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Johnson, Karen Y. "Teachers' Perceptions of the Use of Small-Group Tutorial." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2000.
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This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom's theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived impact of the program on the academic achievement of at-risk students and what changes would benefit the program. Interviews were conducted with a purposive sample of 10 tutors. Data were collected using open-ended questions in semi-structured interviews that were transcribed and coded. Emergent themes indicated the program needed more administrative support, better parental notification, and better communication between tutors. While the results suggested that the program was beneficial for at-risk students, recommendations were made to further improve the program's delivery through the development of an executive report to school administration and an evaluation report to stakeholders. Suggested modifications included designating a specific time for tutors collaboration and administrators taking a more active role during the implementation of the program. Modifications made to the existing tutorial program could lead to positive social change by increasing the academic success on both the state-mandated examinations and in academic classes, thus leading to increasing the graduation rates of at-risk students.
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Thiboumery, Arion Jean. "Small meat lockers working group a participatory action research project to revitalize the decentralized meatpacking sector in Iowa /." [Ames, Iowa : Iowa State University], 2007.
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Goings, Carolyn Smith. "Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.
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Alavi, Seyyed Babak Education Faculty of Arts & Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities." Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.
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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.
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Walker, Anne. "Evaluation of the influence of the Phono-Graphix™ programme on children's reading achievement : direct instruction of phonological processing skills with a small group of predominantly Māori students : research project." Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2934.
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A weakness in phonological-processing skills and alphabetic understanding is theorized to be responsible for the lack of reading development with some children. This study investigated the influence of a programme designed to use a direct instruction approach to teach these skills and knowledge on reading development. Fourteen children and the teacher from one classroom in a small urban primary school participated in this study. The students ranged in age from 7 years 7 months to 9 years 9 months, and ranged in reading ability from achieving below to achieving above their comparable chronological age in reading. At the time of the study, the school roll consisted of 81% Maori, 2% Cook Island, and 17% New Zealand European. Of the 14 students involved in the study, 12 were Maori, one was a Cook Island Maori and one was New Zealand European. The study took place over nine months, and consisted of 20-minute direct instruction sessions on phonological-processing skills and alphabetic knowledge and understanding, supported by other daily practice sessions as suggested by the programme's curriculum. Children were administered a range of tests on phonological-processing skills, word attack and identification, and reading comprehension and attitude at the beginning, middle and end of the study period. Comparisons and analysis of the data revealed that there were differences with all groups; i.e., those achieving in reading at, above, or below their expected level, with all aspects tested. Because of other interventions put into place by the classroom teacher, it is not possible to fully attribute the development of skills and understanding, and acquisition of knowledge, to the implementation of the programme. Nevertheless, these results suggest that children responded favourably to the specific, explicit teaching. Although this study was small, the positive response of the Maori and Cook Island Maori participants is worthy of further or closer investigation.
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Turpin, Rebecca L. "Psychometric Testing of the Presence of Nursing Scale: Measurability of Patient Perceptions of Nursing Presence Capability of Nurses in an Academic Medical Center." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3096.
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Introduction: Nursing presence occurs when nurses expend themselves on the behalf of a unique patient. This phenomenon requires further research to develop instruments. The Presence of Nursing Scale (PONS) measures the patient’s perspective (Kostovich, 2012). Psychometric testing of PONS-Revised using exploratory factor analysis is warranted to further develop a reliable and valid measure of nursing presence. Contextual workplace variables need exploration in inpatient settings for correlation with nursing presence.
Method(s): A convenience sample of 122 adult inpatients from ten acute-care nursing units in a Southeastern Magnet hospital were surveyed to conduct the first psychometric testing of this revised instrument using exploratory factor analyses. Seven research questions evaluated potential correlations between the PONS-R, patient satisfaction using nurse-sensitive measures of HCAHPS, nursing unit-specific workforce factors and patient demographic factors.
Results: PONS-R demonstrated high internal consistency reliability (r = .974), test-retest reliability (statistically significant at the .01 level) and divergent validity (p=.002). PONS-R compared to nurse HCAHPS measures was statistically significant at the .01 level, (r = .736). EFA revealed one factor (eigenvalues over 1), with a weak secondary factor centered on intimacy factors suggesting addition of items and repeated study with a larger sample size to further psychometrically develop the instrument. Unexpected negative correlations were found with unit-workforce factors including average RN experience level (r= -.185, significant at the .05 level), and average RN age (r = - .218). An unexpected positive correlation was found - percentage of Associate degree nurses (r = .269, statistically significant at the .05 level. The Triangle region was correlated with a higher PONS-R score (p = .038; n=4), otherwise no statistically significant correlations were found for PONS-R and patient demographics nor patient-specific variables such as estimated number of RN providing care, nor length of stay on the unit.
Discussion & Conclusions: Further psychometric testing is indicated with larger samples and perhaps with the inclusion of intimacy factor items. Additional correlational studies focused on other patient quality outcomes measures with expansion of nurse demographics is indicated to explore for confounding variables.
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Brubaker, Dale M. "Predicting strength of consensus in small groups." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08222009-040244/.
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Freeburg, Darin S. "Information Culture and Belief Formation in Religious Congregations." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383573397.
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Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.
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Abstract
In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed.
The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism.
A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria.
The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.
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Franklin, Iniki. "My Life's in Shambles: Examining Interpersonal Relationships as a Moderating Factor in Reducing Post-Graduate Stress." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/131.
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This study examines whether interpersonal relationships serve as a moderating factor in reducing post-graduate stress. A researcher developed survey was used to gather data and examined three areas: interpersonal support, perceived stress, and self-optimism. Interpersonal support encompassed familial and peer relationships. Perceived stress encompassed anxiety and depression symptomologies. Self-confidence encompassed graduates’ individuation and optimism levels regarding major life tasks after commencement. Perceived stress and self-confidence levels were also used to identify how interpersonal relationships impacted graduates’ interpretation of stress. Further analysis of the study also examined whether interpersonal support impacted perceived stress and self-confidence across various racial groups. Findings of the study suggest that interpersonal support has an impact on post-graduate stress.
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Springston, Mark R. "Teamwork Exercises and Technological Problem Solving with First-Year Engineering Students: An Experimental Study." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28767.
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An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor.
A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context.Ph. D.
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España, Andrew Christopher. "Self-Disclosure and Self-Efficacy in Online Dating." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/889.
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This study explores online dating by studying the relationship between self-disclosure and self-efficacy in an online dating environment. This research study examines the way self-disclosure, self-efficacy, self-esteem, and gender interrelate in an online dating environment. This study includes, but is not limited to, discussion of the type of correlation between self-efficacy and self-esteem, the relationship between self-disclosure and self-efficacy, and the differences between men's and women's self-disclosure in an online dating environment. From conducting this study, the researcher was able to determine that there is a statistically significant relationship between gender and how it relates to self-disclosure and self-efficacy. With the results from the study, the understanding of how different variables relate to online dating and romantic relationships has been taken one step further as it helps fill the gap in the literature.
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Frey, Terrell Kody. "CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.
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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.
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Carnio, Michel Pisa [UNESP]. "A experiência formativa de professores no trabalho com uma questão sociocientífica: potencialidades e obstáculos em um Pequeno Grupo de Pesquisa." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152066.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Neste trabalho, analisamos aspectos formativos do trabalho com uma questão sociocientífica (QSC) por um Pequeno Grupo de Pesquisa na interface universidade-escola. Trata-se de uma abordagem qualitativa de pesquisa que, assentada na epistemologia da Teoria Crítica da Sociedade, reflete a relação entre sujeito e objeto na construção do conhecimento e a inserção do pesquisador no contexto de pesquisa. A constituição dos dados se centrou nas gravações das reuniões do PGP durante o ano de 2013, período no qual o grupo elaborou uma sequência didática interdisciplinar sobre uma questão sociocientífica (QSC) – sobre “Padrão de Beleza, Consumismo e Saúde” – que foi elegida, discutida e construída a partir de suas demandas locais; iniciativa esta que teve como um de seus aspectos motivadores a expectativa de que o trabalho coletivo interdisciplinar contribuísse com a busca de melhores índices da escola em matemática perante as avaliações em larga escala (ALE). Diários de bordo e materiais elaborados pelos professores foram resgatados e contextualizados a partir do olhar do pesquisador, que era também participante do PGP. A partir de conceitos críticos de Theodor Adorno e Walter Benjamin, propomos uma metodologia de análise composta de três momentos: i) a descrição e contextualização dos episódios vivenciados pelo grupo naquele ano, por meio de uma rememoração do pesquisador; ii) a construção de imagens dialéticas na forma de ensaio; e iii) a elaboração de sínteses que representassem o potencial formativo das questões sociocientíficas para a formação dos professores. Como principais apontamentos, indicamos: uma concepção dialética imanente ao conceito de PGP, que se coloca como um espaço ampliador de autonomia docente ao mesmo tempo em que acaba refletindo – consciente ou inconscientemente – imposições sistêmicas; a importância de se manter presente a história de constituição do grupo em prol da continuidade de um trabalho coletivo e comunicativo; a defesa de que os projetos de formação de professores reconheçam o ciclo fechado da semiformação do sistema educacional, e construam compreensões de formação pela negativa (de resistência); a constante relação com a estrutura de choque da realidade escolar, que, intermitentemente, afeta o trabalho docente com imposições mais ou menos diretas na sua prática educativa; a defesa das QSC como subsídios para uma educação científica crítica, potencializando a compreensão dos fenômenos estudados e da própria natureza da ciência; e a potencialidade que o processo de construção de uma QSC oferece para enriquecer a experiência formativa do professor. Por fim, a partir de uma vivência intensa e direta com as condições e variáveis presentes no cotidiano escolar, elaboramos algumas orientações para a construção de QSC nas condições reais da escola básica atual.
In this work, we analyze formative aspects of the job with a socio-scientific question (QSC) by a Small Research Group at the university-school interface. It is a qualitative research approach that, based on the epistemology of the Critical Theory of Society, reflects the relation between subject and object in the construction of knowledge and the insertion of the researcher in the context of research. The compilation of data focused on the recordings of the PGP meetings during the year 2013, when the group developed an interdisciplinary didactic sequence (QSC) - on the "Standard of Beauty, Consumerism and Health" - that was chosen, discussed and built from their local demands; an initiative that had as one of its motivating aspects the expectation that the interdisciplinary collective work would contribute to the search for better indeces of the school in mathematics in the face of large scale evaluations (ALE). Logbooks and materials prepared by teachers were rescued and contextualized from the researcher's perspective, who was also a participant in PGP. From the critical concepts of Theodor Adorno and Walter Benjamin, we propose a methodology of analysis composed of three moments: i) the description and contextualization of the episodes experienced by the group that year, through a recollection of the researcher; ii) the construction of dialectical images in the test form; and iii) the elaboration of syntheses that represent the formative potential of socio-scientific questions for the formation of teachers. As the main notes, we indicate: a dialectical conception immanent to the concept of PGP, which is seen as an amplifying space for teacher autonomy while at the same time it ends up reflecting - consciously or unconsciously - systemic impositions; the importance of keeping in mind the history of the group's constitution for the continuity of a collective and communicative work; the defense of teacher training projects recognizing the closed cycle of the semiformation of the educational system and constructing understandings of training by the negative (resistance); the constant relation with the shock structure of school reality, which intermittently affects the teaching work with more or less direct impositions in its educational practice; the defense of the QSC as subsidies for a critical scientific education, enhancing the understanding of the studied phenomena and the very nature of science; and the potential that the process of building a QSC offers to enrich the formative experience of the teacher. Finally, from an intense and direct experience with the conditions and variables present in the daily school life, we developed some guidelines for the construction of QSC in the real conditions of the current basic school.
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Mawadia, Anass. "Appropriation d’un ERP dans un groupe de petites filiales : Vers une stratégie de bricolage ?" Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTD016/document.
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Cette thèse porte sur la mise en place d’un ERP (Enterprise Resource planning) dans un groupe de petites filiales à travers une recherche action canonique multi-cycles menée par le chercheur, directeur de projet ERP durant deux ans. Les filiales sont confrontées à de multiples défis : déployer un ERP standard tout en préservant leur flexibilité, concilier les contraintes groupe et contraintes locales, faire avec les moyens du bord vu les ressources limitées. Ce contexte constitue une opportunité pour approfondir la théorie du bricolage, peu mobilisée dans la littérature ERP. Les résultats montrent des processus de bricolage collectif multi-niveaux : intra-filiales, inter-filiales et groupe. Ces processus de bricolage permettent une amélioration continue de l’ERP et son appropriation, et conduisent au final à la conception et l’usage de solutions difficiles à imiter, ce qui génère un avantage compétitif. Ces processus de bricolage collectif supposent des conditions initiales propices, et une évolution d’une symbolique contraignante (ERP standard, best practices) vers une symbolique habilitante. Chemin faisant, le bricolage contribue à développer le réservoir et les capacités créatives, ce qui décuple en retour le potentiel du bricolage, favorisant simultanément les innovations technologiques et managérialesThis PhD thesis focuses on the implementation of an ERP in a group of small subsidiaries through a multi-cycle canonical action research conducted by the researcher, ERP project manager for two years. Subsidiaries face multiple challenges : deploying a standard ERP while preserving their flexibility, reconciling the group constraints and local constraints, making do with means at hand given the limited resources. This context is an opportunity to deepen the theory of bricolage, little mobilized in the ERP literature. The results show multilevel collective bricolage processes: intra-affiliates, inter-affiliates and group. These bricolage processes allow continuous improvement of the ERP and its appropriation, and ultimately lead to the design and use of solutions that are difficult to imitate, which generates a competitive advantage. These collective bricolage processes assume favorable initial conditions and an evolution from a constraining symbolic (standard ERP, best practices) to an enabling symbolic. Along the way, bricolage contributes to developing thecreative reservoir and capacities, which in turn increases the potential of bricolage, while simultaneously promoting technological and managerial innovations
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Merandi, Gabrielle. "Transgender and Gender Diverse Students' Accounts of College Life." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1470228047.
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Cooper, Jean Henry. "The forces involved in being a member of a small group." Thesis, 2012. http://hdl.handle.net/2263/27943.
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There is a general lack of in-depth research into what it means (and takes) to be a member of a small group. Firstly, research is often focused on leadership rather than on membership and, secondly, empirical research tends to focus on studying group outcomes rather than group process. The purpose of this research was to explore the forces involved in being a member of a small group and to develop a research method for doing so. A post foundational philosophical stance was adopted in terms of which the need both for discovering universal truths as well as gaining in-depth understanding within context, was pursued. A constructivist grounded theory design was adapted by developing a theoretical lens with which to facilitate the coding and analysis of the data. This theoretical lens was based on an integration of Kurt Lewin’s field theory; Wilfred Bion’s psychoanalytic group-as-a-whole approach; S.H. Foulkes’s group analytic approach and Yvonne Agazarian’s theory of living human systems. The data consisted of transcribed video material of ten 90-minute sessions conducted with a training group of 9 members; written reflections by the group members on their group experience as well as field notes taken by the researcher during the training group sessions. Through the application of the theoretical lens to the data, member behaviour was coded both deductively and inductively, thus allowing the data to speak for itself whilst maintaining a rigorous analytical structure. The result of this exploration was an emerging field theory of group membership which postulates the group member as existing within a field of forces (both pro- and anti-group) operating between the triangular ‘polarities’ of belonging, individuality and task. The theoretical and practical implications of this field theory are discussed in terms of their relevance to both grounded theory research methodology and group psychology. Finally, it is shown how this research can be used as a foundation from which to conduct a multitude of future studies into group processes from the perspective of the group member.Thesis (PhD)--University of Pretoria, 2012.
Human Resource Management
unrestricted
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賴皎. "The action research of high school female student menstruation growth in a small group." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/72444083591909733659.
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碩士國立高雄師範大學
性別教育研究所
92
ABSTRACT When I went through the process of the action research, my heart was full of enthusiasm. As if stepping out from a kaleidoscope, I have seen various life experiences transform into brilliant colors, and shape into surprising pictures, which are all inspiring. This action research is proceeding from the standpoint of Feminism. Its purpose is to solve individual problem and change social viewpoint about menstruation. The action research on high school female student menstruation growth in a small group is to discover menstrual problems and then to change them. The dissertation was motivated by my personal gloomy menstrual experience and other people filthy attitude toward menstruation. In the small group, I supported dialogues by encouraging young girls to tell their stories about menstruation freely. We could discover the participants’ menstrual problems and their various menstrual experiences from their stories. Through the interaction, they could realize their disadvantageous status and reinforce their ability to judge and resort to the change of the current condition. This action research emphasizes the reflection spirit and the effect of empowering. This dissertation applied the action research strategies of “story-telling”and “guide-seeing”,which are to arouse the participants’ self-reflection and self-awareness. In the group, through the interaction, dialogues, and learning, the members obtained correct knowledge about menstruation, learned better strategies to solve the menstrual disorder, and changed the negative concept and behavior. Through the group interaction, we developed a menstrual pamphlet. In the pamphlet, we could see the growth of each member’s awareness and self-management of menstruation, their autonomy of the female body, and their exercise of influence on others. Leaving the Kaleidoscope, all the girls, including me, seemed to have converted into butterflies, flying in the air. They became seeds of menstruation instruction, disseminating right consciousness and attitude. I hope through the dissertation I can expand the power to remove social taboo on menstruation, and promote the female status. Key Word: menstruation, action research, feminism, empower
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Jiazhang, Xu, and 許家彰. "Small Group Learning Style Used in Self-directed Learning Elementary Vision Care Action Research." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67466772815716607154.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
102
Purpose of this study to the Ministry of Education Empirical generation health promoting school spirit, action research, and promote small-group learning style self-directed learning curriculum implementation of the vision care teaching students to develop a vision to guide the self-management behaviors and improve their vision care the knowledge, attitudes, behavior, and ultimately achieve the goal of improving the problem of vision problems, but also as a school vision care for health promotion issues of implementation of the future reference, specific objectives are as follows: First, understand the current status of school vision care. Second, self-directed learning vision care curriculum design. Third, student in the implementation of self-directed learning vision care programs changes. Fourth, researchers in teaching reflection grow. The results showed that: First, Student performance in vision care curriculum strong interest in learning Second, through self-directed learning students can diagnose themselves in difficulties on the implementation of vision care. Third, group cooperative learning can enhance learning outcomes. Fourth, self-directed learning programs can enhance students' vision care eye care knowledge, attitudes and behavior. Fifth, self-directed learning can enhance students' ability to self-manage and maintain vision.
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Chao, Chin Chung, and 趙致忠. "A Research on Anchoring Effect toward Collaborative and Planning Strategy in Small Group Decision Making." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23342057364756190499.
Full textAbstract:
碩士國防大學管理學院
資源管理及決策研究所
100
Anchoring is a common and strong effect on personal and group decision-making. Decisions are often affected by related or un-related information, and decision bias is introduced which is in the same direction of anchoring. Information elaboration helps group members to share information in an ordered manner, and help decision-making group to get a comprehensive and consistent picture of the situation. It has been proven that information elaboration could makeup the shortfall of incompetent group members. This study tests the hypothesis that information elaboration weakens the anchoring effect in decision-making group. Military officers in military college were randomly assigned to 9 groups. Aircraft threat level judgment in air defense scenarios were adopted as decision-making situations. Both anchoring information and with/without information elaboration are manipulated. The results show that information elaboration weakens the bias caused by anchoring effect. That means when the group members share information in an ordered manner brings about lower level of the bias, and at the mean time threat level assessing could be completed in shorter period of time.
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Chia-Ling, Wang, and 王嘉玲. "A Survey Research of Non-English Major University Students’ Perception toward Small-Group Work in English Learning." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/32253989450133670067.
Full textAbstract:
碩士大葉大學
應用外語研究所
94
English Language Teaching (ELT) in Taiwan has been transformed from traditional mechanical learning to communicative approach, which stresses the importance of communicative competence. Education in Taiwan still remains traditional large classes. Learning opportunities and resources are reduced by large population in the classroom. Small-group work, a kind of informal group, is not permanent in the class for developing students’ problem-solving and social skills, and it can be used to stimulate communication and negotiation among students. It can increase not only the opportunity of interaction but also improve students’ motivation and maximize students’ efforts in a relaxed and unthreatened learning environment. The purpose of this study is to research non-English major university freshmen’s perception toward using small-group work in English classes which can or cannot (1) improve students’ motivation in English leaning, (2) increase students’ English use opportunity and English learning achievement, and (3) help students develop social skills. In addition, (4) the advantages and disadvantages of small-group work were also explored. Questionnaire and student interview were used to investigate what non-English majors think about small-group work in English learning. The participants of this research were 282 non-English major freshmen at Da-Yeh University. The questionnaire was distributed by the researcher in the English classroom or the researcher entrusted English teachers to pass the questionnaire; afterwards, 18 participants were selected by the researcher to do oral interview. The data collected from the questionnaire were coded and analyzed by SPSS software for Windows. The results reveal not only descriptive statistics but also the comparison of the difference among different academic majors and levels’ perception toward small-group work. The results indicate that it is worthy applying small-group work in the English classrooms at university. Most of the participants approved the effects of small-group work in increasing their English learning motivation and participation, reducing learning anxiety, providing more opportunities to practice English listening and speaking skills, improving social relationship, and promoting social skills. Some drawbacks of the arrangement of English courses at university were also explored. Competitive learning environment, larger classrooms, insufficient English credits, and teachers’ lack of understanding of cooperative learning would affect non-English majors’ achievement of English learning. This study provides a clear picture of non-English majors’ perception of English learning, which can help language center, English departments, and English teachers at university improve English learning and teaching environment more completely.
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Hsieh, Ya-Lun, and 謝亞倫. "A Study on Blending Small-group Cooperative Learning with Digital Resources in Middle School Mathematics through Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30585308064804516299.
Full textAbstract:
碩士國立交通大學
理學院科技與數位學習學程
102
In this thesis, we explored the issues on blending small-group cooperative learning with digital resources with respect to one seventh-grade general mathematics class of 26 students. Based on the various assessment indicators including students’ motivations, learning attitudes, degree of anxieties and learning achievements, we observe and study the students’ learning effectiveness. In this study, we mainly explore and collect the required information and statistics through action research. Based on the thesis purpose, the whole study process is divided into three stages. On Stage one, traditional teaching methods were applied in the class. On Stage two, we adopted an alternative approach: small-group cooperative learning. Moreover, we applied the Q5 (i.e., Quiz of 5 key points, designed by the author of thesis) learning activity to vitalize the mathematics class. Finally, on Stage three, we adopted the blended cooperative learning in small groups with the Moodle platform and the related digital resources. In the study, through the design of instruction programs, the actual teaching and participating observation, document analysis, multi-variant assessment and attitude questionnaires, we explore the various issues (including impacts, limitations and bottlenecks) of effectiveness on implementing the latter two approaches (i.e., Stage two and three) for junior high school students in mathematics. The main results of this study are as follows: First, as compared to traditional teaching methods, the "Cooperative Learning in Small Groups (i.e., CLSG)" approach does have a positive impact on students' attitudes towards learning mathematics. Second, the CLSG approach could enhance students' motivations to learn mathematics and self-efficacy on individual performances only a little. Third, after extending the CLSG with digital resources, we could find an obvious trend of the reduction of cognitive loading. Finally, from the data collected and the analysis conducted in the qualitative research part, we could find that students considered the adoption of the CLSG and Q5 (i.e., Quiz of 5 key points) teaching method to be very interesting. The innovative learning approach had made their learning become more systematic and more directional (as compared to the traditional tutoring model). It could not only help check one’s learning attitude but also maintain one’s learning motivation.
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Qingyang, Peng. "Research on conflict management: a case study about small work groups in China." Master's thesis, 2017. http://hdl.handle.net/10071/14850.
Full textAbstract:
JEL Classification: J52; Y40This research is focused on a qualitative case study about conflict management in small work groups in China. Data were gathered in companies that have their offices in four Chinese cities, including Guangzhou, Shenzhen, Bozhou and Fuyang. 74 informants from 26 work teams participated in this study. Participants were asked to recall events happened in their teams through face-to-face interviews. This case study aims to understand what types of conflict people experienced in their teams, the strategies people adopted to deal with conflicts and the orientations that emerge in the conflict management process. Overall, results show that the most common type of conflict is relationship conflict. With regard to conflict management styles, integrating and compromising styles are more frequent among managers, whereas avoiding, obliging and dominating styles are more frequent among subordinates. Overall, most of orientations are constructive. Furthermore, the findings were interpreted based on the Chinese culture.
Esta investigação está centrada num estudo de caso qualitativo sobre gestão de conflitos em pequenos grupos de trabalho na China. Os dados foram recolhidos em empresas com escritórios em quatro cidades chinesas, incluindo Guangzhou, Shenzhen, Bozhou e Fuyang. 74 informantes pertencentes a 26 equipas de trabalho participaram neste estudo Foi solicitado aos participantes para recordarem acontecimentos que surgiram nos seus grupos através de entrevistas presenciais. Este estudo de caso tem por objetivo compreender que tipos de conflito os colaboradores presenciam nas suas equipas, as estratégias que adotam para lidar com os conflitos e as orientações que emergem no processo de gestão de conflitos. Globalmente os resultados mostram que o tipo de conflito mais comum é o conflito de relações. No que respeita aos estilos de gestão de conflitos, os estilos integração e compromisso são mais frequentes entre gestores, enquanto os estilos afastamento, resignação e dominação são mais frequentes entre os subordinados. Globalmente a maioria das orientações são construtivas. Adicionalmente, os resultados foram interpretados com base na cultura chinesa.
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Shih, Bo-Jing, and 施伯靜. "An Action Research of Expressive Arts Therapy in the Small Group Guidance for Elementary School Students with Emotional Disturbance." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/u2gq7b.
Full textAbstract:
碩士中原大學
教育研究所
106
This study intends to explore the experience of elementary school students with emotional distress in participating in expressive art therapy groups, as well as the course of changes in emotional awareness and emotional expression. This study adopts the “multimodel approach” in the expressive art therapy based on the “Expressive Therapies Continuum” proposed by Kagin and Lusebiunk. The participants in the study were five elementary school children with emotional distress conducted a group counseling of 10 times a week for 40 minutes each time. This study is an action research and follows the cycle of “plan, action, observation, reflection, and revision” to adjust group plans. This study adopts an induction method to analyze data. After collecting data as well as interpretating and analyzing texts, the results of this study are in the following: 1. The Kinesthetic/Sensory level helps to relax the emotions. 2. Perception/Affective level, promoting emotional awareness. 3. Art creation activities to assist in the expression of emotions. 4. After participating in the art group, the overall impression and experience are positive. This study discusses the results of the above studies and proposes some practical work and future research recommendations.
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Stephens, A. Lynn. "Student recognition of visual affordances: Supporting use of physics simulations in whole class and small group settings." 2012. https://scholarworks.umass.edu/dissertations/AAI3546058.
Full textAbstract:
The purpose of this study is to investigate student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings. This study focuses on data from two lesson sequences that were conducted in several physics classrooms. The lesson sequences were conducted in a whole class discussion format in approximately half of the class sections and in a hands-on-computer small group format in matched class sections. Analysis used a mixed methods approach where: (1) quantitative methods were used to evaluate pre-post data; (2) open coding and selective coding were used for transcript analysis; and (3) comparative case studies were used to consider the quantitative and qualitative data in light of each other and to suggested possible explanations. Although teachers expressed the expectation that the small group students would learn more, no evidence was found in pre-post analysis for an advantage for the small group sections. Instead, a slight trend was observed in favor of the whole class discussion sections, especially for students in the less advanced sections. In seeking to explain these results, qualitative analyses of transcript and videotape data were conducted, revealing that many more episodes of support for interpreting visual elements of the simulations occurred in the whole class setting than in the matched small group discussions; not only teachers, but, at times, students used more visual support moves in the whole class discussion setting. In addition, concepts that had been identified as key were discussed for longer periods of time in the whole class setting than in the matched small group discussions in six of nine matched sets. For one of the lesson sequences, analysis of student work on in-class activity sheets identified no evidence that any of the Honors or College Preparatory students in the small groups had made use in their thinking of the key features of the sophisticated and popular physics simulation they had used, while such evidence was identified in the work of many of the whole class students. Analysis of the whole class discussions revealed a number of creative teaching strategies in use by the teachers that may have helped offset the advantage of hands-on experience with the simulations and animations enjoyed by the small group students. These results suggest that there may exist whole class teaching strategies for promoting at least some of the active thinking and exploration that has been considered to be the strength of small group work, and appear to offer encouragement to teachers who do not have the resources to allow their classes to engage regularly in small group work at the computer. Furthermore, these examples suggest the somewhat surprising possibility that there may be certain instructional situations where there is an advantage to spending at least part of the time with a simulation or animation in a whole class discussion mode.
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Chiang, Hua-Feng, and 姜驊峰. "An Action Research on Applying Picture Books in the Small Group Guidance for Elementary School Intermediate Grade Students with Emotional Disturbance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/29323194331201165294.
Full textAbstract:
碩士國立臺北教育大學
語文與創作學系語文教學碩士班
102
This study aimed to develop a picture-book small group guidance program for intermediate grade students with emotional disturbance, to explore the influence of the program on the students’ emotional intelligence, the difficulties encountered in the implementation of the program, the possible solutions and to improve self-development. In order to accomplish these purposes, the subjects in this study were a group of six elementary school intermediate grade students with emotional disturbance in Taipei City. The researcher applied picture books with emotion themes in the small group guidance for fifteen weeks, analyzed the emotional intelligence scale designed by the researcher and the data. The findings were as follows: 1. The picture-book small group guidance program had positive effects on the intermediate grade students with emotional disturbance. 2. The picture books were highly accepted and beloved by most of the members . 3. The students displayed more positive changes in practical application of emotional intelligence than cognition. Based on the conclusions, some suggestions were given to elementary school teachers and further researches.
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Wilkerson, David A. "Integrating individual and social learning strategies in a small-group model for online psychoeducational intervention : a mixed methods study of a parent-management training program." Thesis, 2014. http://hdl.handle.net/1805/6182.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.
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Luo, Gwo-Jiunn, and 羅國俊. "An Action Research of Character Education Teaching in Junior High School: Taking The Small Group of Adventure Education Teaching as An Example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15584832825483150677.
Full textAbstract:
碩士國立高雄師範大學
教育學系
94
The main purposes of this study were to explore the application of experiential learning-based adventure education on character education teaching in a junior high school and to know if it is feasible to be the character education teaching materials. In order to achieve the purposes, the researcher took “honesty,” “responsibility,” “caring,” and “self-control” as the subjects to design eight “character education teaching programs ” which integrate adventure education. Ten junior high school students were selected to participate in the eight programs of this study. The study adopted action research. The data were collected from methods of observation, focus group interview and document analysis. The main findings and conclusions are as follows: 1. After participating in “character education teaching programs,” students grow up in individuals and group. 2. Students could experience the subjects of character after participating in “character education teaching programs.” 3. Compare with themselves, students make progress in the practice of character after participating in “character education teaching programs.” 4. “Character education teaching programs” which integrate adventure education are applicable character education teaching materials. Based on above conclusions, this research makes some suggestions 1. Suggestions to instruction (1)The guiding teacher should pay attention to the safety and intervene in the activities at the good time. (2)The guiding teacher could join the activities and encourage the students. (3)The guiding teacher should control the time well in each step. (4)It needs ample time in focus group interview, and the leader should guide the students to focus on the subject. 2. Suggestions to the design of adventure education programs (1)Combine the fashionable news with the adventure education to promote the learning motive of students. (2)Program feedback sheets could offset the effect on focus group interviews. 3. Suggestions to character education teaching in the future (1)Do team teaching with other correlative learning area teachers. (2)The spirit of “action research” should be put in practice in experiential learning-based adventure education on character education teaching. (3)Teachers should spend a long time finding out the effect of character education teaching and practice.
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HSIAO, MING-FANG, and 蕭明芳. "An Action Research on Small-group Portfolio assessment in Physical Education Instruction in Elementary School – A Case Study of Sport Education Model." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/5s77e4.
Full textAbstract:
碩士國立臺灣師範大學
體育學系
97
The primary purpose was to investigate the process of practice for small-group portfolio assessment, and the impact of small-group portfolio assessment on the learning effects of students with instruction of Sport Education Model. Besides, via the discussion among parents, teachers and students, difficulties and suggestions in implementation of small-group portfolio assessment can be found. Action research was employed to a class of 6th graders in Jia Jia Elementary School. And 11-week of Tee ball program was conducted. This practice began with finding of teaching problems, identification of information, and development of action strategies. Small-group portfolio assessment would be blended into teaching, while continuous reflection and revision were carried out throughout the process. Conclusions were: small-group portfolio assessment can, indeed, help students demonstrate their reflection competence. Teachers can also evaluate students’ performance from multiple perspectives. In terms of cognition, students’ understanding of the movement, rules, and tactics of Tee ball game can be enhanced via reflection of learning process. Skills were also improved. The assessment also helped promote team-work bondage. Students enjoyed the game and the popularity of sports was increased among students. As for difficulties encountered when small-group portfolio assessment was implemented, it was discovered that students performed relatively poor with written questions on the worksheets, and the reason might be that students were not asked to have reflection and to transform their reflection into words in PE class in the past. Therefore, it would take somewhat longer period of time for training and cultivation. On the part of teachers, there were problems, like they need more time to correct the worksheets, they can’t give feedback to students immediately, they might get negative feelings from students and parents, and a few students might have low participation. Solutions to them could be done with adjustment of portfolio content, special strategies to encourage students to hand in assignment on time, and students taking care of portfolio in turn. In brief, students, teachers, and parents all considered that the implementation of small-group portfolio assessment was helpful to students’ learning, and could enhance the interaction and communication among parents, teachers, and students.
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MAY and 宋淑梅. "Action Research of Practicing a Life Educational Program to a Class and Small Group: From High Grade of Elementary School Students in Tainan as an Example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/47033469758361247458.
Full textAbstract:
碩士國立花蓮教育大學
輔導碩士班
94
The purpose of this study was to analyze and evaluate a life education guidance program to a class and a small group by means of action research in an elementary school. There were two main goals in this study： 1. To understand how the life education program was carried out in the class and small group, including impacts on self-concept, interpersonal interaction development, concept of natural environment, and the students and member in the class and group. 2. The self-growth of this researcher during the process of practicing the life education guidance activities. The results of this study were as follows： Ⅰ. Concerning the impacts on the students after intervention of the life education activities, 1. The dimension of “self-concept” Overall, students understood that everyone is unique and they knew their own characteristics, and they should feel more confident in themselves.They were willing to see themselves with a positive attitude and they wanted to make themselves better. When they encountered frustration, had courages to face life challenges. 2. The dimension of “interpersonal interaction development” Students knew how to cooperate with others, and learned how to get along with others well. They started to care about and helped others, and they were willing to treat the handicapped student with a respectful attitude. 3. The dimension of “death attitude” The students knew that birth, aging, illness, and death are all natural progression of life, and developed more mature concept toward death. They also learned methods to handle sadness of death of relatives, friends, and pets. 4. The dimension of “natural environment cognition” The students emphasized the viewpoint of environmental protection and resources recycling. They also protected the natural environment. Ⅱ. Concerning the self-growth and professional growth of this researcher, This researcher achieved her own growth and joyfulness. This researcher understood that teaching by examples is the best way for guidance. This researcher also learned to understand the feelings of students. The good interaction quality between teacher and students was helpful to the guidance effects. The teacher has more tolerance and deep concerns for students. Finally, based on the results of this research, this study proposed some suggestions for life educator and future studies.
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TANG, WEI, and 唐瑋. "A Research on the Evangelistic Strategy of Evangelism Small Group in Two Wings Nurturing System: A Case Study onHsinchu Baptist Church and Blessed & Blessing Church." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/z88639.
Full textAbstract:
碩士基督教台灣浸會神學院
基督教神學研究所
105
The old Evangelistic Strategies are becoming out of fashion under the influences of the modern ethics especially with the generation evolving restlessly, resulting in the Christian evangelism facing new challenges and the need for readjustment and more impactful strategies. The Evangelism Small Group in Two Wings Nurturing System became popular in the recent years due to its effectiveness as an evangelistic strategy. Many churches are now eagerly adapting this strategy and hoping to induce breakthroughs and renewals. The aim of this research is to investigate the Evangelistic Small Group in the Hsinchu Baptist Church and Blessed and Blessing Church. This investigation hopes to achieve a better understanding of the pros and cons of the strategy through the experiences of the pastors and the Small Group leaders and further acts as a guideline for the churches wishing to apply this method. This research takes a more practical approach with regard to the method applied consisting of interviewing six subjects including two pastors and four small group leaders from the Hsinchu Baptist Church and Blessed and Blessing Church. Interpretative phenomenological analysis was used to compare, analyze, and compile the interview scripts and results in the following five main topics: (1) ideal situation for the application of the Evangelistic Small Group, (2) the main features of the Evangelistic Small Group, (3) advantages of the Evangelistic Small Group, (4) disadvantages of the Evangelistic Small Group, and (5) the breakthroughs and the possible improvements of the Evangelistic Small Group. Three main findings were concluded in this research: (1) the Evangelistic Small Group was a necessary evolution in modern Evangelistic strategies; (2) the Evangelistic Small Group carries out the mission of making disciples of all the nations; (3) relationships has the biggest impact on the effectiveness of the Evangelistic Small Group. At last, the researcher put forward the conclusions and recommendations of this study, for the important issues of the development of evangelism and the church, to the present or future use of the Evangelistic Small Group of the church as a reference. 【Keywords】Two Wings Nurturing System, Evangelism Small Group, Evangelistic Strategy, Church Growth
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Mans, Susanna Elizabeth. "Investigation into the feasibility of a dairy processing enterprise through action research with a group of women from an LRAD project." Thesis, 2007. http://hdl.handle.net/10413/5026.
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Poverty is caused by inadequate income. Effective assistance to small-scale enterprises may benefit the urban and rural poor. Small enterprises have the potential to create employment, reduce poverty and support sustainable livelihoods, as small enterprises satisfy local needs, provide employment opportunities in local areas, increase income, ensure food security and improve health. The Department of Land Affairs has recently introduced policies such the Land Reform Policy to correct the injustices of South Africa’s past. During 2005, the KwaZulu-Natal Department of Agriculture and Environmental Affairs introduced the Agrarian Revolution Programme, in an effort to close the gap between the first and second economy. The Agrarian Revolution and the LRAD programmes encourage agribusinesses through the formation of co-operatives or trusts. The purpose of this study was to investigate the potential of an envisaged processing enterprise with a group of women from an LRAD project, within the Engadini Community Trust. An action research methodology was followed. A training manual was developed and training conducted with the Engadini women’s group through which they prepared a business plan, developed prototype products; conducted market research; estimated prices for the products and developed a marketing plan. The study results indicate that the group would have the technical skills to make a good quality product. The group is likely to face problems ensuring a sustainable supply of raw materials as the current supply of milk would hardly be sufficient to supply the target market sampled during the consumer survey. The success of the dairy processing enterprises depends heavily on the ability of the Engadini Trust to overcome internal social problems. Conflict between the Engadini dairy processing enterprise members and conflict within the larger Engadini Community Trust had a crippling effect on the dairy processing enterprise. The main recommendations for the group are that the group needs to secure a sustainable supply or fresh milk. A dairy processing facility that will meet food safety standards needs to be erected for the enterprise. The location of the dairy processing enterprise needs to be re-considered. To overcome internal conflict within the group, the women’s group needs to gain representation on the Engadini Community Trust’s Executive Committee, to ensure that the dairy processing enterprise interests are considered by the Trust. The main recommendations for small-scale enterprises are that they should ensure to have sustainable supply of good-quality raw materials and a reliable, sustainable market, even if the market is relatively small. Policy recommendations are that Government Departments such as the KwaZulu-Natal Departments of Agriculture and Environmental Affairs and Economic Development should consider adapting policies that will focus on funding individual enterprises, rather than group enterprises. A directorate or sub-directorate dedicated to the development of small and medium sized food processing enterprises should be created. The marketing section of the KwaZulu- Natal Department of Agriculture and Environmental Affairs should provide marketing information for small-scale food processing enterprises available to extension officers and small-scale enterprises.
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Kvíčalová, Marta. "Žákovské přezdívky jako součást školské jazykové komunikace." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-352105.
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NÁZEV: Žákovské přezdívky jako součást školské jazykové komunikace AUTOR: School children's nicknames as a part of the school language communication KATEDRA: Katedra českého jazyka ŠKOLITEL: doc. PhDr. Martina Šmejkalová, Ph.D. ABSTRACT The research project deals with children's nicknames from the linguistic and linguodidactic point of view. Nicknames are verbal means of realization of the communication act of addressing and a manifestation of a specific communicative strategies in the classroom. A research of such kind has not yet been carried out in the Czech Republic. We used a questionnaire as a research method. The main research was carried out in two phases and its main purpose was 1.) description and characteristics of 562 nicknames of 8th grade primary school pupils and of the same age group pupils attending "gymnaziums" (eight-year grammar schools) focusing on the motivation of the origin of the nicknames; and 2.) detailed characteristics of 45 selected nicknames focusing on the functioning (perception and experience) in school language communication, from the perspective of the productor (a group where the nickname originated and where it is used), the recipient (a bearer of the nickname) and independent evaluators. Material analysis also allows partial conclusions about the quality of pupils'...
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Sanders, Jacqueline Ruth. "Subject child : the everyday experiences of a group of small town Aotearoa/New Zealand children : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Sociology, Social Policy and Social Work at Massey University, Palmerston North, New Zealand." 2004. http://hdl.handle.net/10179/1624.
Full textAbstract:
This thesis presents an ethnographic account of everyday life for eighteen healthy and safe, small town, Aotearoa/New Zealand children aged between ten and eleven years. It undertakes a social constructionist analysis of five domains of the children's lives; self and identity, their relationships with each other, their relationships with adults, time and space, and safety and risk. These domains reflect the intersection between the children's own lives and their wider contexts. The approach taken is consistent with the new social studies of childhood perspective that has been articulated over the past 15-20 years. This approach, developed in response to a perceived over-determinism in the developmental accounts of childhood, brings to the foreground the need to document more fully children's standpoints. The children held a sense of themselves as good people and their thoughts about the future, relationships and themes of stability were prominent areas of self-development for them. Their friendships provided important social and emotional resources. Making and sustaining friendships involved delicate processes of positioning and while they provided emotional sustenance they could also be a source of confusion and anxiety. Intense friendships were important for both boys and girls. Relationships with adults were critical and time was an important component of good relationships. The children thought about time in a variety of ways, but the linear progression of time from the present out to the future was not a strong component of this. Home was important place to the children, home as stability, as a place for time with parents and for free time were prominent themes. It was also a place of self-care for a number of the children. School time was experienced as time to play with friends and socialise, and schoolwork time. Social time was more prominent in the children's thinking than work time. Global discourses about risk and safety played a powerful role in influencing the ways in which the children spent their time, particularly the ways in which they utilised public spaces. The children were keen to participate in the research and were insightful social commentators demonstrating a passionate interest in being able to express their views and to think about the way that different dimensions of their social worlds influenced the things they were able to do.
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Hung, Sin-Yuan, and 黃信源. "Research of Students Exercising Leadership During The Process of Creative Scientific Activity within Small Groups –Observing Summer Camp of Creative Scientific Toy for Elementary Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/17418044889896950765.
Full textAbstract:
碩士國立臺中教育大學
特殊教育與輔助科技研究所
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This study used a qualitative research method, focusing on observing, interviewing, and doing word-by-word manuscript analysis with students who participated the summer training camp. From the perspective of leadership, power relationship, and Chaos Theory, we analyze the creating process of a scientific society in three aspects: small group interacts, the process of social constructing science, and group creativity. By doing this, we can understand the teaching strategy of small groups, and reflects on the present creativity and research environment. Base on the research goal and methods above, this research obtains the following conclusion: A.Interaction between members and leadership. 1.Even without a designated leader, a group with members not knowing each other at the beginning will eventually generate a leader. 2.The efficient working result of a small group does not represent that every member has been constructed socially or has fully participated. 3.Those who fell competing for the predominating position at the beginning will generate certain resisting and interfering behavior. 4.This result of this research can be categorize into three interacting styles: Style of male-female competition, style of male-female cooperation, and style of leadership monopolizing. B.Social constructing science knowledge and leadership. 1.During the process of making scientific toy, the students didn’t appear to have be self-monitoring. But a group report will accelerate the integration. 2.Through the exercise of argumentation and interaction, the process of society construction can be activated. 3.Group leader undertakes the role as the goalkeeper during the process of knowledge construction. 4.If the leader does not have enough knowledge in related areas, it will effect his or her position in the group and active participation. Once the leader has gained enough information during interaction, he or she will intervene in the operation again. C.Group creativity participation and leadership. 1.Few members have the ability of self-monitoring during the process. If they were unable to express themselves orally, the original goal of creativity will be alter at any time. 2. If a leader lacked the support of legitimate power, and still executed his or her condign power orally or through body languages, the other members’ desire to participate may reduce. 3.When progressing into the working stage, the result of the students’ identities in social roles will be unfavorable for them to participate, to provide opinions, and to construct the society. 4.If we categorize the students into groups base on their difference, it will effect the member’s participation and the style of construction.