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published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This thesis examines judicial approaches to cell-plant interrogations in Canada and the United States. These are surreptitious interrogations whereby the police inject an undercover state agent into the detention environment with the object of eliciting inculpatory statements from an accused. / This thesis examines and compares the strengths and weaknesses of Canadian and United States judicial approaches to cell-plant interrogations, and their respective applications of section 7 of the Canadian Charter of Rights and Freedoms and the Sixth Amendment of the U.S. Bill of Rights. In both countries, an accused can seek to have their incriminating statements excluded from evidence where they persuade the court that such statements were elicited by a state agent. Despite the seemingly similar language of their legal tests, Canadian and U.S. jurists define state agency and elicitation in very different ways leading potentially to very dissimilar outcomes based on the same factual circumstances.

This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of Jesus Christ or the Church). Seminary teachers focus their questions on helping students learn course principles, value those principles, and apply them to their lives by discussing potential actions that can be taken by students outside of class. The purpose of this study was to observe and interview teachers relative to their questions and questioning practices in class and the reasoning and rational they explain underlying those practices. The resultant findings indicate the specific questioning principles and practices participants used to target cognitive, affective, and social/behavioral outcomes. Further, the analysis of the data yielded a descriptive model of multidimensional questioning that both describes and depicts teacher questioning in seminary and informs future instructional practice, training, and research of teacher questioning

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Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context. / Educational Psychology

The purposes of this study were: 1. To determine the effect of levels of questioning used on secondary public school students in social studies, as measured by (a) their achievement scores, and (b) their critical thinking ability; 2. To determine the effect of feedback to student teachers on their patterns of asking convergent and divergent questions, as measured by coding frequencies of each type on an Observation Schedule and Record form? 3. To draw conclusions from the findings--and develop implications concerning levels of questioning used by teachers and the use of feedback from college supervisors to student teachers.

Title: Participant satisfaction of Pankrác winter league in beach volleyball survey Objectives: The aim of this work is to use the survey to find out participant satisfaction with current sason of Winter league. Furthermore, based on the results of questionnaire analyze main results of decrease in the number of players compared to the last seasons and to purpose a improvements to increase those numbers, quality of competition and the participant satisfaction. Methods: Quantitative research using electronic questioning Results: Participants are most satisfied with the cleanliness and the Pankrác grounds. Also a quality of their opponents and the number of played matches are considered to be good. They find the biggest problem in starting fee that i stoo expensive. Based on the results it was recommended to lower the price, change the game systém little bit and modify prizes for winners. Keywords: Beach volleyball, Pankrac, Winter league, satisfaction