived as a function of emergent adulthood. In talking about TV advertisements young people establish, critique and endorse hierarchies of taste and style, for example, in what they drink, eat and wear. TV comedy talk, examined in the wider context of the social functions of humour, brings into the realm of speech that which is seen as 'absurd', 'subversive' and 'unspeakable'. It bears, perhaps, the most impressive witness to the role of TV as an enabler of talk. Finally, in their everyday discussions of the soap opera 'Neighbours', young people draw parallels between gossip and rumour in their local neighbourhood and in the soap. The essential argument of the thesis is that TV talk, as an integral; part of everyday talk, binds people together, contributes to their; shared culture and to patterns of sociability, and generates social and collective processes of interpretation and reception beyond the domestic context of viewing. The social reception of TV through shared talk is both a creative act and a manipulated one. It can reflect what is real already; create what is as yet unknown; enable discussion of taboo subjects and make it possible to say what is absurd or unthinkable.
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Willett, Rebekah Jane. "Children's use of popular media in their creative writing." Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/7282/.
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This study is an examination of the social world of children's story writing, focusing on the way children use the agency offered to them in the context of the' writing process' pedagogy as a way of negotiating existing practices to position themselves in the discursive field of the classroom. Using methods from teacher-research and ethnographic traditions, I collected data from the class I was teaching, focusing on six children aged eight to nine. Data collection included observations of social interactions, photocopies of stories children wrote, interviews with children, group discussions, tape recordings of children talking while writing stories, and a diary of my experiences as a teacher-researcher. Using a form of discourse analysis, I focused on three areas in my data analysis: writing process, media consumption and production, and identity work. My analysis shows the ways children negotiate with and manipulate school practices in order to include their peer cultures in writing workshop, indicating children's understanding of school practices and concern with their social positions. In my study I show how popular media, a significant element of peer culture, is used by children in story writing as a way of establishing and defining personal identities and friendship groups. It is through friendships and often within the context of talk around media that children define, perform, and to some extent play with their gendered identities. The conclusions of my study point to a need for educators to recognise the way discursive practices of school create a very narrow definition of' acceptable stories' in classrooms. The practices problematise stories which contain media, and therefore teachers overlook and misunderstand many of the things children are doing during the process of writing media-based stories.
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Cooper, Amrik. "Culture and capital decoupled : exploring the dynamics of peer-to-peer file sharing and copyright violation." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10283.
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Includes bibliographical references (p. 55-59).In this thesis the significance of casual copyright violation as enabled by the infrastructural fluidity of the internet is discussed (in particular, its most contemporary form, peer-to-peer file sharing). The aim of this discussion is to explore and promote a better understand of casual copyright violation, beyond the narrower conceptions challenged herein. The positions of progressive intellectual property advocates and of the intellectual property industry are presented, neither of whose analysis appears to rise above idealism or moralising. A triangulated research design was implemented, incorporating one-on-one qualitative interviews, a focus group and a survey of a student file-sharing population. I conclude that peer-to-peer file sharing is less significant as an individual choice than it is as a structural feature of the digital age.
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McMurray, Paula Ann. "The construction, negotiation, and integration of gender, school culture, and peer culture positionings in preschool." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382632136.
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Keddie, Amanda, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Little boys: the potency of peer culture in shaping masculinities." Deakin University. School of Education / School of Social & Cultural Studies, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041216.100720.
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This study explores the peer group understandings of five male friends between the ages of six and eight years and seeks to examine the ways in which the groups social dynamics interact to define, regulate and maintain dominant and collective understandings of masculinities. Within a self-selected affinity context, and drawing on their lived and imagined experiences, the boys enact and interpret their social worlds.
Adopting the principles of ethnography within a framework of feminist poststructuralism and drawing on theories of groupness and gender(ed) embodiment, the boys understandings of masculinities are captured and interpreted. The key analytic foci are directed towards examining the role of power in the social production of collective schoolboy knowledges, and understanding the processes through which boys subjectify and are subjectified, through social but also bodily discourses. The boys constructions of peer group masculinities are (re)presented through a narrative methodology which foregrounds my interpretation of the groups personal and social relevances and seeks to be inductive in ways that bring to life the boys stories.
The study illuminates the potency of peer culture in shaping and regulating the boys dominant understandings of masculinity. Within this culture strong essentialist and hierarchical values are imported to support a range of gender(ed) and sexual dualisms. Here patriarchal adult culture is regularly mimicked and distorted. Underpinned by constructions of femininity as the negative other, dominant masculinities are embodied, cultivated and championed through physical dominance, physical risk, aggression and violence.
Through feminist poststructural analysis which enables a theorising of the boys subjectivities as fluid, tenuous and often characterised by contradiction and resistance, there exists a potential for interrupting and re-working particular masculinities. Within this framework, more affirmative but equally legitimate understandings and embodiments can be explored. The study presents a warrant for working with early childhood affinity groups to disrupt and contest the dominance and hierarchy of peer culture in an effort to counter-act broader gendered and heterosexist global, state and institutional structures. Framing these assertions is an understanding of the peer context as not only self-limiting and productive of hierarchies, but enabling and generative of affirmative subjectivities.
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Hysock, Dana Ann. "Fun between friends? How peer culture influences adolescents' interpretations of and responses to peer sexual harassment in high school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.83 Mb., 259 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220723.
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He, Sihua. "Peer relationships among local and returnee Chinese employees." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/s_he_052109.pdf.
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Thesis (M.A. in communication)--Washington State University, August 2009.Title from PDF title page (viewed on July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 58-67).
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Melton, Stephanie Tillman. "The Relationship between Social Networks, Exchange and Kids’ Food in Children’s Peer Culture." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5991.
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This study investigates children’s peer culture, social networks and the role that kids’ food plays in peer exchanges during middle childhood. During this stage children develop social competencies as they join peer groups with other children and become socialized into children’s peer culture. In order to immerse myself within children’s culture, I conducted ethnographic fieldwork at two afterschool programs providing care for elementary school children. I investigated friendships, social networks and exchanges among third through fifth grade children at the programs. The study included participant observation and participatory group interviews with a sample of the children at both sites. The findings reveal how children use exchange of snack foods, candy and toys to build social connections among peers. The results indicate that children are active participants and creators in their peer cultures. They manipulated adult norms to structure oppositional identities as children. One tool for identifying with peers and gaining social acceptance are kids’ foods, which are processed food items marketed for children. Kids’ food served as a form of social currency in expressing friendship and connection. For the children in this study, food provided for edible consumption, entertainment and symbolic connection to peers. The results of this research demonstrate the need to approach child nutrition promotion from a cultural and social view point of children, not only based on physical and health motivation.
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Bin, Samsuddin Ismail. "Architectural education : peer culture in design studio and its relationship with designing interest." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/14938/.
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Architectural design studio is an active educational site: it is not only to be defined as a visible space; it is also a way of thinking and learning. Within its physical and virtual qualities, there seems to be the presence ofunique peer cultural signifying practices that are influential to the learning and social process ofthe design students. Nevertheless, there is a lack of knowledge concerning this intriguing and invisible phenomenon. This study is an attempt to investigate this phenomenon by unfolding its hidden manifesting elements and their relationships to the multiple events of design and social cognition. At the same time, this investigation will examine its possible benefits for the learning of design among students both at the personal and interpersonal level. This study also attempts to identify the fundamental differences between studio peer culture and other cultures, in different fields of study. It is considered as a useful approach by looking at this phenomenon from a different point ofview to verify its possible significant influences. A multiple-strategy that combined qualitative and quantitative approach for comparative measures was employed in this investigation. Such a strategy allows for the triangulation of results and findings in order to provide a richer picture of the cultural phenomenon being studied. The unfolding process began with qualitative investigation by using individual interviews to identify possible shared commonalities among the studio learning peers. Following this investigation was a focus group study that involved participants who had dual learning experiences in the design studio and other learning environments. Subsequently, a survey study was formulated based on 'constructs' identified in earlier findings. This was for the purposes of comparative and quantitative investigation oflarger samples. From the various stages of investigation, several interesting findings were revealed. There were notable commonalities shared among the design studio peers. Findings indicated that they had particular ways of learning and socializing with their peers. These were manifested in the form of meaningful words, models ofreferences, non-verbal behaviours and intrinsic values. These shared commonalities were further exemplified by findings from the comparative investigation. The findings revealed that studio peers had fundamental differences in the way they construed their learning, situational and social events in comparison with peers from different learning environments. One of the key contributions ofthis study is the provision of a more meaningful approach to understanding studio peer culture and its influences on design learning. This may also serves as an observational tool for design learning process and development.
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Combes, Clément. "La pratique des séries télévisées : une sociologie de l’activité spectatorielle." Thesis, Paris, ENMP, 2013. http://www.theses.fr/2013ENMP0010/document.
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Que signifie aimer une « série télé » aujourd’hui ? Ou, selon une formulation plus pragmatiste, que font faire les séries à leurs spectateurs ? Pour répondre à ces questions, cette thèse invite à se démarquer du paradigme de la réception – lequel fournit la majorité des études sur le sujet – et explorer les ressorts et contours de la pratique des séries. Il s’agit d’étudier les activités concrètes dans lesquelles s’engagent les amateurs, la façon dont se tissent leur attachement aux séries, les ingrédients de ce tissage, les appuis et prises matériels, techniques et relationnels de cet attachement. Ce travail montre que la pratique spectatorielle ne s’arrête pas au seul moment du visionnage, lorsque l’individu est devant son poste, mais s’étend à l’ensemble des activités, des temps et des espaces au cours desquels celui-ci entre en relation avec une série. À partir d’une quarantaine d’entretiens approfondis et de l’examen des principaux relais sociotechniques et médiatiques des séries, la thèse se propose de suivre les amateurs dans leurs pratiques quotidiennes, du visionnage et de la conservation des séries à leurs échanges conversationnels, en passant par les procédures d’information et de découverte, d’approvisionnement et de partage de contenus. Autant d’activités, non pas seulement « réceptives », mais réflexives, corporées, instrumentées et collectives, qui permettent d’apprécier la diversité des formes d’attachement des « sériphiles » à ces objets singuliersWhat does it means to love a "TV series" nowadays? Or, to use a more pragmatic formulation, what do television series make their viewers do? To answer these questions, this thesis invites the reader to move beyond the paradigm of reception – on which the majority of studies in the field build upon - and explore the remits and contours of the practice of series. The aim is to study the practical activities undertaken by amateurs, how their attachments to the series are built, the ingredients of this attachment, and the material, technical and relational means of this attachment. This work shows that spectators' practices do not stop at the moment of viewing, when the individual is in front of his post, but extends to all activities, times and spaces through which an individual connects to a series. Drawing upon forty in-depth interviews and an examination of the ways in which series are socio-technically mediated, the thesis proposes to follow amateurs in their daily practices, from the viewing and storage of series, to their conversational exchanges, as well as through the procedures of information and discovery, procurement and sharing of content. All these activities are not only "receptive". As the thesis shows, they are at once reflexive, embodied, instrumented and collective, and they reveal the diversity of attachments of the "seriephiles" to these singular objects
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Cocks, Alison J. "'We were all very out of breath' : peer culture, disabled children and segregation : a qualitative study of the peer culture of children with learning disabilities in specialist settings out of school hours." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/992/.
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Arantes, Priscila Barbosa. "Inspiração em cenas e atos: pesquisa com crianças para a formação de coordenadores." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21509.
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This research brings a possibility of formation to Pedagogical Coordinators, among active and direct participation of children, bring them like subjects and social actors in the research process by itself. It´s an investigation that purposes new perspectives of listening and looking in relation to children, once brings two central concepts of a new Childhood Sociology: children like social agent, active and creative and childhood like a structural way, like a part of society since birth. This observation purposed is by the owner figure of Coordinator, which put himself like a researcher adult who comes to children field and will participate just if been accepted by this group. There are no artificial purposes by the researcher, but an observation about routines and records. Thus, there is no structural questions beforehand, because relation will be done by enter, acception and participation of researcher, that will show us a view of production and reproduction culture process. Converges on current requests of Chilhood Sociology, for bring a cooperation view, that puts children as subject as the researcher, forming studies with and not about childhood. Children interact in the world because product their own cultures: enter by their families, but product and participate of a lot of peer cultures. Researches that defend listening and focus childhood and children culture consider children point of view in researches. It´s a kind of repair for long time that children were marginalized, in Sociology and other areas, and occupied a subordinated position in society. Besides to suggest a formation with active participation of children this project purposes to enlarge peer culture concept, looking for production of culture actions and analyze interpretative reproduction between children. This purpose converges on listening defense and childhood and children culture focus, under a newer technology and challenger, which involves a detachable view from adult’s point of view
O presente trabalho traz uma possibilidade de formação aos Coordenadores Pedagógicos, através da participação ativa e direta das crianças, colocando-as como sujeitos e atores sociais no próprio processo de pesquisa. É uma investigação que visa novas perspectivas de escuta e olhar em relação às crianças, uma vez que traz dois conceitos centrais de uma nova sociologia da infância: a criança como agente social, ativo e criativo e a infância concebida como uma forma estrutural, como uma parte integrante da sociedade desde o nascimento. A proposta de observação se dá pela própria figura do Coordenador Pedagógico, que deve se colocar na posição de um adulto pesquisador que entrará no campo das crianças e só poderá participar plenamente se for aceito por esse grupo. Não haverá uma relação proposta artificialmente pelo próprio pesquisador, mas uma observação das práticas rotineiras e seus registros. Desse modo, não há perguntas estruturadas de antemão, pois a relação que irá se estabelecer pela entrada, aceitação e participação do adulto pesquisador é o que vai permitir a visualização dos processos de produção e reprodução de cultura. Converge com as atuais demandas da Sociologia da Infância também, para que apareça na pesquisa uma visão de parceria, que coloque a criança como sujeito tanto quanto o pesquisador, constituindo estudos com e não sobre a infância. As crianças interagem no mundo porque produzem suas culturas: ingressam na cultura por meio da família, mas passam a produzir e participar de inúmeras culturas de pares. As pesquisas que defendem a escuta e enfocam as infâncias e culturas infantis consideram o ponto de vista infantil nas pesquisas. É uma reparação por tanto tempo em que as crianças foram marginalizadas na Sociologia e em outras áreas, por ocuparem sempre uma posição subordinada na sociedade, e vistas como incapacitadas a contribuir. Além de sugerir a formação com a participação ativa das crianças, a finalidade deste trabalho é também ampliar o conceito de cultura de pares, levantar ações de produção de cultura e analisar situações de reprodução interpretativa entre as crianças. A proposta converge com a defesa da escuta e o enfoque das infâncias e culturas infantis sob uma metodologia inovadora e desafiadora, que implica um desprendimento do olhar sob o ponto de vista do adulto
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com, Veronicamorcom@yahoo, and Veronica Morcom. "Mediating Classrooom Culture Based on Democratic Values: An Exploration of a Teachers Facilitative Role." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.153604.
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The aim of this research was to examine the teachers facilitative role to engage students in Values Education (Curriculum Council, 1998) based on a cooperative and collaborative learning pedagogy. The study was conducted in a primary school classroom with thirty-one year 4/5 students aged 9-10 years of age.
During the research process the core shared values underpinning the Western Australian Curriculum Framework (Curriculum Council, 1998) provided the foundation to negotiate agreements for behaviour based on The Tribes process (Gibbs, 2001), which included mutual respect, in order to foster a safe, supportive and democratic classroom culture. The Tribes process was used to operationalise the teaching of values, social skills, cooperation and collaboration. Harts (1992) collaborative framework informed the organisation of the classroom to create the conditions that supported collaboration amongst peers and the teacher.
An action research approach was used to reflect on the classroom context and provide a focus for a range of qualitative research methods. Multiple data sources such as teacher observations, interviews, student and teacher reflection logs and sociograms were used to triangulate findings from parents, students and teachers. A sociocultural perspective (Vygotsky, 1978) provided the conceptual framework for this study as the underlying assumption is that students learn from each other, mediated by the teacher or more capable peers. The focus on the action within the social context during the development of interpersonal relationships is a key feature of peer mediated learning, which complemented the processes chosen by the teacher researcher to elucidate how a safe, supportive and democratic classroom was created. Class meetings, group work and reflective practices were used to scaffold students understandings of interpersonal relationships to promote a culture that was consistent with Australias democratic traditions. Reflective practices in the classroom provided opportunities for new perspectives to be developed, as new knowledge and experiences were integrated with existing personal practical knowledge.
The major findings reflected the foci of student and teacher conversations about students interpersonal skills and their ability to get along with each other. In the first phase of the study establishing positive relationships based on trust, through teambuilding activities provided the impetus for the next phase of the study about leadership. This phase continued for most of the study, and provided authentic opportunities for students to develop leadership skills, which permeated the last phase of the study about friendships. Students established mutually beneficial relationships that broadened their views about discriminatory behaviours, friendship and leadership.
The major conclusions drawn from the study is that teachers play a significant role in mediating positive relationships amongst peers. Further, it was evident that the explicit teaching of core shared values (Curriculum Council, 1998) provided the foundations of productive and active citizenship during the process of creating the conditions for a safe, supportive and democratic classroom.
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Elgas, Margaret M. "The construction of a preschool peer culture : the role of objects and play styles /." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244826817.
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Lundqvist, Johanna, and Sandra Gustafsson. "”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185.
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In this study we analyse children's play and what access rules children use when they enter an ongoing play. The study also shows, through observations, how children can exclude each other from being part of the play. We have analysed how educators work with and how they relate to children's play and exclusion, also what their previous experience in the subject is. The study has its theoretical basis in Honneths moral theory and the development of educational perspective that Pramling Samuelsson & Asplund Carlsson describes. The study adopted a qualitative approach. Our analysis is based on observations where children are not allowed to enter the ongoing play due to different factors. The play is seen as a central and important part of the children's every day activity at preschool and contains several furtherance dimensions in their development. The educators approach and thoughts are presented and analysed with the interview that has been done. The study results show that children master many access strategies, and use them frequently. Children's exclusions are often related to the ongoing play and its content where children protect their interaction space in the fear that their play will be ruined. In our interview responses, it appears that educators have the tools to promote and work with children's relationship creation, but that it is complex and often contextual. It appears that the work on the friendship culture at preschool contains many challenges and that it is something that has to be constantly worked with.
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Morcom, Veronica Elizabeth. "Mediating classroom culture based on democratic values : an exploration of a teacher's facilitative role /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.153604.
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Aschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.
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This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.Master of Science
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Ross, Jack John Wesley. "Peer leadership in a virtual community of practice." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104921.
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This interpretive research study examines peer leadership in a distributed online MBA community of practice at New States University (NSU pseudonym, based in USA). It explores ways in which faculty members in a global business course, NMBA616 (pseudonym), negotiate relationships, meaning and identity in their efforts to be effective teachers and address their own needs for professional growth and development. The research participants provide insights about community formation and function in a virtual domain where they work together at a distance without meeting face-to-face. The study appears to be a new application of culture code methodology, symbolic interactionism and social learning theory as they conjoin on social, psychological and organizational levels. To my knowledge it is the first study of an MBA virtual community of practice. Research interviews were conducted primarily by distance using web-based technology, teleconferences and email, as well as some face to face discussion. The central questions are: 1) To what extent does a distributed faculty team in an online global business management course constitute a community of practice? 2) What is the nature of faculty relationships in the online global business management course? and 3) What are the leadership issues in a virtual practice setting? Findings reveal that online community practitioners are resourceful in creating peer leadership that is embedded within the group and its relationships. The study is motivated by my personal interests and professional experience, as well as by the quest of online colleagues for ways to assess, support and improve themselves and their practice. Building on personal experience as an online business communications instructor, the thesis presents an example of peer leadership in a virtual global business community of practice and in its completion stands as a case study.
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Breslin, James D. "SOCIAL LEARNING IN THE CO-CURRICULUM: EXPLORING GROUP PEER TUTORING IN COLLEGE." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/23.
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In a time of upheaval in American higher education, student retention continues to be a chief concern on most campuses. Peer tutoring, like other peer-based programming, is asked to serve multiple functions as a low-cost, high-impact model. This study explored the cultures of these semi-structured, co-curricular, academic-social spaces and sought to understand what happens in a group peer tutoring context that impacts students.
Data was generated with students on two campuses during the spring 2014 semester using a two-phase qualitative approach. Data generating activities included observation of students and peer tutors in the tutoring spaces on each campus. The second phase of data generation included focus groups with more than 30 students on each campus.
Findings suggest that the student participants on these two campuses conceive of tutoring spaces as unique, that they engage with their peers in such contexts differently than they do in other places, and that programmatic structures may influence the outcomes they achieve. Implications range from contributions to more nuanced understanding of social learning theory to the critical importance of vulnerability in student help-seeking behavior.
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Masselos, Chrisoula Grace. "Acceptance and rejection of friendship in peer culture within an early childhood setting : an observational study approach /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604131925.
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Eirich, Julie M. "Classroom meeting: a window into children's cultures." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1158593536.
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Li, Shengnan. "The Relationship Between Social Phobia, Peer Attachment, and Identity Within Different Cultural Contexts." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5398.
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This study investigated the relationship between social phobia, peer attachment, and identity development, within three different countries: China, India, and the USA. It was hypothesized that social phobia interferes with peer attachment, and that poor peer attachment interferes with identity development among late adolescents and emerging adults, thus peer attachment mediates the relationship between social phobia and identity. It was further hypothesized that this relationship between variables is moderated by culture such that in collectivistic cultures, where identity is more dependent upon group affiliation and identification, the interference of social phobia (through peer attachment) on identity would be much greater than in individualistic cultures where identity may be based more on unique characteristics. Participants were 422 undergraduate students from three locations: China (n = 180), India (n = 96), and the USA (n = 146). Results varied by country. For the combined sample collectivism, social phobia, and peer attachment each independently predicted identity. Collectivism also negatively predicted social phobia and positively predicted peer attachment. None of the variables served as a mediator or moderator between the other variables. In the USA sample, collectivism predicted identity but was mediated by peer attachment. Social phobia negatively predicted peer attachment and identity, but was not related to collectivism. In the Chinese sample, peer attachment predicted identity, but was mediated by social phobia. Collectivism predicted identity, but was not related to the other two variables. Among the Indian sample none of the variables predicted identity. A number of possible reasons for these complex results are explored.ID: 031001431; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Steven Berman.; Title from PDF title page (viewed June 24, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 92-100).
M.A.
Masters
Psychology
Sciences
Psychology Clinical; Clinical Psychology
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Samuelsson, Mikael. "Status i grupphierarkin : om barns sociala interaktioner." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-85432.
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In this study the author attempts to identify factors that are determinants for why some pupils in Swedish grade school have high status in comparison with their peers. The study takes on the characteristics of both an ethnographic and a literature study by comparing the findings of interviews carried out with students of a first grade class with previous research. The study identify several tools for analyzing of how status may be understood in specific situations.The study also finds that important factors for gaining high status amongst children in aschool classes might be the ability to apply access strategies to get accepted in social interactions, such as game play, have the ability to create games that are enjoyed by peers and social skills, to name a few. Overall the study shows that children's game play with each otherare crucial for their social interactions and their social position. The study also show that children that have earlier established relationships with other children in a specific group alsohave a better opportunity to establish a high status position.
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Kjörk, Maria. "Lärares samarbete kring undervisning och elevers lärande." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33442.
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Om en skola lyckas väl eller mindre väl i sitt uppdrag beror på många faktorer. En del avdessa kan skolan inte påverka. Till dessa faktorer hör till exempel vårdnadshavaresbakgrund. Vad skolan däremot kan påverka är lärares skicklighet i att undervisa, vilket harvisat sig vara den enskilt största skillnaden mellan skolor och skolsystem av olika kvalitet.För att utveckla lärarnas yrkesskicklighet behövs ett levande samarbetsklimat. Studiens syfteär att undersöka i hur hög utsträckning högstadielärare samarbetar kring undervisning,bedömning samt hur elever lär sig. Trettiofyra lärare fördelade på två högstadieskolor deltogi enkätstudien. Skolorna delar skolledare och har en identisk organisation med avseende påtid för formellt samarbete.Resultatet visar att det finns ett mycket starkt samband mellan det schemalagda och detspontana samarbetet lärare emellan. Det som behandlas på schemalagd konferenstid(ämneskonferenser och andra möten med styrt innehåll) är också det som det spontana samarbetet kretsar kring.How successful a school is depends on many factors. Some of these factors schools cannotaffect, for example, parents’ backgrounds. What the schools can affect however is how wellteachers teach, which has proven to be the single biggest difference between schools andschool systems of varying quality.In order to develop teachers' professional skills, teamwork is essential. This study aims toinvestigate the extent to which high school teachers collaborate on teaching, assessmentand how students learn. Thirty‐four teachers at two secondary schools filled in thequestionnaire. The schools share principals and have an identical organization regardingtime for formal collaboration.The results show that there is a very strong correlation between within scheduled andspontaneous teacher cooperation. What is being discussed at scheduled meetings (such assubject specific conferences and other meetings with given content) is also being discussedwhen teachers collaborate spontaneously.
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Palu, Afa K. "Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Youths in Salt Lake and Utah Counties in Utah." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5544.
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Researchers across the globe have studied high school dropouts for decades and have identified various factors related to high school dropout rates. These factors have been found to be related to dropout rates among specific ethnic groups, including White, Asian, Black or African American, American Indian or Alaska Native, and Hispanic or Latino Origin high school students. However, the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school students in the U.S. mainland have not been studied. This study was completed to better understand the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school dropouts. The sample for this study was 13 males and 4 females that dropped out of high schools located in the Salt Lake and Utah counties in Utah. A qualitative analysis of the interview data indicated that peer-, personal-, family-, culture-, and school-related factors were associated with dropout rates among the Native Hawaiian and Other Pacific Islander high school dropouts in these two counties. The implications of these findings are explored.
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Snydeman, Colleen Kirwan. "Evaluation of the effect of the Peer Review Impacts Safety and Medical-errors (PRISM) Program on critical care nurses' attitudes of safety culture and awareness of recovery of medical errors:." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107293.
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Thesis advisor: Callista RoyProblem: Nurses act as safety nets, protecting patients from harm through the identification, interruption and recovery of medical errors and adverse events but we need to know more about ways to learn from safety events. This study aimed to address a gap in our understanding of how the PRISM Program affects nurses’ attitudes of safety culture, awareness of the recovery of medical errors, and practice as they relate to patient safety and error prevention. Participants: Critical care nurses in a large academic hospital from intervention (n=95) and control (n=90) units were surveyed pre and post-implementation of the PRISM Program. Intervention unit nurse response rates were 46% pre-survey and 41% post-survey. Control unit nurses' response rates were 38% for pre-survey and 31% for post-survey responses. A total of 42 (44%) intervention unit nurses participated in the PRISM Program. Methods: A pre/post-test design with an intervention and control unit was used to evaluate the effects of the PRISM Program on nurses’ responses on the Safety Attitude Questionnaire (SAQ) and the Recovery of Medical Error Inventory (RMEI) over a three month period. Nurses responded to questions about the impact on their practice. Findings: Analysis demonstrated a significant decrease in the SAQ working conditions post-survey subscale scores and significant findings in the main effects, decreased SAQ subscales: teamwork, job satisfaction, safety climate and perceptions of hospital management. The RMEI did not produce any significant findings. Comments provided insight into some nurses’ participation in the program and the impact on their practice. Implications: A significant decrease in post-survey scores indicate that informed nurses had a more critical view of safety culture and the environment they work in. Nurses expressed a desire to further use surveillance and additional manual checks that placed increased accountability and responsibility for their role in using strategies to keep patient safe and prevent errors and patient harm
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
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Stratton, Louanne Audrey. "The relationship between dimensions of a hospital organization: Climate, and peer culture, the empowerment of nurses, and client outcome." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1055259368.
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Rachel, Nosheen. "Structured peer mentoring for student support in higher education institutions in Pakistan : catalysing change in the culture of learning." Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13050/.
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This action research project explores the impact of introducing student peer mentoring on the culture of learning in universities in Pakistan. Student peer mentoring is widely used in developed countries to enhance professional student support and help bridge the gap between learners and the university. This research investigates whether peer mentoring could be adapted to the culturally different context of Pakistan where no universities had previously introduced mentoring schemes for their students. Students at universities in Pakistan face many barriers to their optimal learning. Teaching is predominantly teacher-led, and students have high contact hours, but there is minimal student support compared to that provided in universities in developed countries. State universities struggle to meet basic curriculum requirements within their budgets and funds are not available for the provision of extensive student support. For this project, I designed a framework of structured student peer mentoring and introduced it, for the first time in Pakistan, into two universities in Lahore. This was intended as low cost and light-touch support to supplement existing student support services. The project involved training senior student volunteers to mentor new/junior students for one academic year. The process was monitored and evaluated to measure impact on students’ learning and other aspects of their experience. The responses of participating students, lecturers and senior staff in the two universities demonstrated a range of benefits for students including increased academic and personal confidence, improved employability and a strengthened sense of belonging to a learning community. The findings indicate that such schemes could be introduced more widely in Pakistan to develop students’ ownership of their learning, to effect a transformation of cultures of learning in universities and improve student engagement. The project demonstrated that student peer mentoring could be effectively adapted for Pakistan’s universities. The thesis develops a new theoretical model for understanding mentoring in higher education, arguing that the mentor-mentee relationship provides culturally specific scaffolding through which the mentee becomes an effective learner within the university’s culture of learning.
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Galbraith, Jeanne Susanne. "Multiple perspectives on superhero play in an early childhood classroom." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180468850.
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Holmer, Sofia, and Malin Benbasat. "Störa eller stötta? : En kvalitativ studie kring förskolebarns syn på pedagogers delaktighet i fri lek." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41595.
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This is a study that deals with the participation of educators in children's free play from the perspective of children. The aim of the study is to create a greater understanding of how children perceive the participation of educators in their free play. Are we interfering with it or supporting? The study also highlights previous research in the field of play and key concepts are highlighted and clarified. The collection of material has taken place through qualitative interviews with children in three different ways, group interviews, individual interviews and spontaneous conversations. The interviews have been recorded and transcribed. The data has been processed from a children’s perspective to make children’s thoughts visible and to be able to see the phenomenon of play and the participation of educators through their eyes. In the results section, the children’s thoughts about the pedagogues participation in their free play are made visible, the result also shows the children’s perceptions of the concept of play and what it means to them. The results of the study show that children's perceptions about their free play include the phenomenon of role play. A game that the educator does not participate in, only observes and supports when needed. Educators who play are unusual from the children's perspective and only happen in controlled games and activities. The results analysis then turns into a discussion that problematizes the children’s view of the teachers’ absent presence in their play based on previous research.
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Madrid, Samara Dawn. "Emotional themes in preschool children's play narratives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189731683.
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Jantz, Karolina, and Viveca Kinnestam. "Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725.
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As play is of great importance for children's well-being and development, there is a value in examining it. This study examines children's play from a perspective of power, where the view is that power is a natural feature of the society. The aim of the study is to find out how preschool teachers describe the power that occurs in children's play, which are investigated through the following research questions: What does the preschool teacher describe as the causes of children's exercise of power in play? How does the preschool teacher describe that the power is manifested in children's play? These questions aim to broaden the understanding of what gives influence on children's use of power and what the power is characterized by. The study is based on structured observations through video recording of children's play and semi structured interview conversations in groups with preschool teachers. To illustrate how the power in children's play is mentioned by them, a discourse analysis is applied with approach based on Foucault's perspective. The study makes a link to a cultural perspective within culture and power in children's play, which can contribute to the knowledge of how they express their perception of their environment and what they've developed to understand. The results show that children express the power in different ways and purposes. They use different strategies to get through their will and these are linked to the status they have. Children's use of power with a cultural perspective is illustrated in a model that shows the relationship between their play, power and culture. It describes how the society influences on children, and by the reproducing of culture in their play, it indicates that they are aware of the power structures that they are surrounded by. There is also a small part of their reproductive that develop the culture and society in its long races. Children are therefore formed in relation to each other through their peer-cultures, where norms and knowledge are commonly created. Power is explicitly a step into development and a natural entrance into the adult world.
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Campbell, Ava, and Heidi Thornton. "Phoenix rising: A study of the challenges sharing economy companies face when internationalizing." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54543.
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International business strategy is a widely investigated topic, with a plethora of related research. Aspects such as the internationalization process and the challenges faced when entering a foreign market have been widely examined, with the majority of existing literature linked to multinational corporations and companies of a traditional nature. However, there is a lack of research based on companies operating within the sharing economy. This is in contrast to the attention that has been given to the study of small entrepreneurial firms, such as international new ventures and born globals. Hence making the sharing economy a valuable area of investigation in terms of internationalization. With more and more companies breaking away from the traditional norms of operation, this modern approach to business requires a deeper understanding. Due to the very nature of the sharing economy, companies are highly likely to internationalize and do so from an early stage, and knowledge of the challenges related to the process is therefore vital. Such recognition provided the motivation for this study, in the belief that it will provide valuable knowledge to companies, as well as contribute to the existing body of literature. This study sets out to fill this knowledge gap by exploring the challenges faced by sharing economy companies when internationalizing. Furthermore, the study seeks to examine the effects such challenges have on the company and how they can be overcome. Research was carried out through a qualitative case study of six companies, out of which; four have already internationalized and two are yet to internationalize. Semi-structured interviews were conducted with the founders and senior managers, with questions relating to both internal and external challenges. The challenges were examined and their impact on the internationalization process explained. The researchers conclude that both internal and external challenges impacted the internationalization process, and that many challenges were somewhat interconnected. From the challenges identified, the following were considered critical: networks, business model, funding and leadership decision-making. Overcoming such challenges can lessen the effects of other challenges and make the internationalization process more successful.
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Högkvist, Frida. "Får alla vara med och leka? : En studie om hur förskollärare inkluderar barn i leken i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43341.
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This study makes the starting point in pre-school children's inclusion in their play and preschool teacher's role and responsibilities in it. I will begin with a review of previous research and literature that are available around topics like children's play and social interactions, preschool teacher's inclusion in children's play and play-environment in the preschool. By using this research and literatur the study will have a socio-cultural basis. The study was conducted with semi structured interviews together with five preschool teachers. The results show that the majority of the respondents answers about how they see their role, their responsibility and their course of action in children's play match with their misson in preschool and the previous research in the sociocultural theory.Denna studie gör avstamp i förskolebarns inkludering i lek och förskollärarens roll och ansvar i den. Jag börjar med en genomgång av tidigare forskning och litteratur som finns kring barns lek och sociala samspel, förskollärarens roll samt lekmiljö i förskolan. Genom att ha använt mig utav denna forskning och litteratur så kommer studien få en sociokulturell utgångspunkt. Studien genomfördes på en förskola där semistrukturerade intervjuer genomfördes tillsammans med fem förskollärare. I resultatet framgår det att majoriteten av respondenternas svar kring sin roll, sitt ansvar och tillvägagångssätt i barns lek stämmer överens med förskolans uppdrag samt tidigare forskning kring den sociokulturella teorin.
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Ståhl, Elin. "Barns kamratkulturer : Samspel i den fria leken." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30568.
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Combes, Clément. "La pratique des séries télévisées : une sociologie de l'activité spectatorielle." Phd thesis, Ecole Nationale Supérieure des Mines de Paris, 2013. http://pastel.archives-ouvertes.fr/pastel-00873713.
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Que signifie aimer une " série télé " aujourd'hui ? Ou, selon une formulation plus pragmatiste, que font faire les séries à leurs spectateurs ? Pour répondre à ces questions, cette thèse invite à se démarquer du paradigme de la réception - lequel fournit la majorité des études sur le sujet - et explorer les ressorts et contours de la pratique des séries. Il s'agit d'étudier les activités concrètes dans lesquelles s'engagent les amateurs, la façon dont se tissent leur attachement aux séries, les ingrédients de ce tissage, les appuis et prises matériels, techniques et relationnels de cet attachement. Ce travail montre que la pratique spectatorielle ne s'arrête pas au seul moment du visionnage, lorsque l'individu est devant son poste, mais s'étend à l'ensemble des activités, des temps et des espaces au cours desquels celui-ci entre en relation avec une série. À partir d'une quarantaine d'entretiens approfondis et de l'examen des principaux relais sociotechniques et médiatiques des séries, la thèse se propose de suivre les amateurs dans leurs pratiques quotidiennes, du visionnage et de la conservation des séries à leurs échanges conversationnels, en passant par les procédures d'information et de découverte, d'approvisionnement et de partage de contenus. Autant d'activités, non pas seulement " réceptives ", mais réflexives, corporées, instrumentées et collectives, qui permettent d'apprécier la diversité des formes d'attachement des " sériphiles " à ces objets singuliers.
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Choi, Kwan-yee, and 蔡君儀. "Developing knowledge building discourse in Chinese language and culture for senior high school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30156749.
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Svensson, Tove. ""Får jag vara med?" : En studie om hur barn går in i en lek eller gemenskap." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48634.
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Syftet med studien var att undersöka vilka strategier som barn använder sig av när de vill tillträda en redan pågående lek. Det fanns tre frågeställningar som studien utgick ifrån och den första handlade om vilka strategier barn använde mest och den andra om vilka som accepterades från övriga barn. Den tredje frågeställningen inriktade sig på förskollärarens roll att stötta barns samspel. Insamlingen av data skedde genom observationer av barn när de skulle tillträda en lek samt intervjuer med två förskollärare. Studien resulterade i att barn ofta använder sig utav flera olika strategier och att det inte är ovanligt att de försöker med en ny strategi efter ett misslyckande. Förskollärarna har båda belyst betydelsen av att finnas till hands för att stötta barns samspel. Det kan finnas situationer där det inte går att vara fler barn och det är av största betydelse att då se till att barnet som inte får vara med inte känner sig kränkt. Här har förskollärarna en stor roll att fylla genom att kunna se när dessa händelser övergår till kränkningar. Kompissolen är en metod som de använder sig utav för att belysa positiva handlingar som barnen uträttar. Istället för att bara upprepa vad barnen inte får göra, inriktar de sig på när barnen är hjälpsamma mot deras kamrater.
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Houston, D. Akil. "A DJ Speaks with Hands: Gender Education and Hiphop Culture." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1227206771.
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Wema, Evans F. "Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/10918.
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The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of Dar es Salaam library (Tanzania), in order to provide students with appropriate infonnation literacy skills to meet their educational goals. The course was developed from an integration of knowledge from infonnation behaviour research and educational theory with current perspectives of infonnation literacy from Infonnation and Library Science (ILS). The ultimate goal of the research was to create a framework that would be used by public university libraries in Tanzania to teach infonnation literacy courses. The study was carried out in two parts. In the first implementation "pilot" programme, the course was tested by involving librarians who took the entire course, in order to see whether the same course structure could be used to implement to the Masters of Education students. Following adaptations made on the first course, a second course programme was implemented to Masters of Education students by two librarians who attended the first implementation "pilot" programme. Therefore, the success of the course was partly judged on whether it effectively enabled knowledge transfer from the librarians to students. Data collection methods were predominantly qualitative, although quantitative methods in tenns of diagnostic tests were also used. The tests were used to evaluate trainees' knowledge ofinfonnation literacy before and after the course to provide an indication of changes in knowledge. Qualitative methods used included semistructured interviews with librarians and academic staff at the University of Dar es Salaam in Tanzania in order to make sure that assumptions made about students' knowledge of infonnation literacy and the kind of problems experienced by students were correct. Other methods included quizzes, exercises, group reflection and presentations that related to each stage in the course. These methods served to indicate trainees' understanding of what was taught, reflections on the leaming process and provided feedback for improvements on the course. The major findings showed that there was a recognized need for infonnation literacy and that problems such as unfamiliarity with categories of infonnation sources, analysis, synthesis, evaluation and use, were experienced in Tanzania as was the case in other "Western" countries. In addition, librarians were able to transfer skills learned to students, who in turn used the same course materials to teach fellow students who did not participate in the course. Furthermore, the design of the course was facilitated by the integration of Information and library science (ILS) approaches to information literacy with the knowledge of information behaviour and pedagogic theory. The thesis provides recommendations for the library and information curricula to introduce information literacy, teaching information literacy in a holistic way and with librarians participating in teaching and research. In addition, the study recommended that librarians should facilitate the development of information literacy in primary and secondary schools.
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Högdahl, Pi. "Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?" Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38935.
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Research shows that schools are largely a professional solo cultures (Blossing 2014), which impede teachers' professional development as learning takes place in social interaction and through living-practice dilemmas (Wenger 1998/2004). Changing cultures is difficult, not least in the world of education that on the whole has been a solo culture since the establishment of convent schools.The purpose of this study is to investigate whether teachers believe that through professional collaboration in the form of Teacher Learning Community (TLC) has contributed their knowledge and compentence in the field of embedding formative assessment. TLC is a sort of community of practice for improve teaching. The study works according to the hypothesis that “Teachers believe that professional collaboration in the form of Teacher Learning Community (TLC) has contributed to their knowledge and expertise in the field of embedding formative assessment”. The study was conducted at a large secondary school in central Sweden which organized its collegial learning according to TLC and exclusively worked to develop and modify instruction regarding embedding formative assessment during five years before the study. The theoretical approach applied is based on the tradition of "school improvement" with a human relational and group dynamic organizational based on social-constructivism) (Schein, 1994; Giddens, 1984; Wenger 1998/2004; Schmuck & Runkel, 1994; Blossing 2008; Scherp 1998). The study is quantitative and was conducted using a questionnaire, processed through a factor analysis, that is, a multivariate analysis. The analysis was conducted in four stages: stage 1: factor analysis to reduce factors exceeding the value of 1; step 2: categorization of all questions related to the component; step 3: measurement of the homogeneity of issues with Cronbach's Alpha; step 4: hypothesis testing in Person. The correlation was 0,686 (p<0,001). This is a so called census survey and the high response rate gave the study high validity. The study concluded that it is possible to change a school's historic solo culture to a collaborative team culture through systematic collegial cooperation in the form of TLC, and as a result to change the current teaching patterns.
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Änggård, Eva. "Bildskapande : en del av förskolebarns kamratkulturer." Doctoral thesis, Linköpings universitet, Tema Barn, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-4882.
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The main purpose of the study is to investigate how children act and make meaning in art activities in the Swedish preschool. The study is a contribution to the new social studies of childhood. Children are seen as active participants in the construction and reconstruction of society. Pictures are understood as both culturally and socially produced. They are made in social contexts and earlier pictures are used as raw material. The investigation has an ethnographical approach and two preschools were visited for five weeks each. In all 36 children aged four to six years participated. Data were gathered through participant observations and comprise 37 hours of videotaped art activities, videotaped informal interviews, field notes and documented pictures. Both teacher-guided and unsolicited activities were observed, but in both cases the children's meaning making was in focus. The analyses show that the children use a wide range of pictorial genres. The pictures are produced in dialogue with other pictures: primarily pictures produced by other children, but also the staff's pedagogical illustrations and media pictures. The art activities have different purposes such as exploration of materials, making narrative accounts or producing pictures needed in fantasy play. The production of pictures is connected in several ways to the children's play projects. Girls and boys produce largely different pictures - making pictures could be seen as a way of doing gender. Aesthetic purposes seem to be important to the children. They prefer perfectly shaped forms and use a variety of strategies to accomplish such pictures. The admiration of perfect forms could be understood in relation to children's positions in the society. The social category 'child' is constructed in relation to adults and understood as a deficiency in size, age and abilities. There is a strong positive value connected to growing older and being 'big'. The use of methods that allow one to produce pictures similar to those that older children or adults can produce is one way of appearing as 'big' and competent. One paradox is that the methods used to make pictures attractive in the children's eyes make them less valuable in adults' eyes. Copying or using templates goes against central values that traditionally have dominated art pedagogy, where authenticity is valued and thought of as originating from the individual artist (or child). This contradiction is connected to another contradiction concerning individualism and collectivism. While adults often think of art activities as individual, the children mostly engage in art activities collectively. They sit together with other children when making pictures, they interact with each other during the activities and they produce similar pictures. The children's picture production is part of their peer cultures, and they share and practice what could be understood as their own pictorial cultures.
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Norlin, Björn. "Bildning i skuggan av läroverket : Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-1914." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-37475.
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The present dissertation investigates pupil fraternities in the Swedish state grammar school system from 1850 to 1914, in an effort to contribute to the understanding of peer group socialisation as part of the overall pedagogical process. Focus is trained on the practice of liberal education (Sw. bildning ) and the construction of collective identity. Modern pupil associations emerged in the mid-nineteenth century from the ruins of outdated educational traditions. Due to sharpened discipline, institutional changes and external societal pressure, previously existing corporative modes of organisation successively disappeared. To fill the void, pupils began founding fraternities, thereby introducing a new organisational form and a new set of activities based on an ideological foundation more in sync with the ideals of the emerging industrial society. Infused with the liberal, neo-Romantic ideals of the day, the introduction of fraternal life laid out new tools for selfadministered socialisation. After analysing the growth of pupil associations in the mid- nineteenth century, the thesis concentrates on fraternal practice at one particular institution, Umeå State Grammar School. This case study shows that fraternal activity revolved around creating lending libraries and reading circles, assemblies, school magazines and aesthetic pursuits including musicmaking, singing, acting and dancing. The thesis suggests that the fraternity had a structuring impact on the student body as a whole, serving to homogenise the school experience and provide a viable alternative to the allurements of town life. Subjects favoured by the fraternity included philosophy and ethics, literature and history and, to a lesser extent, current events. A slight shift in interest toward the natural sciences can be detected at the end of the period under investigation. Furthermore, it is revealed that peer socialisation encouraged identification with the school. It transmitted a set of values stressing idealism and anti-materialism, patriotism and regionalism, intellectualism (as opposed to athleticism), religious and/or secular piety, historism, cultural and political traditionalism, an acknowledgement of the powers – and limitations – of youth and an idealisation of friendship and camraderie. Insofar as social mores and relationships between the sexes was concerned, peer socialisation also provided pupils with practical instruction on proper conduct, and laid the foundation for an ambiguous understanding of the opposite sex. It promoted an ideal of masculinity closely associated with what may be characterised as the civil servant ideal. The thesis finally reveals that strong links were forged between fraternities on a regional, nationwide and Nordic level, bearing strong resemblance to contemporary social youth movements regarding attitudes toward society, culture and knowledge. Upper secondary school fraternities considered themselves guardians of the nation and its culture and became a conformist force in late nineteenth-century Sweden. On the other hand, pupils also constituted an active force in the modernisation of Swedish institutional practice, in the vitalisation of the state grammar schools, and as forerunners in the conceptualisation of a new cult of youth.
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Lothe, Radhika. "Role of CMC-Embedded Webquests in Enhancement of Online Students' Knowledge and Understanding of German Culture - A Case Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3215.
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ABSTRACT
Existing approaches to teaching `culture' in the realm of Distance foreign language (FL) instruction and gaps within; under-researched Computer Assisted Language Learning (CALL) tool of webquests; and Mediation in Sociocultural Theory (SCT) have all led to the following case study. This study was guided by the constructs of `culture' in FL instruction, Sociocultural Theory, and literature in CALL and Computer-Mediated Communication (CMC).
This study examines how CMC-embedded webquests (asynchronous and synchronous CMC components built into webquests) developed online students' knowledge and understanding of German culture. Additionally, this study examines what mediating strategies (Lidz, 2002) were used by the online students of German in their asynchronous and synchronous online discussions of German culture, that were part of their CMC-embedded webquests' tasks.
A web-based survey was administered to all students in an online German II course to elicit information about each student's past travels to Germany or other German-speaking countries and comfort level with various technologies. Based on their participation levels and the information elicited from this web-based survey, the online class was divided into groups of four, such that maximum variation was achieved in each group. Five such groups were formed with four students in each group. Two content-based CMC-embedded webquests were developed and created for this purpose and were administered over a period of four weeks, with two weeks for each content based CMC-embedded webquest. The first CMC-embedded webquest revolved around `Our Environment' or Umwelt, and the second was called `Germany, before and after the wall.' For each CMC-embedded webquests, the tasks included pre- and post CMC-embedded webquest essays, participation in discussion forums over a period of one week, and online chats. The guiding questions developed for each CMC component were separate. Based on the word count generated by each group, two groups (one with less than optimal and one with more than optimal levels of interaction) were chosen iteratively. In other words, pre- and post essays written by these eight participants, transcripts of asynchronous and synchronous online discussions with respective group members, transcripts of their online interviews, and field notes journal became the data sources for this multiple embedded qualitative case study (Yin, 2003).
Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture. Apart from the cognitive benefits of this dynamic CALL tool, affective benefits included that students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed, and particularly found the web resources useful and videos engaging. More importantly, since all participants were distant learners of German, they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.
Results of collapsing all asynchronous and synchronous `e-turns' into Lidz' (2002) mediating strategies indicate that mediating strategies of `Sharing of Experiences,' `Affective Involvement,' and `Joint Regard' were higher for synchronous `e-turns.' This confirms that synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners (Carabajal, LaPointe, and Gunawardena, 2007). On the other hand, higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions.
These results highlight the dynamic nature and potentiality of CMC-embedded webquests that can be especially useful to teach culture, an often neglected aspect of FL instruction, and the importance of creating groups and peer interaction in distance FL instruction. Additionally, findings of this study have implications on the purpose of the synchronous and asynchronous online discussions, culture model in FL instruction and design of CMC-embedded webquests.
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Calace, Cardeo Fernanda. ""Sara vill inte att jag sak vara med" : En vetenskaplig eddä om värdegrundsarbete i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29475.
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Min essä bygger på tre egenupplevda händelser som speglar den verklighet som jag möter i min vardag som förskollärare. De två första handlar om hur ett barn utesluter och rent av mobbar ett annat barn. Jag har svårt att vara passiv i dessa situationer och vet inte om jag har agerat rätt. Den tredje och sista situationen handlar om mobbarens pappa som kommer arg till förskolan och kräver att vi inte ska låta hans dotter leka med det barn som blir mobbat. När jag vill boka in ett möte för att reda ut vad som har hänt är han inte intresserad av det och det gör mig frustrerad. Jag kommer utifrån mitt dilemma att reflektera kring begreppet demokrati, värdegrund, makt, normen, kamratkulturer, konflikthantering och mobbning. Den metod som jag har valt i mitt arbete är essäskrivande där jag har möjligheten att reflektera och undersöka min erfarenhet och mitt handlande ur olika perspektiv och på så vis få ny kunskap. De teoretiska perspektiven i min essä har jag funnit bland annat hos Rauni Karlsson, Ann Åberg, Hillevi Lenz Taguchi, Love Nordenmark, Maria Rorén, Ann-Marie Markström. William Corsaro, Annika Löfdahl, Arne Maltén, Margareta Carlander, Jesper Juul, Helle Jensen, San Olweus, Gabriella Ekelund och Anna Maria Dahlöf. Alla inspirerande för mina undersökningar. Min undersökning kommer att utgå ifrån tre frågor: Vad innebär det att arbeta aktivt med värdegrundsfrågor när ett barn exkluderas? Hur kan vi på förskolan bemöta barn som medvetet exkluderar andra? Hur använder vuxna sin makt och hur påverkas barnen och verksamheten av detta? Hur kan pedagoger arbeta med konflikthantering i barngruppen? Under skrivandets gång har det dykt upp nya reflektionsområden som har gett mitt dilemma andra perspektiv. Detta skedde till exempel när jag utgick ifrån värdegrundsfrågor och i slutändan hamnade i begreppet mobbning. Att förändra situationen för de två barnen i gruppen har varit drivkraften i mitt skrivande men jag vet inte om de kommer att leka tillsammans i framtiden. Jag som pedagog har fått ny kunskap så att jag kan känna mig säkrare i mitt handlande när jag möter utanförskap i barngruppen.
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Breicha, Helena. "Får jag ta mina Hello Kitty-skor, eller? : En studie om barns kamratkulturer i tamburen på förskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300830.
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Den här studien handlar om barns interaktion i tamburen i förskolan och hur de skapar sina egna unika kamratkulturer på detta avgränsade område. Den är skriven med barns perspektiv och med en fenomenologisk ansats. Videobservationer har genomförts för att göra barns interaktion synlig. De presenteras i exerpts och innehåller barns verbala uttryck och handlingar. Resultatet visar att barn skapar och skyddar interaktionsutrymme i tamburen. De gör detta genom att använda sekundära anpassningar för att möjliggöra fortsatt interaktion och för att få igenom sin vilja. Peer talk och förkroppsligade handlingar ingår också i skapandet av kamratkultur.This study is about children’s interaction in the hall of the preschool and how they create their own unique peer culture in this secluded space. It is written with a child’s perspective with a phenomenological approach. Video-observations were carried through to make children’s interaction visible. They are being presented in excerpts containing verbalizations and children’s actions. The result shows that children create and protect interactive space in the hall, using secondary adjustments to enable ongoing interaction and to have their will and also peer talk and embodied actions to create a peer culture.
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Nybro, Camilla. "”Okej du får väl va’ med då” : En vetenskaplig essä om barns rätt till lek." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30291.
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I förskolans verksamhet hörs ofta frasen ”nej du får inte vara med” från barnen. I mångas öron låter det negativt. Jag beskriver ett dilemma där jag hör detta och ställer mig på barnets sida som får detta sagt till sig. Med min makt som pedagog bestämmer jag att barnet visst får vara med. Barnen som först sagt ”Nej” ändrar sig sedan och låter barnet få vara med ändå. Jag reflekterar och ifrågasätter mitt handlande och förhållningssätt. Gjorde jag rätt som stöttade barnet in i en lek eller avbröt jag de andra barnens lek? Metoden jag använder är essä, i vilken jag skriver om barns rätt till lek. Genom det interaktionistiska perspektivet och min praktiska kunskap reflekterar jag över vilka rättigheter och skyldigheter barn har till varandra. Därav har jag undersökt bland annat hur kamratkulturer uppstår, vilka faktorer som bidrar till att barn exkluderas i lek och om barns lekstrategier. Essän behandlar även frågor kring etik och normer. Herbert Mead, William Corsaro och Eva Johansson är några av de personer som essän inspirerats av i de teoretiska utgångspunkterna. Med hjälp av teoretikerna och egen reflektion belyser jag dilemmat ur mitt perspektiv och ur barnens perspektiv. Syftet med essän är att reflektera över min huvudfråga som är ”Vilka rättigheter har barn till sin egen lek i förskolan?”. Det som jag har kommit fram till är att barn har rättigheter men även skyldigheter till sina kamrater i leken. Rättigheter där barnen ser sig själva ur sitt eget perspektiv men även skyldigheter att se andras känslor ur ett annat perspektiv, till exempel genom empati.In preschool you often hear the phrase ”no you can’t play with us” from the children. For many people it often sounds negative. I will describe a dilemma where I hear this and choose to stand on the side of the child who does not get to play with the others. With my power as a preschool teacher I will decide that this child must be allowed to play along. The children who first said ”No” changes their minds and decide to allow the other child to play with then. I reflect and question my actions and my way of approach. Where my actions right by supporting the child into a game, or did I interrupt the other childrens play? The method I choose to write in, about childrens right to play, is essay. By the interactionistic perspective and through my practical knowledge I reflect about the rights and the obligations that children have to each other when they play. Therefore I have been researching on how peer culture arise in the preschool, the factors that prevent children from being excluded from the play and about childrens strategies of playing. The essay also examines questions about ethics and standards. Herbert Mead, William Corsaro and Eva Johansson are some of the people from the theoretical approach, in which the essay is inspired by. With the help of theories and self-reflection I will highlight the dilemma from my perspective and from childrens perspective. The purpose of the essay is to reflect on my main question, which is ”What rights do children have when they want to be apart of a play, in the preschool?” My conclusion with this essay is that when children are playing they have rights, but they also have obligations to their friends. Rights where children see themselves from their own perspective, but also obligations to ensure feelings of others, from a different perspective, for example through empathy.
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Proakis-Stone, Lisa. "The Motives and Experiences of College Students Who Choose to Abstain from Drinking Alcohol." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1762.
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Pires, Daniela Jardim Strüssmann. "Cinema e infâncias : as crianças entre elas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/79674.
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Esta dissertação tem como fio condutor a seguinte pergunta: o que acontece quando as crianças estão entre elas? Elaboro minhas respostas a partir da análise de cinco filmes escolhidos dentre a filmografia dos diferentes módulos da disciplina Cinema e Infância, do PPGEDU, da linha de pesquisa Estudos sobre Infâncias, da FACEDUFRGS. Os filmes são: Meninos de Tóquio (1932); A Guerra dos Botões (1962); O Senhor das Moscas (1963); Os Meninos da Rua Paulo (1969) e Canto dos Pardais (2008). O trabalho busca identificar e compreender o que acontece quando as crianças-personagens dos cinco filmes estão entre elas, analisando estas interações à luz da Sociologia da Infância, explorando alguns de seus principais conceitos – criança, infância, culturas infantis, cultura de pares, reprodução interpretativa. Utilizo como aporte teórico principal SARMENTO (2003, 2005, 2009), CORSARO (2009, 2011), PROUT (2010), QVORTRUP (2010), DELGADO (2006) e BARTHES (1990). As crianças produzem culturas através das relações que estabelecem entre elas e com os outros, sendo significadas como atores sociais e sujeitos ativos no processo de sua socialização. Considerando, portanto, as crianças como seres que estão, sim, em desenvolvimento, mas que protagonizam sua história e agem na sociedade em que estão inseridas, é que olho para as crianças-personagens dos filmes, que são protagonistas do meu trabalho. As análises foram realizadas a partir de três variáveis insistentes em cada filme, e é a partir delas que as cenas foram selecionadas: as crianças, quando estão entre elas: 1) mobilizam-se, engajam-se; 2) entram em conflito; 3) organizam-se para alcançarem seus objetivos. As interações entre as crianças-personagens dos filmes geraram dados riquíssimos para análise, que não se esgotam nas variáveis e nos trechos selecionados.The present thesis has the following guideline question: what does it happen when children are among themselves? I elaborate these answers through my own analysis of five films, namely, I Was Born, But… (1932), War of the Buttons (1962), Lord of the Flies (1963), The Boys of Paul Street (1969) and The Song of Sparrows (2008). The films were chosen among other titles of the filmography of the discipline Cinema and Childhood offered by the Graduate Program in Education. The investigation aims to analyze the children-characters’ interaction with themselves in the five films. The analysis was done exploring Sociology of Childhood and its main concepts: child, childhood, children’s cultures, peer cultures and interpretative reproduction. As a theoretical referential I base my reasoning in SARMENTO (2003, 2005, 2009), CORSARO (2009, 2011), PROUT (2010), QVORTRUP (2010), DELGADO (2006) e BARTHES (1990). By means of the relationships established with themselves and with others, children produce cultures and are signified as social actors and active subjects in the process of their socialization. Therefore, children are not only beings in development but also protagonists of their own history acting in the society they are inserted. It is in this manner that I look to the children-characters of the films, which are also the protagonists of my work. I have established three variables that are insistently common to each of the films: 1) children mobilizing or engaging themselves; 2) children conflicting with themselves; 3) children organizing themselves in order to achieving their goals. In the search for a dialogue with Sociology of Childhood, I have selected scenes from the films that were analyzed, taking the variables as starting points. The children-characters have generated plentiful data for analysis that is limited to the variables nor to the selected scenes.