Thesis (M.S.) -- University of Texas at Arlington, 2009.

Thesis (M.S.) -- University of Texas at Arlington, 2009.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 99-102).

Thesis (Ph. D.)--Michigan State University, 1984. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 120-125).

Thesis (Ph. D.)--University of Pennsylvania. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves vi-xi) and index.

Sweden's changing demographics, due to recent migrations in the last fifty years, have affected the Swedish educational system and Sweden's language policy. Funding for special education in Sweden regarding its minority populations is on the decline. Previous forced linguistic assimilation has occurred in Sweden among the Finnish population to the proven detriment of Finnish children. Today, Sweden faces similar value assessments regarding its immigrant language programs, bilingual education, and immigrant rights. The theoretical framework behind a "new" form of preschool education being implemented within Sweden will be explored. As the children in the Botkyrka sprakforskola undergo an immersion foreign language program, they are denied access to bilingual education. The sprakforskola's strategy, to assimilate the children into Swedish society through language training, is met with resistance among individual children, stemming from certain cultural groups, who actively determine their own language shift or language maintenance. Final recommendations in the conclusion stress the valuing of individual and cultural choice. / Graduation date: 2001

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, Committee on Human Development, March 1999. / Includes bibliographical references. Also available on the Internet.

Zugl.: Kassel, Universiẗat, Diss., 2006.

Thesis (M.A.)--Dept. of Psychology, Concordia University, 1998. / "June 1998." Includes bibliographical references (leaves 66-74). Available also on the Internet.

La montée en puissance des préoccupations sociales et environnementales depuis quatre décennies, a développé l’engouement des individus à s’engager dans des comportements de consommation « socialement responsables ». Bien que les pratiques de consommation socialement responsables aient évolué, de nombreux consommateurs restent sceptiques en termes d'engagement dans des achats socialement responsables. Il existe, ainsi, un fossé entre les attitudes et les comportements réels en termes de la consommation responsable. Afin de réduire cet écart, une des solutions possibles est de sensibiliser dès le plus jeune âge à des actions responsables. Une sensibilisation qui se base sur les valeurs de respect et de responsabilité que les enfants acquièrent au cours de la socialisation. Notre recherche propose de mettre en perspective l'influence de la pratique sportive au sein des clubs fédératifs sur la sensibilité des enfants, âgés de 7 à 12 ans, aux actions responsables. Cette sensibilité se définie comme étant la propension des individus à adopter des pratiques et des comportements reflétant de valeurs de respect et de responsabilité. De plus, il s'agit de l'étude du rôle éducatif de l'entraîneur sportif auprès des enfants. Au cours de cette recherche, la revue de la littérature et le travail empirique réalisés, une étude qualitative et trois collectes des données quantitatives auprès de 1384 enfants, nous ont permis d'atteindre deux principaux objectifs. Dans un premier temps, nous avons construit deux échelles de mesure : la Mission Éducative de l'Entraîneur Sportif (MEES) et la Sensibilité des enfants aux Actions Responsables (SAR). Dans un second temps, nous nous sommes attachés à répondre à la problématique et aux principales questions de la recherche. Les résultats de la comparaison, entre des enfants pratiquant un sport et des enfants qui n'en pratiquent pas, confirment l'influence de la pratique sportive au sein des clubs sur la sensibilisation des enfants aux actions responsables. Les conclusions permettent, en effet, de mettre en exergue sur le rôle éducatif des entraîneurs sportifs à travers leur contribution à la sensibilisation des enfants aux actions responsables. / The rise of social and environmental concerns over the past four decades has developed people's enthusiasm to engage in socially responsible consumption behavior. Although socially responsible consumption practices have evolved, many consumers remain skeptical about a real commitment to socially responsible purchasing. Thus, there is a gap between individuals' attitudes and actual behavior in terms of responsible consumption. In order to bridge this gap, one possible solution is to make children's aware of responsible actions. An awareness that is based on the values of respect and responsibility that children develop during socialization. Our research proposes to highlight the influence of sports participation within federal clubs on the awareness of children (7-12 years old) to responsible actions. The awareness that we define as the propensity of individuals to adopt practices and behaviors reflecting the values of respect and responsibility. In addition, we aim to highlight the educational role of the sports coach. In order to attempt our research's main objectives, a qualitative study and three data collections were carried out within 1,384 subjects. Firstly, we developed two scales in order to measure respectively the Educative Mission of Sports Coaches (EMSC) and the Awareness to Responsible Actions (ARA). In the second step, the third data collection allowed us to answer the main research problem and its principal questions. The results of the comparison between sport practicing and non-sport practicing subjects, confirm the influence of the sports participation within federal sports clubs on the awareness of children to responsible actions. Indeed, the conclusions highlight the educative role of sports coaches through their contribution to raising children’s awareness to responsible actions.