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1
Vernersson, Josef, et Al-Kilani Samer Zaid. « Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University ». Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.
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Background:COVID-19 is the most discussed topic since the beginning of the year. Moreover, today's society faces various problems caused by the COVID-19 crisis requiring new knowledge and strategies since various social institutions are affected in different ways, and the education system is included between these institutions. In fact, higher education institutions witnessed a huge transition from traditional classroom-based teaching to a virtual approach and online education. While higher education may have transformed and moved to online due to COVID-19, it is unknown whether the transition resulted in a changeddirectionfor education management. Purpose:This study aims to take a deeper look into how students and teachers are affected by COVID-19 for a higher education institution in Sweden by seeking through how online platforms are used and how it is affecting the users of education. Moreover, the study aims to know what changed in management practices and grading strategies fora sustainable university education quality during pandemics and emergencies. Method:Fulfilling the purpose, qualitative research design gathering empirical data by conducting semi-structured interviews with both students and teachers and taking a single case study approach for Swedish higher education Institute (Jönköping University) using the benefit of various perspectives from different schools that Jönköping University has. Also, higher education in Sweden combines the perspective from both students and teachers as it is on the concept 'freedom with responsibility' with students mainly pursuing their studies on their own or in groups and not focusing on the teacher perspective only. Another unique asset for Sweden higher education is the possibility to access all data collected about schools and students, such as grades which are classified as secondary data. Conclusion:The results show that thetransition affected the education managementsince it impactedthe organizing and communicating. Thenresults showed some factors,such as an earlier experienceplayed a role inadapting education management changessincea new concept of teaching developed withinthis transition with adapted teaching strategies,and students responded to that byimproved learning plans. Anothermain finding ineducation management aspects is the grading strategieswhereit was found that the criteria did not change,but exams got modified,leading to changesin thegradepatternsthat can be described as unnormal. All of that was concluded in a frameworkaccording toour findings and research work.
2
Löve, Jesper. « Contemporary aspects of health and performance among young adult women and men in Sweden / ». Göteborg : Institute of Medicine at the Sahlgrenska Academy, University of Gothenburg, 2010. http://hdl.handle.net/2077/21941.
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De, Herdt Gorik. « Cross-curricular teaching in Sweden and Flanders ». Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29104.
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Cross-curricular teaching is a teaching method in which one or more subjects are used within another subject to make clear links to those subjects. This is to attract pupils that are otherwise maybe not interested in this subject. The aim of this work is to see how this teaching practice is organised these days by asking teachers about their work from a constructivist point of view. For this work written interviews with teachers from Flanders and Sweden have been conducted to see how teachers work in an international context. The results point out that although the teaching practice is different in both regions, the way the teachers think is very similar.
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Larsson, Thomas B. « The Bronze Age metalwork in southern Sweden aspects of social and spatial organization 1800-500 B.C. / ». Umeå : University of Umeå, 1986. http://catalogue.bnf.fr/ark:/12148/cb357239764.
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Fridlund, Veronika. « Play with fire, play with you sometimes : Social aspects of condom use among young people in Sweden ». Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108900.
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Although Sweden invests a great deal of money and effort in prevention work, STIs are a major problem in our society. Young people are at high risk both when it comes to unwanted pregnancies and STIs and several studies have revealed that the condom use is quite low. Condom use is a complex issue. There are often several factors that interact and affect the decision to use or not use condom. The result in this thesis shows that young people have behavioral expectation to use condom, especially for anal sex and vaginal sex with a casual partner (both known and unknown). At the same time, the condom use is low irrespective of type of partner and type of sex. Approximately 20 % of the participants never used a condom during the preceding 12 months. Most of the participants said that reason for their use or non-use was based on partner evaluation. However, our participants indicate that there often is a deeper reason why they do not use condoms. Women talk about their male partner’s resistance against condom use. Men in the other hand mention the problem with fit and feel especially problems related to erection problems when they have been drinking alcohol. One of the most interesting findings is that the participants’ view of sex affected their condom use. Those with a relaxed view (e.g., did not connect love with sex and had had more sexual partners during the past 12 months) had fewer occasions of unprotected vaginal intercourse compared with the participants with a traditional view (e.g., often associated sex with vaginal penetration).The most important thing we need to do is increase ’men’s sense of responsibility and involve them in the prevention work. It is also important that the condom counseling is individualized. It is not enough to simply speak about condom use in general; instead we need to relate condom use to sexual practice and partner type but also to the individuals’ specific condom problem.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Epub ahead of print. Paper 2: Manuscript. Paper 3: Manuscript.
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郭國全 et Kwok-chuen Kwok. « The political economy of educational investment : a review and an appraisal ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.
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Rydberg, Emelie. « Deaf people and the labour market in Sweden : education - employment - economy ». Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10389.
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This thesis focuses on deaf people’s educational attainment, position on the labour market and sources of revenue. These issues are interrelated, for instance a higher level of educational attainment seems to be associated with a lower unemployment rate and higher levels of income. The national context is Sweden and the Swedish welfare state in 2005. All studies in the thesis compare a deaf population, consisting of 2,144 persons born between 1941 and 1980 who have attended a school for the deaf in Sweden, with a general reference population, consisting of 100,000 randomly chosen persons from the total Swedish population born between 1941 and 1980. Data for all studies consisted of registered information about the persons in the year 2005. The results show that there are differences between the deaf and the reference population regarding level of educational attainment, position on the labour market and sources of revenue and disposable income, with the deaf population having a poorer position than the reference population in all areas. There are also differences between the workplaces of the deaf and the people in the reference population, and it is twice as common for people in the deaf population than for people in the reference population to have a higher level of educational attainment than is required for their occupation. These differences between the deaf and the reference population cannot be associated with differences in the independent factors, as for instance sex, age and immigration background, for which the results have been adjusted. This thesis shows that being part of the deaf population appears to be of importance. Factors in conjunction with deafness that can increase our understanding of the differences between the deaf and the reference populations in an educational context, labour market context and economic context are discussed in the thesis.
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Brännlund, Annica. « Non-market outcomes of education : the long-term impact of education on individuals' social participation and health in Sweden ». Doctoral thesis, Umeå universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88369.
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In research, it is typical to analyse and discuss the utility of education in economic terms—specifically the market value of a particular degree or the financial returns associated with additional years in higher education. However, education may also generate outcomes that belong to the non-market sphere, such as open-mindedness, societal cohesion, community involvement, better health, and gender equality; yet these outcomes have received little scholarly attention. The main objective of this thesis, therefore, is to investigate the relationship between education and four non-market outcomes: agency, voice, health behaviour and psychological distress. By utilizing two longitudinal data sets, the Swedish Survey of Living Conditions and the Northern Swedish Cohort, it is possible to assess the long-term effects of education on each of these four non-market outcomes. Results clearly demonstrate that education has a critical impact on each of the outcomes of interest. Having a higher education—and in particular a university degree–enhances individuals’ agency and voice, reduces psychological distress, and improves individuals’ health behaviour. Further, results show that different academic subjects generate field-specific resources. In contrast to a market perspective, where the value of the specific field of study is assessed only in economic terms, results indicate that fields that are commonly viewed as having low market value may actually yield non-economic rewards that benefit individuals in critically important ways. Analyses also show that individual and social factors shape the extent to which education leads to positive outcomes. In terms of agency and voice, results indicate that education can compensate for social differences. Among those with a working class background, earning a university degree contributes to increasing levels of agency and voice, while no significant effects of education exist for those with a white-collar background. Results also demonstrate that the impact of education on psychological well-being differs for men and women. For men, labour market resources (i.e., being employed) was important for reducing psychological distress, while for women social resources (i.e., having a partner) was more important. Due to its use of high quality, longitudinal data, this thesis makes a significant contribution to the scholarly literature and to what we know about the impact of education attainment. A limitation of cross-sectional analyses is that it is difficult to separate causal effects from selection effects. By adopting a longitudinal approach, it is possible to control for earlier (baseline) circumstances and therefore assess the causal impact of education on individual outcomes. This strategy yields robust results that make clear the long-term effects of educational attainment on individuals.
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Ahmed, Osman Mohamoud. « Somali Parents and Parental Involvement in Compulsory Schools in Flen, Sweden ». Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201334.
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Departing from commonly held fact that parental involvement increases students’ academicachievement; The Swedish Schools and parents are required to have close relations with each other. However, low parental involvement becomes obvious norm in Swedish schools nowadays, especially immigrant parents. The aim of this qualitative study is to identify, from the participating parents’ perspective, the challenges that face Somali parents in their interaction with compulsory schools in Flen, Sweden. It will also elaborate on the role of mother tongue teacher as mediator in home-school interaction. The data collected through interviews with sixteen Somali parents in the city shows that understanding Swedish school system, language, parents’ education level, integration, social background, gender role, and communication methods are some of the main challenges that face these parents in their interaction with their children’s schools. Majority of the parents were socially excluded from major culture and lacked understanding towards different social, economic and organizational phenomenon in the Swedish society. The segregation resulted in parents’ disengagement from school and created distrust towards school, mother tongue teachers, social workers and authorities in general. Knowledge generated from this study may give policy makers, school, and interested institutions the needed theoretical foundation to design action plans, programs and policies in order to increase the level of participation of Somali parents.
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Kastner, Andrea Frances. « Lifelong education and social policy : ideals and realities ». Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.
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Many claims have been made about the potential of Lifelong Education, when implemented as a social policy, to bring about a more just society. However, the assumptions underlying these and similar claims have seldom been critically scrutinized. For this reason, there is in the literature a concern that the concept of the "learning society" simply means lifelong schooling and is the rhetoric of social control. In this view, the potential of Lifelong Education as a transformative force for the development of a participator}' democracy and a more equitable distribution of resources remains a Utopian vision.
In this work, an analysis of the assumptions, it was expected, would bring to light the ideological position embedded in Lifelong Education as a social policy tool.
This research therefore, offers a systematic critical analysis of the expected outcomes of Lifelong Education policies. This required the development of a theoretical framework which built upon: 1.) Paulston's model of social change; 2.) Rawls' and others' concepts of justice and equality; and 3.) perspectives on the role of education in society outlined by Aronowitz and Giroux. This framework was employed to analyze 1.) selected publications of UNESCO on Lifelong Education, 2.) Canadian Association for Adult Education and Canadian Commission for UNESCO documents, and 3.) contemporary Canadian federal and provincial education policies. The findings of this analysis were compared with various models of social policy.
Five principle findings emerged from the study. First, the literature, for the most part, reflects a view of society characterized by homogeneit3' and consensus. The model of social change is evolutional, and avoids the structural conflict perspectives. Second, a number of assumptions are made concerning some elements of a theory of justice, but no unified comprehensive theory of justice supports the literature's claims. Third, adopted in the literature is an ideal view of the role of Lifelong Education as a means of producing change in society. The absence of a critical perspective leaves Lifelong Education in the role of reproducing inequalities in society, vulnerable to application as a mechanism of manipulation rather than emancipation. Fourth, the social policy models implied by the literature are not models which are significantly redistributive in their aims. Finally, projected normative outcomes such as "the good society", "improved quality of life", and "a more just society" lack precise definition thereby leaving unexpressed the ideological position on which they are premised. This deprives the field the means of evaluating these policies.
It is argued that if the role of educators in the development of democratic active participation of citizens in the collective formation of public policy is to be taken seriously, the ideological position of Lifelong Education must be more carefully defined and developed so that citizens can reflect on its principles, compare them with alternate ideological positions, and make their choices from this more informed position.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Sandow, Erika. « On the road : Social aspects of commuting long distances to work ». Doctoral thesis, Umeå universitet, Kulturgeografiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43674.
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With its point of departure of increasing numbers of people being engaged in commuting, the aim of this thesis is to reveal prerequisites for and consequences of long-distance commuting in Sweden for the individual and his or her partner. Special attention has been given to prerequisites for long-distance commuting in sparsely populated areas, and to social consequences related to long-distance commuting in terms of gender differences in commuting patterns, earnings and separation. The thesis is based on four empirical studies, presented in different papers. Two studies draw on individual longitudinal register data on all Swedish long-distance commuters living with a partner. The other two focus on commuting behaviour in sparsely populated areas, one based on individual register data and the other on a survey. Long-distance commuting (>30 kilometres) has become an increasingly common mobility strategy among Swedish workers and their households. Results from the thesis show that 11 percent of Swedish workers are long-distance commuters and about half of them live in a relationship. Among these couples many are families with children, indicating the importance of social ties in households’ decisions on where to work and live. Most long-distance commuters are men, and it is also likely that long-distance commuters have a high education level and are employed in the private sector. For the majority, long-distance commuting gives higher earnings; however, men benefit economically more than women do. As long-distance commuting reduces available family time, the non-commuting spouse often takes on a larger share of household commitments. The thesis shows that men’s long-distance commuting may therefore serve to reproduce and reinforce traditional gender roles on the labour market and within households. On the other hand, women’s long-distance commuting can lead to more equalitarian relationships on the labour market and within households. For the majority of couples it seems as if long-distance commuting becomes more than a temporary mobility strategy, while for some couples it does not work out very well. Separation rates are found to be higher among long-distance commuters compared to other couples; especially the first years of commuting seem to be the most challenging. It is suggested that coping strategies are important to make the consequences of long-distance commuting easier to handle and adjust to in the daily life puzzle. For those unable to handle these consequences, long-distance commuting is not a sustainable mobility strategy and can even end a relationship. The extent of long-distance commuting is low in sparsely populated areas, and those who do long-distance commute are mainly men. Most people work and live within the same locality and do not accept longer commuting times than do those in densely populated areas. In this thesis it is argued that facilitating car commuting in the more sparsely populated areas of Sweden can be more economically and socially sustainable, for the individual commuters as well as for society, than encouraging commuting by public transportation.
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Heiskanen, Cassandra, et Victoria Bengtsson. « A study of radiographer student´s knowledge about hygiene aspects : A comparative study in Vietnam and Sweden ». Thesis, Högskolan i Jönköping, Hälsohögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40582.
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Background: It is important to have good hygiene in healthcare. Studies have shown that bad hygiene among healthcare professionals can lead to spread of bacteria and microorganisms, which in turn can lead to healthcare-associated infections. To counteract this there are established routines, laws and regulations, as basic hygiene routines. Purpose: To study the knowledge of hygiene aspects in patient-related work among radiographer students in Vietnam and Sweden. Method: A quantitative study with descriptive statistics and statistical tests, data was collected through surveys and observations. The number of participants in the survey was 100 students, 50 in Vietnam and 50 in Sweden. The observations were conducted on 12 students at a hospital in Vietnam. Data was analyzed in SPSS and then described in text and tables. Results: The students had relatively good knowledge of hygiene aspects, but the results showed that things could be improved in Sweden and Vietnam. There was insufficient knowledge about the use of plastic apron and the use of jewelry such as watches. The students were careful to fixed their hair, have clean work clothes and wear plastic gloves at risk of contact with body fluids. Conclusion: The study shows that there are similarities and differences among the students in both countries. There are areas that can be improved in the countries because knowledge and basic hygiene routines underlie the spread of healthcare-associatedinfectionsBakgrund: Det är viktigt med god hygien inom hälso- och sjukvård. Studier har visat att dålig hygien bland sjukvårdspersonal kan leda till spridning av bakterier och mikroorganismer, vilket i sin tur kan leda till sjukvårdsrelaterade infektioner. För att motverka detta finns framtagna rutiner, lagar och regler som basala hygienrutiner. Syfte: Att undersöka kunskapen om hygienaspekter i patientnära arbete bland röntgensjuksköterskestudenter i Vietnam och Sverige. Metod: En kvantitativ studie med deskriptiv statistik och statistiska tester där datainsamling skedde via enkäter och observationer. Antalet medverkande i enkätstudien var 100 studenter, 50 i Vietnam och 50 i Sverige. Observationerna genomfördes på 12 studenter vid ett sjukhus i Vietnam. Data analyserades i SPSS och beskrevs sedan i text och tabeller. Resultat: Studenterna hade relativt god kunskap gällande hygienaspekter men resultatet visade att saker kan förbättras i båda länderna. Bristande kunskap fanns gällande användandet av plastförkläde samt användandet av smycken som exempelvis klockor. Studenterna var noggranna med att ha håret uppsatt, ha rena arbetskläder och använda plasthandskar vid risk för kontakt med kroppsvätskor. Slutsats: Studien visar att det finns likheter och skillnader bland studenternas kunskap i båda länderna. Det finns områden som kan förbättras i både Sverige och Vietnam då kunskap och basala hygienrutiner ligger till grund för minskad spridning av sjukvårdsrelaterade infektioner.
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Festeu, Dorin. « Social learning programme through physical education lessons in Romania ». Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
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Tah, Nji. « Understanding the attitudes of ethnic minority students towards higher education in Sweden. : A social identity perspective ». Thesis, Umeå University, Umeå School of Business, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34176.
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European higher education is being faced with more and more challenges arising fromdiversity. Diversity arises as Universities seek to achieve higher levels ofinternationalisation by accepting students from as many countries as possible. Everyoneseems to be of the opinion that diversity is essentially a good thing. However, studies haveshown that diversity does not always lead to productivity. In Sweden for example, researchhas found that groups with gender diversity have more productive outcomes, while groupswith ethnic diversity display less positive outcomes. In general, research on highereducation has often showed that ethnic minority students achieve lower levels ofperformance than other students.This thesis studies the factors that affect the attitudes of ethnic minorities, first from a socialidentity point of view, and then by looking at other factors such as expectations ofemployment and the effects of studying in a new educational system. The social identityprocesses that are important in a student context are examined so as to determine those thathave a stronger effect on minority students.For this study, interviews were carried out with three students, and questionnaires were alsoadministered. From the analysis, it is observed that ethnic minority students suffer negativeeffects from being in a cultural minority and often feel dominated by the surroundingculture. Also, they develop less positive attitudes towards their studies because of loweremployment expectations, difficulties of adapting to a new setting and less preparation intheir earlier education.It is suggested that in order to create a more favourable environment for ethnic minoritystudents, steps must be taken to create a better psychological atmosphere for minoritystudents. Also, steps should be taken to improve social contact between students and toenhance the process of group work.The main limitations of the study are time, scope and cost. To be able to carry out a morein-depth study of school performance, it is important to perform more interviews andsurveys, covering a longer time frame.
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Mills, Jared G. « Social studies and global education : viewing economic, social and political aspects of the civil war through multiple perspectives ». The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.
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Lindgren, Joakim. « Spaces, mobilities and youth biographies in the New Sweden : Studies on education governance and social inclusion and exclusion ». Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32542.
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The main theme of this thesis is the relation between education governance and social inclusion and exclusion. Overall the thesis is based on a life history approach were biographical interviews with young people are complemented with other contextual data such as survey data, longitudinal statistics, interviews with local politicians and school actors and local reports. Data were generated in three Swedish areas: a rural area in the North, an advantaged segregated area, and a disadvantaged segregated area in the South. The thesis consists of four articles that use the concepts of biography, space, and mobility. Article 1. examines the increasing usage of biographical registers in school. It suggests that biography as a form of education governance serves to construct the students as both objects for assessment and as a relay for continuous self-assessment. As such, this is a socio-political technology that is important to acknowledge in order to understand processes of social inclusion and exclusion. Article 2. addresses the following empirically generated question: How is it possible to understand the fact that disadvantaged students from a segregated area have such optimistic future orientations in relation to further education and work? Building on life history interviews with a small sample of refugee youth from a disadvantaged segregated area the paper presents a concept labelled Utopian diaspora biography (UDB). UDB describes a process whereby a high level of aspiration concerning education and labour is accumulated as a consequence of the social, temporal and spatial dynamic of the biography. Article 3. is an attempt to develop new understandings about local production of social inclusion and exclusion in a decentralised, individualised and segregated school landscape. Using a wide range of data the article suggests that local differences concerning schooling and the outcomes of schooling – both in terms of statistical patterns and the identities produced – are interrelated and are based on an amalgamation of local policy implementation, material conditions and spatially guided representations. Article 4. deploys the concept of mobility in order to explore how space and class become related to education and social inclusion and exclusion in the three chosen areas as young people are spatially situated but move, want to move, dream about moving, try to move, and fail to move through, in and out of different forms of communities. This paper shows that the possibilities of moving to desired places on the education- and labour market are unequally distributed between young people and between places. The analysis also seeks to move beyond schematic typologies such as those of ‘immobile working class’ and ‘mobile middle class’ by exploring how mobility is made meaningful and how notions about mobility are structured and enable action. In summary, the thesis contributes to the discussion on processes of inclusion and exclusion in contemporary society. These processes are understood as inter-disciplinary problematics that include the social production of spatiality, historicality, and sociality at both the societal level and on the level of identity. Crucial aspects concern aestheticisation and performativity in education which imply an increasing focus on discursive, or textual, dimensions of identity formation and the competitive strategies developed by students in order to secure social inclusion through the marketing of oneself. Under these circumstances, new identities and new forms of social inclusion and exclusion are produced.
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Rigné, Eva Marie. « Profession, science and state : Psychology in Sweden 1968-1990 ». Doctoral thesis, Sociologiska institutionen, Göteborgs universitet, Göteborg, Sweden, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51556.
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This dissertation consists of a case study of Swedish psychology during a specific period of time. It focuses psychology as a scientific discpline, as a professionalised occupation and as a cognitive resource for policy-making. From a general science studies perspective, it aims to provide a sociological and historical analysis of the development of psychological research, psychological practice and psychology's relation to social policy-making in key areas of the welfare state in general. The case study utilises discourse analysis, analysis of archival and documentary material, interviews and bibliometric analyses. It is argued that psychologists have changed their image from being primarily academics to being clinical practitioners whose expertise has moved from differential diagnostics to psychotherapy. Professional discourse has evolved similarly to that shown to be the case in other countries, drawing extensively on rhetorics of economics, humanitarianism and facilitation and control. A critical assessment of discourse analysis and constructionism is provided, arguing for a restricted application of constructionism in science studies. Further, professional action and organisation is analysed. It is argued that the professional project pursued by psychologists is characterised by power struggles within the profession, and is an outcome of adaptation to institutional demands stemming from the labour-market. It results in a pattern of professionalisation which deviates from what is hypothesised by much professionalisation theory. Psychology's role as a cognitive resource for social policy-making is analysed in relation to claims to decisive influence made by psychologists. It is argued that psychology has played a negligible role in key areas of policy-making. The case illustrates the politicisation of science rather than the scientization of policy-making. Finally, psychology's development as a a discipline is analysed. It is argued that the changes in the system of research and higher education illustrates the increasing influence of non-cognitive factors on disciplinary development. It has provided academic psychology with potential for growth but at the same time weakened its disciplinary core. Academic psychology has been more theoretically and methodologically diverse than is usually claimed, but a rivalling knowledge ideal to the traditional academic one has been introduced by sectorial research policy.
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Angelis, Desi. « Adult numeracy, mathematical education and social meanings ». Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.
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Bibliography: pages 74-83.In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
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Ermakov, D. S. « Education for sustainable development : social ecological and economic aspects of the environment ». Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.
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Toriola, AL, O. Lateef, GP Amusa et K. Konstantin. « Physical Education as a tool for developing health and social skills : Results of a pilot study in South Africa and Sweden ». African Journal for Physical, Health Education, Recreation and Dance, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001022.
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A cooperation project on school physical education (PE) was established between the Tshwane University of
Technology, Pretoria, South Africa and the University of Gothenburg, Sweden. The project was funded as part of
the international cooperation agreement between South Africa and Sweden. The aim of the project was to investigate
discrepancies between intended subscription and actual provision for PE/Life Orientation (LO) in Swedish and
South African schools. Presented in this paper are results of the pilot study on the comparative research project
which focused on PE as a tool for developing health and social skills among Swedish and South African school
children. A major objective of the project was to investigate how provision for PE is defined in formal school
settings in both countries. To answer the question we constructed a 23-item questionnaire measuring PE provision
and children’s attitudes towards the subject in primary and lower secondary schools. A questionnaire was
constructed utilizing a) participant observations of lessons in Sweden and South Africa, b) semi-structured
interviews with school principals and PE teachers in both countries, and c) analyses of policy documents in each
country. The pilot instrument consisted of four batteries of questions: a) Health promotion (8 items), b) Social
development (8 items), c) Personal development (10 items), and d) Physical development and movement (6 items).
The questionnaire was developed in two almost identical versions and was completed by primary school pupils in
South Africa (n =105) and Sweden (n = 42). In order to improve the reliability and the construct validity of the
questionnaire we modified the pilot versions of the questionnaire eliminating poorly fit items using various
statistical techniques. Pupils’ answers to the questionnaire were analyzed mainly through structural equation
modeling techniques (AMOS). This technique facilitates the simultaneous analysis of the robustness of the whole
instrument and the test of each battery of questions. The statistical analyses were aimed at designing a questionnaire
with very good fit indices for Swedish and South African contexts. Results yielded substantial Cronbach’s α: whole
instrument (α=.84); Health promotion (α=60), Social development (α=60), Personal development (α=79), Physical
development (α=76), which showed acceptable reliability estimates for the questionnaire subscales.
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Tench, Elizabeth. « The nature of social cognition in high-performance adolescent team athletes ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ38987.pdf.
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Byrom, Tina. « 'The dream of social flying' : social class, higher education choice and the paradox of widening participation ». Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11053/.
Texte intégralRésumé :
Widening Participation in UK universities is currently a key political concern. Whilst the under-representation of particular groups has been a feature of higher education for many years, participation for groups identified by gender, ethnicity and disability has seen some improvement. However, the participation of students from low social class groups remains an issue. Whilst there are a number of intervention programmes that seek to increase the numbers of young people from disadvantaged backgrounds who do go on to higher education, in this thesis I work closely with a group of non-traditional students who participated in a Sutton Trust Summer School. In attempting to understand the complexities of social class participation in HE and the perceptions of an HE hierarchy, I draw heavily from Bourdieu's notions of habitus and field. The findings from this study raise numerous issues for intervention programmes such as the Sutton Trust. In presenting the findings, I explore three arenas of influence: habitus influenced by home context; habitus influenced by institutions such as school and the Sutton Trust and also the idea of living with a ‘split’ habitus - a habitus in tension. Throughout the findings sections, I draw from the experiences of the young people to argue that their ‘class’ based practices align more closely with those of the middle classes and that their decision to go to university was made early on in their educational journeys. Their pursuit of higher education with a particular focus on the types of HE institutions they were willing to consider, presents an interesting issue for those working in the widening participation arena. The students in this study were already equipped with the ability, knowledge and desire to apply to an elite institution prior to their Sutton Trust experience. I describe this position in terms of a 'trajectory interruption' where the expected trajectory of an individual can be influenced by the numerous fields of which they are a part. I draw specifically from the notion of habitus to explain how their respective 'trajectory interruptions' occurred. The 'dream of social flying'(Bourdieu 1993: 2) places these students in particular positions within the educational field - positions that are conducive to any form of trajectory interruption.
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Gynne, Annaliina. « Languaging and Social Positioning in Multilingual School Practices : Studies of Sweden Finnish Middle School Years ». Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31774.
Texte intégralRésumé :
The overall aim of the thesis is to examine young people’s languaging, including literacy practices, and its relation to meaning-making and social positioning. Framed by sociocultural and dialogical perspectives, the thesis builds upon four studies that arise from (n)ethnographic fieldwork conducted in two different settings: an institutional educational setting where bilingualism and biculturalism are core values, and social media settings. In the empirical studies, micro-level interactions, practices mediated by languaging and literacies, social positionings and meso-level discourses as well as their intertwinedness have been explored and discussed. The data, analysed through adapted conversational and discourse analytical methods, include video and audio recordings, field notes, pedagogic materials, policy documents, photographs as well as (n)ethnographic data. Study I illuminates the doing of linguistic-cultural ideologies and policies in everyday pedagogical practices and focuses on situated and distributed social actions as nexuses of several practices where a number of locally and nationally relevant discourses circulate. In Study II, the focus is on everyday communicative practices on the micro and meso levels and the interrelations of different linguistic varieties and modalities in the bilingual-bicultural educational setting. Study III highlights young people’s languaging, including literacies, in everyday learning practices that stretch across formal and informal learning spaces. Study IV examines social positioning and identity work in informal and heteroglossic literacy practices across the offline-online continuum. Consequently, the four studies map the kinds of languaging practices young people are engaged in both inside and outside of what are labelled as bilingual school settings. Furthermore, the studies highlight the kinds of social positions they perform and are oriented towards in the course of their everyday lives. Overall, the findings of the thesis highlight issues of bilingualism as pedagogy and practice, the (un)problematicity of multilingualism across space and time and multilingual-multimodal languaging as a premise for social positioning. Together, the studies and the thesis form a descriptive-analytical illustration of “multilingual” young people’s everyday lives in and out of school in late modern societies of the global North. Overall, the thesis provides insights concerning the education and lives of a large, yet sparsely documented minority group in Sweden, i.e. the Sweden Finns.Denna avhandling fokuserar på ungdomars språkande, inklusive literacy-praktiker, och dess relation till deras meningsskapande och social positionering. Avhandlingen tar avstamp i sociokulturell och dialogisk teoribildning och bygger på fyra studier som blivit till genom (n)etnografiskt fältarbete i två olika sammanhang: inom en skola där tvåspråkighet och bikulturalitet är viktiga värderingar, och sociala medier. I de empiriska studierna undersöks hur interaktion, språkande och literacy-praktiker och sociala positioneringar görs på mikronivå. Dessa fenomen studeras vidare i anslutning till och som en del av diskurser som drivs på meso-nivå. Avhandlingens data har analyserats med tillämpade samtals- och diskursanalytiska metoder och inkluderar video- och audioinspelningar, fältanteckningar, pedagogiska material, policy-dokumentation, fotografier samt (n)etnografiskt skapad data. I Studie I undersöks hur lingvistisk-kulturella ideologier och policys görs i vardagliga pedagogiska praktiker. Den fokuserar på situerade och distribuerade sociala handlingar som praktiknexus där flera lokalt och nationellt relevanta diskurser cirkulerar. Studie II intresserar sig för vardagliga kommunikativa praktiker på mikro- och meso-nivåer samt för samspelet av språkliga varieteter och modaliteter i den tvåspråkiga-bikulturella skolan. I Studie III studeras ungdomars språkande, inklusive literacies, i vardagliga lärandepraktiker som sträcker sig över tid och rum i formella och informella lärandemiljöer. Studie IV fokuserar på social positionering och identitetsarbete i informella och heteroglossiska literacy-praktiker både offline och online. Tillsammans kartlägger de fyra studierna olika slags språkandepraktiker som ungdomarna deltar i och bidrar till både inom och utanför vad som kallas för tvåspråkiga skolsammanhang. Vidare illustrerar studierna vardagslivets görande av olika slags sociala positioneringar och identitetsperformanser. Resultaten visar på hur tvåspråkigheten i skolans värld kan ses som både pedagogik och praktik, att flerspråkigheten är (o)problematisk för ungdomarna och för skolan och att språkandets karaktär som flerspråkig och multimodal är central för social positionering. Studierna och avhandlingen bildar tillsammans en deskriptiv-analytisk illustration av ”flerspråkiga” ungdomars vardag i och utanför skolan i ett senmodernt nordiskt samhälle. Vidare bidrar avhandlingen till kunskapsbasen gällande utbildningsfrågor och vardag för en av Sveriges nationella minoriteter, sverigefinländare.
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Levine, Diane Thembekile. « Adolescent girls, social cognition and technology ». Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/75499/.
Texte intégralRésumé :
Technology is almost ubiquitous among adolescents in contemporary British society. Despite this, we do not have a meaningful understanding of the interplay between adolescent girls’ developing social cognition and their use of digital devices. This study aims to address this gap in understanding. Four pre-pubescent and eleven pubescent young women based in the Midlands and from across the socio-economic spectrum participated between 2012-2013. Participant completed six research tools and eleven of them participated in a face-to-face interview. Three tools were adapted from the existing psychology literature, and the remainder were developed specifically for this study. The tools explored technology-mediated attachment and relationships, self and identity, attribution and Theory of Mind. The findings suggest that the moral panics surrounding technology use in adolescence are misplaced; rather, adolescent girls with a good range of personal and situational resources are likely to exert considerable choice in their uses of technology, and social media in particular. Valsiner’s Zones and life course perspectives were used to conceptualise the emerging understanding of technology-mediated social cognition in adolescent girls. This theoretical framework made it possible to do four things. Firstly, to recognize adolescents’ active choice and agency. Secondly, to articulate development opportunities within individuals, relationships and technological environments. Thirdly to locate physiological and psychological development within the broader socio-technical realm. And finally, to see technology as neither positive nor negative but as shaping, rather than defining adolescent perspectives, behaviours and relationships. These possibilities suggest that, rather than attempting to shoehorn adolescent experience into a single paradigm or model we need to ask ourselves key questions about the interplay between the individual adolescent and the technology they choose to use.
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Simon, Amanda Rachel. « The social positioning of supplementary schooling ». Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4160/.
Texte intégralRésumé :
This research study constitutes an ethnographic investigation of the social positioning of 16 ‘supplementary schools’. The study incorporates positioning theory coupled with Blommaert’s approach to discourse as theoretical and analytical frameworks. The realm of supplementary schooling is complex and diverse with each school engaged in various educational projects dictated by multiple socio-political and historical factors. This complexity however is not adequately represented within current research literature. The first phase of this study investigates the key purposes of 16 diverse supplementary schools in Birmingham. This phase also encompasses the establishment of a framework in which the social positioning of schools are represented. Such a framework will challenge existing essentialised notions of supplementary schooling. This aspect of the study is achieved through semi-structured interviews with school leaders from all 16 schools. This social positioning of supplementary schools is further explored within phase 2 of the study, through an in-depth case study of an African-Caribbean school. Here, classroom observation fieldnotes, interactive recordings and staff interviews afford an exploration of the relationship between school positioning and micro-level discursive practices. Analysis of this data demonstrates that supplementary schools are complex socio-political enterprises that are situated within and respond to multiple historical, social and political storylines. The study argues that these historical, social and political contexts should be considered in order to gain a developed understanding of the role and social positioning of these institutions.
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Pihlaja, K. (Kaisa). « Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning ». Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.
Texte intégralRésumé :
Today’s society and modern working life is in a constant change which poses challenges for professional expertise as well as to educational systems that are expected to produce the future experts. Work tasks are becoming increasingly complex and multifaceted in which domain-specific knowledge and routine expertise may not suffice anymore, but calls for adaptive expertise: the ability to adapt in new and unfamiliar settings, use knowledge flexibly in creating high-quality, innovative solutions to problems, and to constantly learn new and renew expertise.
The previous studies on expertise have informed our understanding about expert performance and learning of expertise, but have mainly concentrated on the cognitive aspects of expertise. Thus it is important to gain more information about adaptive expertise, and especially about the social aspects of adaptive expertise which has been studied less. Also, due to the challenging nature of expert work in modern working life and the fact that work is in increasing amounts performed in teams, this context is important to study. The current study aims at exploring adaptive expertise in working life, more precisely, in the context of teamwork environment to gain more information about the social aspects of adaptive expertise, learning of expertise, and what kind of an effect teamwork environment has in it.
The participants in the current study were six adaptive experts from ICT domain. ICT domain was selected as the setting for studying adaptive expertise for the reasons that the domain includes knowledge workers whose jobs require specialization and adaptive expertise on specific domains, often knowledge on only one domain is not enough but diverse knowhow and skills are needed, and work is mainly done in teams. The data was gathered with semi-structured interviews and qualitative content analysis was used to analyze the interview data.
The results of the present study give further evidence that adaptive expertise is a highly social phenomenon. Adaptive experts possess good social skills which they make use of when solving work-related complex problems in collaboration with other people, which in turn leads to further growth of their knowledge and skills. The current study also brought forward the various challenges but also the affordances of teamwork environment which not only provide for effective problem solving but also learning and developing expertise when collaborating with other people. Also, the results of this study give support to the view that ICT companies could be considered as second-order environments that promote learning of expertise. In an ICT company the continual contributions to technological and strategical knowledge means that conditions keep changing, and thus there is a need to adapt to these progressive set of conditions. This in turn means that experts need to continually redefine problems at a higher and usually more complex level that are beyond their existing competence, which in turn develops their expertise further.
Based on the results of the current study, implications are suggested related to optimal composition of teams as well as communication and information sharing in organizations, the importance of collaborative problem solving in educating future experts, as well as how in expert research the social aspects of adaptive expertise and learning of expertise should be regarded with equal importance as the cognitive aspects.
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Starnino, Vince. « Religion, spirituality, and social work education : taking the next step ». Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32830.
Texte intégralRésumé :
Despite calls for increased attention to religion and spirituality in social work education and practice, the topic remains a neglected area. This small exploratory study seeks to examine barriers that cause religion and spirituality to continue to be on the periphery in social work education. Involved are six faculty members, teaching a range of social work courses. Insights into some of the controversial issues that arise in the classroom when religion and spirituality are discussed are offered. Findings suggest a lack of uniformity in teaching approaches, indicating that educators may be unclear about how to address the topic.
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Lacey, Jacqueline Marie. « Teaching social skills through environmental education ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Texte intégralRésumé :
This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
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Cooper, Paul. « Live and learn : the educational and social experience of adult, returning learners ». Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683180.
Texte intégral
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Osuji, Marynnachebem Veronica. « Fostering Multiculturalism in Higher Education : A case study of university teacher’s perception and pedagogical strategies for fostering multicultural education in Sweden ». Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147297.
Texte intégralRésumé :
Education should empower all students to attain their maximum potentials as learners. Equally, it makes them socially acquainted and dynamic people in local, national, and international situations. Multicultural education (MCE) emphasizes the essential need to set up institutions to promote the transformation of society in general and the elimination of misconceptions, prejudice, oppression, and injustice. This study analyses university teachers’ perceptions of and pedagogical strategies for fostering multicultural education in Swedish higher education as well as how individual teachers’ backgrounds and views influence their strategies of fostering MCE in Sweden. It embraces a qualitative research method and a case study design in attempting to answer how and what research questions. The concepts of education, culture, multiculturalism and race are examined and used to offer insights to the whole study. The theory of globalization and social justice theory have been utilized in this investigation to ground and control the research process. The findings of this study show an important pedagogical tool in teaching students of different backgrounds. However, teachers face a range of challenges on strategies of implementation, which is mainly their insufficient knowledge about what MCE actually is.
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Wright, Sofia A. T. Hiort. « Social Change, Gender and Education : Exceptional Swedish Immigrant Women at North Park College, 1900-1920 ». VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1317.
Texte intégral
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Jordan, Steven Shane. « The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
Texte intégralRésumé :
This thesis is situated in the history of British debates over the relationship of technical and vocational schooling to capitalism. It analyses the impact of 'new vocational' policy initiatives on English education from the 1970s, using an approach termed 'historical ethnography.' Using this methodology, it draws on ethnographic studies of the Technical and Vocational Education Initiative (TVEI) between 1985 and 1992.My argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
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Terry, David Patrick. « Social Justice Education| Examining Aspects of Power & ; Privilege Influential to an Educator's Efficacy ». Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539453.
Texte intégralRésumé :
This thesis examines how White educators can more effectively integrate Critical Pedagogy into praxis working with predominantly White collegiate communities. It asks: How can White Male educators working in predominantly White collegiate communities, use their own power and privilege as sources of currency to catalyze student awareness of social justice and becoming agents of change in their own lives? This thesis used a mixed methods approach that incorporated heuristic and case study methodologies to address the thesis question. The heuristic study was conducted with an intensive, environmentally-focused rafting undergraduate course at Progressive College. Additionally, case study research was conducted with White Male educators working in higher education at Progressive College. The results consisted of pre/post-course questionnaires and interviews conducted with the case study participants. This thesis argues that a White Male educator's currency, including, positionality, identity, experiences and competency influences the efficacy of an educator's ability to integrate Critical Pedagogy into praxis when working within White collegiate communities. It makes claim that the alignment and similarities between student-teacher identities and experiences result in the educator being more effective in working with specific populations based on their ability to relate, be empathetic and supportive throughout the process of transformation.
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Sams-Iheme, Mira. « The psychological aspects of battered African-American women ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/AAIEP15793.
Texte intégralRésumé :
There is sparse research on the battering phenomena as it relates to African-American women. Therefore, this study was undertaken in order to determine whether a relationship existed between battering, depression and low levels of self-esteem in African-American women. Another purpose of this study was to obtain a profile of demographic characteristics of these battered African-American women.
The study was conducted in two battered women shelters located in metropolitan Atlanta, Georgia. The actual site locations were in Fulton and DeKalb counties. A quasi-experimental design was used. The non-random sample consisted of 53 African-American women who resided in the battered women shelters during the research period. The Beck Depression Inventory, the Coopersmith Self-Esteem Inventory and the Questionnaire for Battered African- American women were administered. l Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Statistical procedures that were used to analyze the data from this study were frequency analysis and the Pearson R. The results indicated that there was a relationship between battering and depression in African- American women. There were also variations in the demographic data of these women.
Limitations of this research and implications for counselors are included. Recommendations for future research conclude this work.
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Stephens, Michael 1964. « The interface between education and social change efforts in civil society agencies / ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33930.
Texte intégralRésumé :
Social change strategies grounded in theory help change agents to be more effective in their efforts. This study attempts to make explicit the links between public education efforts and the social change goals of non-profit organizations through an examination of both radical humanist thought and various social change theories.This thesis maintains that public education is an essential component of lasting change, serving eleven identifiable roles in the social change process. Of particular note, education can serve to challenge the dominant corporate paradigm and to develop an informed, critical, and more active citizenry. Education can also help create an environment conducive to achieving systemic changes. It is argued that civil society organizations are well situated to play a leading role in the creation of a more just and healthy society. Public education is proposed here as an approach that shows considerable promise to move us in that direction.
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Eklund, Michael. « On vocational rehabilitation in northern Sweden : with focus on life satisfaction and outcome prediction ». Doctoral thesis, Umeå universitet, Rehabiliteringsmedicin, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101289.
Texte intégralRésumé :
A consecutive series of 149 subjects with complete or partial vocational disability due to somatic ill-health were investigated at admission for vocational rehabilitation and two years later. Subjects filled in checklists which encompassed 5 socio-demographic, 5 psycho-social and 9 life satisfaction items. Moreover, 5 dimensions of "handicap" were assessed. At admission subjects were physically examined. In this diagnostically mixed sample 80 of them had non-specific locomotor dysfunction with pain ("algia"). In this sub-sample 23 symptoms (yes/no alternatives) and 24 signs (present/not present) were registered. At the two-year follow-up actual source and level of income were registered and 126 subjects reported their levels of life satisfaction. A reference population including 163 employed subjects was used for comparisons of levels of life satisfaction.At admission satisfaction with life as a whole (level of happiness) and with 6/8 domain specific life satisfaction items were significantly lower for the vocational rehabilitation clients than for the references. Psycho-socio-demographic items formed 5 factors, two were socio-demographic and three psycho-social characteristics. Only few were "handicapped" concerning orientation, mobility and self-care, while the majority were financially and/or occupationally "handicapped". At the two-year follow-up 91% of the partly and 67% of those who at admission were completely vocationally disabled were undergoing education or were gainfully employed, giving a success rate of 77%. Moreover, return to work from unemployment resulted in significantly increased income. Successful rehabilitation resulted in normalization of the majority of life satisfaction domains. This was particularly true for overall vocational satisfaction. Level of happiness was increased but not up to the level of the references. At follow-up the level of or change in (admission/follow-up computations) vocational satisfaction were major predictors for level of or change in happiness. Hence, successful vocational rehabilitation led to increased social well-being. For the total sample major predictors of outcome were: Level of experienced health and belief in vocational return. It is suggested that these two variables arc useful instruments for vocational rehabilitation decision making. In the algic sub-sample signs and symptoms were - statistically - combined into 8 meaningful entities, characterizing regional, postural and relational syndromes. Whereas these may not necessarily be generalizable they may be of clinical descriptory value. However, only one of them contributed to outcome prediction; the major predictors for those algic subjects being belief in vocational return and sex.S. 1-48: sammanfattning, s. 49-125: 5 uppsatser
digitalisering@umu
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Sewell, Alexandra. « Young social beings : an investigation into the social interactions and relationships of a Year Five class ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7049/.
Texte intégralRésumé :
The research study employed a mixed methods research design to investigate the social interactions and relationships of a Year Five, mainstream Primary School class. The first strand of the research empirically evaluated an adaptation of the Applied Behaviour Analysis (ABA) intervention 'The Good Behaviour Game' (TGBG), which aimed to increase the positive social behaviour of the Year Five class. TGBG is a dependent group contingency, behaviour management intervention which is implemented at the whole class level. The research employed a single case, ABAB reversal design to evaluate its efficacy for promoting behaviour change for the target social behaviours of working as a team, supporting peers and positive social interactions with a peer. Observation data was also collected for a focus participant to explore the effects of a universal intervention at the targeted level of an individual participant. The second strand of the research utilised Personal Construct Psychology (PCP) to explore participants' construing of their social interactions and relationships with others. The repertory grid interview method was used to interview 8 participants. The PCP strand to the study was perceived to add an illuminative addition to the ABA strand, which incorporated a constructivist approach to understand the unique perceptions and views of the child.
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Blizniuk, Viktoryia. « Health literacy among young people in Sweden : Qualitative study of the school-based health education ». Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39875.
Texte intégralRésumé :
The basic components of the health literacy are ability to get access to the health-related informationand understand it. For the young people the most appropriate source of information, including abouthealth, is school. Studies on health education showed that there are some problematic issues in thehealth education in the schools in Sweden which result in non-application of the knowledge by thestudents.Thus, the aim of this study was to explore and analyze school-based health education in Sweden fromthe youth perspective. The purpose of the study was to indicate the best practices of health educationwithin schools in Sweden and reveal the most problematic fields and gaps in it from the point of viewof the youth.Qualitative research was conducted for exploring the research problem. Therefor semi-structuredinterviews were held with young people aged 18-25 having studied in the schools in Sweden. The datawas analyzed within social learning theory with application of thematic analysis methodology. Besides,literature and previous researches review has been conducted as a background study.In the result of this research it was revealed that although young people are satisfied with the resultsof the health classes and show trust to the school as a source of information, some information lacksin the health education, e.g. mental health education. Besides, some issues have been noticed as to theschool environment around health education which can impede application of the health knowledge.
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Hu, Bo. « Education for migrant children : policy implementation in the changing urban education system in China ». Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.
Texte intégralRésumé :
This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives, which grants local governments and schools scope to act with discretion. Non-implementation of sufficient funding and school access policy result from self-interested and habitual decisions of local governments. Implementation of equal opportunity policy is affected by the workings of the exam-oriented education system in China. Social integration policy appears to be well-implemented due to effective school support available to migrant children and good intergroup relationship between migrant and urban children. The findings imply that further policy reform is needed to improve the educational opportunities of migrant children. In particular, special attention should be focused on those policy areas not effectively implemented and more support should be directed to those migrant children who are more disadvantaged.
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Wuest, Leslie Grace. « Factors Associated with Inclusion of Spirituality in Secular Social Work Education ». PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/301.
Texte intégralRésumé :
In a diverse society, social work practitioners must be able to work with and respect people from a wide variety of cultures and ethnicities and with different value systems and ideological perspectives, including spiritual or religious beliefs. Accordingly, social work education has begun to incorporate the topic of spirituality. This study builds upon previous studies by Dudley and Helfgott (1990) and Sheridan et al. (1994) which focused on views of faculty members regarding spirituality in social work education and support for a course on spirituality in the social work curriculum. This study goes on to examine inclusion of spirituality in general social work courses. The study involved a survey of social work faculty members who teach courses in direct practice, human development, and diversity, with a response rate of 52% (N = 222). The 40-item web survey replicated items regarding faculty views about spirituality and social work, and measures of personal experience with spirituality from Sheridan's (1994) survey. Items regarding faculty and student inclusion of spirituality, classroom management strategies, and discussion outcomes were original to this study.Results showed that in addition to 9 faculty who teach courses in spirituality, 75.1% of faculty members surveyed report a moderate or substantial discussion of spirituality in half of the courses they teach. Multiple regression analyses showed an association of faculty inclusion of spirituality to student inclusion and constructive discussions of spirituality, the school offering a separate course on spirituality, female gender, and full time status (p < .001). Faculty-reported student inclusion of spirituality was associated with faculty inclusion, conflictual discussions, constructive discussions, and use of classroom rules (p < .001). Constructive discussions of spirituality were associated with use of modeling and facilitation, faculty inclusion, and student inclusion of spirituality (p < .001). Several path models were compared using AMOS software. Results suggest that when faculty members include spirituality, students are more likely to discuss the topic. Faculty members report frequently including the topic of spirituality in the content of general social work courses. Classroom rules are related to increased student participation, and modeling and facilitation promote constructive discussion of spirituality.
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Cabrera, Hernández Francisco-Javier. « Essays on the impact evaluation of education policies in Mexico ». Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63707/.
Texte intégralRésumé :
This thesis gathers research on three impact evaluations of interventions at the school and student level in Mexico. The first chapter evaluates the effects of a School Breakfast Program (SBP) on children's outcomes such as cognitive skills, illness, height and weight and grade repetition in the period 2002 to 2005. Quasi-experimental estimations provide evidence of positive effects on children's weight; however, such gains push children over their 'ideal' standardized average causing them overweight. This effect is significantly higher in the case of poorer children. The second chapter evaluates a Full-Time Primary Schools Program implemented in 2007, to work out if changing the time pupils spend at school can enhance skills in language and mathematics. Differences in Differences regressions point to a significant improvement of 0.11 standard deviations in mathematics and Spanish test scores after four years of treatment. These gains are three times higher in schools located in deprived areas and do not seem to be driven by students self-selection. The last chapter focuses on an exogenous policy change in Mexico which eliminates enforced grade repetition for all first to third grade students. This reform helped schools to reduce repetition rates from varying higher levels to almost zero in one academic year. Estimations coming from two-way fixed effects models using a panel of schools show an average reduction in dropout rates after reform implementation of 0.3% points along with no seeming effects on pupil's performance. General findings from the three chapters are of strong significance when placed into the broader debate about what works best in schools for improving children's academic performance and general education outcomes in Mexico.
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Bjursén, Elsa. « Lost in Translation ? : How health literacy impacts refugees in Sweden ». Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446917.
Texte intégralRésumé :
The covid-19 pandemic has resulted in millions of lost lives, hundreds of millions ill, and an unwelcome interruption in our lives and in the world order. During the pandemic, we have been fed with massive amounts of information and regulations on how to act to reduce the spread of the virus. To properly make use of the information we receive, health literacy is needed. Health literacy is the basic reading and writing skills that enable us to obtain health-related information. However, the information we are given often requires advanced reading skills, contextual knowledge, and capabilities to process and adapt the information to personal situations. These are requirements that can prove challenging for individuals with little or no previous education. This study seeks to answer how health literacy impacts the capability to access and process information, and how accessible information regarding the covid-19 pandemic is. The study focuses on refugees, with little or no education studying at Swedish For Immigrants (SFI) track 1. Refugees are relevant to study as refugees are more socio-economically vulnerable, have been seen to be disproportionately affected by the covid-19 pandemic, and can be argued to face greater challenges in accessing information. The study is done through a small number of interviews with individuals from the focus group. The results indicate that the respondents have good knowledge of common symptoms and measures to avoid spreading the virus. However, the findings do show that the information material available on the Swedish authorities’ websites is too difficult to understand for someone with limited reading skills. This also applies to material that is claimed to be easy to read. Yet, the respondents do grasp the overall content due to pictures and illustrations. The findings are compared to a survey of information during the pandemic among non-fluent Swedish speakers conducted by MSB. The comparison shows support for certain findings from the interviews.
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Al-Baldawi, Hassan. « Economic integration of Iraqi immigrants with higher education into the Swedish labour market ». Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21243.
Texte intégralRésumé :
The issue of unemployment and labour integration of immigrants into the labour market in host countries has always been a source of debate among the public and policymakers in the host countries. This study focuses on the economic integration of highly educated Iraqi immigrants into the Swedish labour market. Based on semi-structured interviews with eight Iraqi immigrants living in Malmö, who have higher education from Iraq, this study aims to illuminate the obstacles and opportunities for Iraqi immigrants to integrate into Swedish labour market, and to find out if their position in the Swedish labour market corresponds to their academic qualifications obtained from Iraq. The theoretical framework of this study explores the concepts of integration, human capital, social capital, and discrimination. Findings of the study revealed that, lack of fluency in Swedish language, family responsibilities, and devaluation of human capital function as main obstacles for highly-educated Iraqi immigrants’ integration into Swedish labour market. The social networks of Iraqi immigrants can be considered as a tool to avoid unemployment in Sweden, but at the same time, it provides access only to a certain categories of jobs that are not in par with higher education of these immigrants. Furthermore, the finding of this study also reveals that the positions of the highly educated Iraqi immigrants have acquired in the Swedish labour market are not commensurate with the educational qualifications they have from Iraq.
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Kwok, Ka-ho, et 郭家豪. « Politics, social change and education reform in Taiwan, 1994-2008 ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45455831.
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Yung, Man-sing, et 容萬城. « Education and the labour market : the implications of higher education expansion in Hong Kong in the1990s ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.
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Agbley, Gideon Kofi. « Social mobility and education in Ghana : interactions between capabilities and educational outcomes ». Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.
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Christensen-Needham, Vicki. « Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education ». Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5014.
Texte intégralRésumé :
This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and talented children. It addresses the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Quantitative data was collected in the form of questionnaires to collect information from a range of participants and to identify potential participants for individual interviews. More in-depth qualitative data were collected through semi-structured interviews conducted with four teachers.
The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and talented children. Teachers expressed positive attitudes towards gifted and talented children while acknowledging their lack of personal knowledge about gifted and talented education. The findings also identified teachers‘ frustrations at barriers affecting their ability to support gifted and talented children‘s social and emotional needs in their classroom programmes, including, limited personal knowledge and skills, lack of professional development, lack of time to spend with gifted and talented children, and school directed priorities for meeting the needs of other children.
The findings of this study have implications for teachers wanting to support gifted and talented children, educators interested in the social and emotional needs of gifted and talented children, and those responsible for gifted and talented education (GATE) programmes and GATE professional development. It would seem that it is highly desirable for all teachers to have professional development in gifted and talented education, in order to better understand social and emotional aspects, and thereby provide a more supportive environment where gifted and talented children can learn and grow.
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Ojala, Burman Emma. « Impact of demographic factors on information security awareness : a study on professionals and students in Sweden ». Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20151.
Texte intégralRésumé :
Over the past year, cyberattacks have increased and one of the reasons is a lack of security awareness in society. The Covid-19 pandemic has forced a drastic change in working conditions and the most prominent shift is that many people had to start working from home. From an information security perspective, this places great demands on the individual since they are not protected by their organization's security solutions in the same degree as in the physical office space. This is being exploited by cybercriminals and the issue of focusing on the human aspect of information security is becoming more essential. Education is used to increase information security awareness (ISA), which in turn leads to improved security behavior. Through education, organizations can therefore reduce the risk of being exposed to various cyberattacks. To develop training programs within information security, one should look for the underlying factors that have an impact on ISA. Therefore, the purpose of this study is to see if demographic factors have any impact on ISA among Swedish professionals and students. The study is based on a quantitative survey in which a total of 157 professionals and students participated. The study was conducted using The Human Aspects of Information Security Questionnaire (HAIS-Q), which is a validated questionnaire developed to measure ISA. The results of the study strengthen previous findings that knowledge about security policies is a crucial factor for a high ISA. In addition, age and level of education also show an impact on ISA. Information about underlying factors that impact ISA can be useful when designing training programs in information security for Swedish professionals and students.
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Althonayan, Mona. « Evaluating stakeholders performance of ERP systems in Saudi Arabia higher education ». Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7502.
Texte intégralRésumé :
Enterprise resource planning (ERP) systems are complex and comprehensive software packages designed to integrate business processes and functions. Despite the difficulties and risks of implementing such a system, the last decade has seen a remarkable global diffusion of such systems. To cope with technical developments, the Saudi Arabian government is starting to implement them in both private and public organisations, including the higher education (HE). HE in Saudi Arabia applies integrated solutions to replace existing systems, supporting all its business functions and improving effectiveness and efficiency. Evaluating the impact of ERP adoption on stakeholders’ performance is complex and no single existing model was considered adequate. To overcome their various weaknesses, this study integrates three models (Task Technology Fit, the Information Systems Success Model and End User Computing Satisfaction) to produce a new model which offers a comprehensive view of the most important factors affecting stakeholders’ performance. This integration results in a theoretical framework that is used as model for empirical investigations of the impact of ERP systems on HE stakeholders. The aim of this research is to assess the impact of ERP systems on Saudi academic institutions, focusing on stakeholders’ post-implementation performance. Three case studies are examined, using mixed methods of interviews and questionnaires to collect quantitative and qualitative data. SPSS 20 and analytical techniques were undertaken to analyse case studies data. While the results varied according to the circumstances of each case, the overall quantitative findings were that there were six significant factors in the system quality dimension (timeliness, flexibility, ease of use, content, currency and authorisation) and two (reliability and responsiveness) in the service quality dimension. These results were consistent with those of the qualitative phase, which identified a number of other factors having a significant impact on stakeholder performance: resistance to change, continuous training and education, appropriate systems customisation and top management support. In general, it was found that ERP systems had a significant of positive and negative nature impact on HE stakeholders’ performance and productivity in Saudi Arabia.
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Sirkhotte, Widad. « The incorporation of social cohesion in an initial teacher education programme in the Western Cape ». Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2626.
Texte intégralRésumé :
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2018.This is a qualitative study that explores social cohesion in terms of how it is understood by, teacher educators and pre-service teachers, and how it is incorporated, taught, and experienced in an initial teacher education (ITE) programme that is located within one university in the Western Cape, South Africa. It uses semi-structured interviews, observations, and a focus group interview to understand how teacher educators think about and teach social cohesion. Moreover, it focuses on how fourth year pre-service teachers experience the programme in relation to debates on social cohesion. Findings suggest that teacher educators’ understandings and pre-service teachers’ backgrounds influence their experiences of an ITE programme. It further suggests that pre-service teachers do develop attitudes and pedagogies for social cohesion, all be it unevenly so. This study contributes to better understandings of social cohesion as a priority of South African government, and how it is experienced by pre-service teachers in an ITE programme. In so doing, it contributes to how social cohesion may be realised in post-apartheid South Africa.