Urgent and non-repeatable actions Abstract The graduation thesis focuses on the ambivalent institute of urgent and non-repeatable actions, which combines two contradictory requirements. On the one hand, a balance needs to be struck between the demand to protect the state, society and the legitimate interests of individuals and legal entities and to ensure a fair trial for the person against whom criminal proceedings are being conducted, on the other. The purpose of the urgent and non-repeatable actions is to enable the authorities involved in criminal proceedings to secure perishable evidence, even at the cost of infringing the rights of the defense. However, this distortion should be compensated to the defense by providing increased protection and furthermore, urgent and non-repeatable actions should be performed only when the legal conditions are fulfilled. The main goal of the thesis is a comprehensive analysis of urgent and non-repeatable actions in the sense of the Code of Criminal Procedure and higlihgting controversial issues and problems that arise in practice. The graduation thesis is composed of four chapters, each of them dealing with different aspect of urgent and non-repeatable actions. Chapter 1 is subdivided into two parts. Part 1 describes the historical development of urgent and...

This study focused on the evaluative listening practices of four teachers who participated in an algebra professional development involving lesson study. This instrumental case study operationalizes the enactment of teacher listening followed by teacher questions and responses to define listening-to-question. Also, questioning-to-listen is operationalized as the enactment of purposefully posing questions to posture oneself to listen to students' mathematical thinking. Because of the tacit aspect of teacher listening and the visibility of teacher questioning, interrelating listening and questioning affords teachers an accessible point of entry into developing listening practices. In response to participants wondering as to when evaluative listening is appropriate in the mathematics classroom, this study discusses six instances of teaching excerpts along a continuum of listening orientations from directive to observational to responsive. The results indicate positive aspects of evaluative listening towards an observational and responsive listening stance. Results of the study also confirm a reliance on low-order gathering information questions as the predominant type of teacher question posed in mathematics teaching. This study reveals the necessity of contextualizing teacher questions to inform appropriate uses of evaluative listening. Future professional development should consider emphasizing positive aspects of evaluative listening in mathematics teaching.

Title: The National Youth Sport Festival as a motivation for athletes' careers Objectives: The aim of this work is to evaluate the factors of athletes' motivation for participation at the National Youth Sport Festival and the perceived image of the event. The inclusion of athletes without participation and with participation at the event in the research allows a comparison of the perceived image between these two groups of respondents. Methods: Both quantitative and qualitative methods are used in this thesis. Electronic interviewing of the National Youth Sport Festival participants and members of sports association without participation was the main method of data collection. The questionnaires were compiled according to foreign studies. The electronic interviewing was supplemented with an in-depth interview with a marketing expert. Results: The results show, that the National Youth Sport Festival is fulfilling the main mission in the mind of participants. The sports event brings participants not only experiences, but also fun, enjoyment and new friendships. The event is a motivational event that motivates not only to recreational but also professional sport. The media pressure during the event is not significant to spoil the participants' attitude towards sports. Image of the event is positively...

Online higher education is a field that can benefit significantly from further research on innovative pedagogical methods designed to support students and decrease attrition rates. One method shown to improve engagement and retention of students in online environments is to include interactive engagement. This case study explored the patterns of students' interactions and assessment performance in an introductory teacher education one-course cohort. The study used a conceptual framework incorporating Bandura's social learning theory and Siemens' theory of connectivism. The study assessed archival data, from Adobe Connect recordings and records of competency pass rates, on the interactions and patterns of behavior between instructors and participants, and their association with the final assessment results. Data were analyzed by type and frequency of interaction, organized with NVivo software. The findings were that the pattern of understanding and applying level questions, as classified by Bloom's Revised Taxonomy, provoked the most responses, comments, and questions from the participants. Applying had the highest direct response and suggested an interpretation about online students wanting to respond to questions from instructors that prompt higher-level thinking skills and stimulate interactions. No patterns of behavior were evident between the student interactions and final assessment performance. The results indicate positive implications for social change in the role of the instructor to facilitate understanding and among participants who engage in positive learning interactions. The education profession could benefit from further research with a focus on content questioning best practices, retention methods, and the nature of social and learning interactions in online education.

During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated to consider it a way of coping framed within the Self-System Model of Motivational Development. This framework allows for the consideration of (1) the opposite of help seeking (help avoidance) as a motivated way of coping, (2) the central role of teachers, and (3) the operation of multiple self-system processes in shaping students' coping behaviors. Self-report, teacher-report, and school record data from 765 3rd through 61 h grade students and their teachers were analyzed to determine the structure of help seeking and avoidance, the antecedents and consequences of these ways of coping, and developmental differences that may account for age-related changes in coping. Data were available from two time points, the fall and spring of one academic year, allowing for concurrent and change over time analyses.

Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students’ experiences with harassment. The study included 208 middle school students. The results were compiled into three groups (lesbian/gay/bisexual, questioning, and straight) and compared. Findings indicated that LGBQ students experience significantly more harassment than straight students and questioning students are more likely to experience victimization that lesbian, gay, bisexual, and straight students. The findings support the need for middle school administrators and staff members to take steps to create more inclusive school climates for LGBQ students.

Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuable in their process of change. The interviews uncovered a common guiding principle that facilitates successful change towards reform teaching—focusing on the students' mathematics. This guiding principle led all the teachers to implementing task-based lessons and improving their questioning towards their students. The two tools found to be of most value, reflection and collaboration, are identified and explored. The implications of a reform curriculum are also discussed. Limitations of the study are identified and areas of future research are explored.

This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptually-oriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptually-oriented mathematics classroom for preservice elementary teachers. I present a categorization of the types of questions, an explanation of the different categories and subcategories of questions, and an analysis and count of the teacher's use of the questions. This list of question types can be used (1) by conceptually-oriented teachers to explicitly teach the important mathematical questions students should be asking during mathematical activity, (2) by teachers who wish to change their instruction to be more conceptually-oriented, and (3) by researchers to understand and improve teachers' and students' mathematical questioning.

Abstract Students' questions play an important role in both teaching and learning science. However, in a traditional classroom, the teacher is the center of attention and poses questions to which students answer. The students seldom ask questions to which the teacher responds. The purpose of this paper is to examine teachers' attitudes towards student questions. This paper will also explore teachers’ views on the issues related to students’ questions for science education. Furthermore, the paper will discuss some strategies that teachers use to create a question-based classroom. We decided to conduct focus group interviews to examine teachers’ views on students’ questions, because the method is well-suited to understand a group’s attitude towards a phenomenon. Data were collected through focus group interviews with eight teachers. A number of themes were later identified by the responses received from the focus groups. Some of the study’s main conclusions are that teachers are well disposed toward a question-based teaching. At the same time, teachers' questions are given most attention in class. The participating teachers know that they should encourage students to ask questions. However, it seems as if the teachers are unsure of how to create classroom discourse that stimulates question-asking. According to the interviews, the demand of the national curriculum also has a powerful influence on their teaching practices.Our conclusion is that teachers need to develop strategies that will help students to ask their own questions. Collegial coaching and reflective dialogue may provide an environment to create meaningful change. Using collegial dialogue enables teachers to learn from their own experience through reflection and analysis. This type of reflection can also help teachers develop an understanding of methods for creating a student-centered classroom environment.

Effective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers’ understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers’ enrolled in the University of Central Florida’s job embedded Resident Teacher Professional Preparation Program (RTP3 ). All participants received instruction and guided practice with the use of questions to elicit, probe, and challenge student ideas in the secondary science pedagogy class. Participants completed a questionnaire describing their teaching experience and science content knowledge. The primary data were think aloud interviews describing their thinking while observing two science instruction videos. Protocols, critical incident interviews, and field notes were transcribed and coded for analysis. Descriptive codes identified properly classified question types and the purpose or value of questions, student thinking, and student reaction to teacher questions. Pattern codes identified student engagement, feedback, wait time, and communication patterns. The think aloud used in this study provided insight into what the participants were thinking about the purposes of questions to elicit, probe, and challenge student ideas and gave insight into the decision process. Evidence from the protocol analysis provided insight about what the participants were thinking about the decisions made when attending to teacher questions and student thinking. All seven participants identified question types using language suggesting they understood the differences, but at a naïve level. Although participants used the iii correct language to show understanding of the question types, they had a fairly naïve understanding of the pedagogical purpose of the questions. This was especially true of the questions to elicit student ideas, but perhaps less true of the probing and challenging questions. The participants had more of a ritualistic understanding of the questions to elicit student ideas; they noticed them but perhaps did not have a deep understanding of this question type. Analyses of this study also revealed novice teachers learning is framed by the priorities of the public school system. All participants attended to teacher instruction, especially wait time and student engagement, while a few participants focused on feedback, praise, and higher- and lower-order questions. This study suggested school culture and the way teachers are now assessed may scaffold and support these teachers to have a more nuanced and sophisticated understanding of questioning and student thinking than has previously been reported for novice/beginning teachers. While some aspects of school culture and assessment may be problematic- i.e. wait time, feedback, praise, higher-order questions, etc.-on the whole it seems to be leading them in the right direction.