Sara, Amatul Sabooh (2020) Exploring place attachment and neighbourhood effects: A case study of Skärholmen and Vårberg, Sweden Urban and Regional Planning, advanced level, master thesis for master exam in Urban and Regional Planning, 30 ECTS credits Supervisors: Danielle Drozdsewski and Eva Andersson Language: English Key words: neighbourhood effect, place attachment, social cohesion, collective efficacy, social ties. Abstract If we take residential neighbourhoods as a space for making social ties and interactions, we can learn a lot about the generated neighbourhood effects on its residents and their subsequent attachments towards neighbourhoods as a place. It is believed that neighbourhoods have an impact on individuals and groups either significant or insignificant. The neighbourhood effect is understood by deeply observing the common trends, norms and similar behaviours, furthermore, by measuring the influence it has on life of its residents. This study intends to explore the relationships between neighbourhood effects and place attachment and is inspired from a bigger project ‘The Neighbourhood Revisited’ (Research programme in Department of Human Geography at Stockholm University, Riksbankens Jubileumsfond 2019-2024) that explores the spatial polarization and social cohesion in contemporary Sweden. The aim of my study is to look at social ties, how it changes over time and what neighbourhood effects we can observe on its residents’ social lives. Neighbourhood effect and place attachment studied together, through the narratives of local residents give many new meanings to both concepts. My focus here is on social aspects of it.

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Doctor of Philosophy / Department of Curriculum and Instruction / Paul Burden / Teachers’ ability to engage students is in influenced by teachers’ collective efficacy beliefs. Yet, empirical evidence on the relationship between the social persuasion variables of schools and teacher collective efficacy in student engagement is limited. This study was designed to answer the following research question: “To what extent do teachers’ perceptions of professional development opportunities (PPDO), school leadership (PSL), and school use of performance feedback (PPF) relate to teachers’ collective efficacy in student engagement (CESE)?” To explore the relationship between teacher collective efficacy in student engagement and the social persuasion variables of schools, extant data from 262 teachers in a large urban school district in the United States was supplied through the Measures of Effective Teaching (MET) project. Scaled scores of independent and dependent variables were used to examine the relationship between the independent variables (perception of professional development opportunities, school leadership, and the use of performance feedback), and the dependent variable (collective efficacy in student engagement). A multiple regression of social persuasion variables was conducted to examine the relationship between the variables and to determine which variable, if any, has the most influence on the dependent variable. The multiple regression analysis showed that a combination of the independent variables of PPDO and PSL could explain 37% of the variance in CESE. Analyses also showed that PPDO had the strongest relationship with CESE. The results reinforce information from the literature review regarding the research questions and hypotheses. The social persuasion variables of schools are correlated with collective efficacy in student engagement. Perceptions of the use performance feedback, professional development opportunities, and school leadership are all significantly correlated with collective efficacy in student engagement. Out of the three social persuasion variables analyzed, only perception of professional development opportunities and school leadership explain a significant amount of the variance in collective efficacy in student engagement.

Universidade do Estado do Rio de Janeiro / Nas comunidades, a transmissão se dá via oral. No samba não é diferente. Desde a fundação das escolas de samba, crianças e adolescentes participam ativamente, junto com as suas famílias, das atividades dessas escolas, inclusive do desfile carnavalesco. Essas crianças e adolescentes têm, há décadas, espaços próprios nas escolas de samba: a ala das crianças e mais recentemente escolinhas de mestre-sala e porta-bandeira, e participação em baterias mirins, trazendo perspectiva de profissionalização e de renovação nas próprias escolas e por fim, a criação, a partir de 1980, das escolas de samba mirins, que atualmente abrem o carnaval do Rio de Janeiro. Hoje há 16 escolas, agregadas em uma associação específica, majoritariamente derivadas das escolas mães, que trazem nos desfiles mais de vinte e cinco mil crianças e adolescentes na sexta-feira que antecede o Carnaval. As Escolas de Samba Mirins tentam inserir-se nas políticas sociais para a juventude, principalmente a pobre, para a promoção da cidadania e a revitalização do sentido de comunidade. Fundadas nas áreas mais antigas do Rio de Janeiro, principalmente a área de planejamento três os subúrbios onde se concentram, estas escolas de samba mirins mantém estreito laço com sua vizinhança, estimulando a sociabilidade, as relações intergeracionais e a construção da confiança, fundamental para o surgimento da eficácia coletiva e do desenvolvimento do capital social nestes espaços. Além disso, suprem a ausência de áreas de lazer e equipamentos culturais destes espaços, fortalecendo os laços com os vizinhos e amigos e evitando, de alguma maneira, que o tráfico de drogas violento fragmente ainda mais a vida social e cultural da região. Nesse sentido, as escolas de samba mirins contribuem para a valorização da cultura carioca e se constituem enquanto proposta para promoção da saúde e prevenção da violência, principalmente a gerada pelo tráfico de drogas e a repressão policial contra este tráfico com um caráter desagregador nas vizinhanças onde essas escolas se organizaram originalmente. / In communities, the transmission occurs orally. Samba is no different. Since the founding of the samba schools, children and adolescents are actively involved, along with their families, the activities of these schools, including the carnival. These children and adolescents have, for decades, their own spaces in the schools of samba: the section for children and more recently small schools of feast and standard-bearer, and participation in junior batteries, bringing the perspective of professionalism and renewal in schools and Finally, the creation, from 1980, the samba school junior, who now open the carnival in Rio de Janeiro. Today there are 16 schools clustered in a specific association, mostly derived from the parent schools, bringing the shows over twenty-five thousand children and teenagers in the Friday preceding the Carnival. The Samba Schools Mirins try to insert themselves into the social policies for youth, especially the poor, for the promotion of citizenship and the revitalization of the sense of community. Founded in the oldest areas of Rio de Janeiro, especially the planning area 3 - the suburbs - where they are concentrated, these samba schools junior maintain close ties with your neighborhood, encouraging sociability, intergenerational relationships and building trust is vital to the emergence of collective efficacy and social capital development in these areas. In addition, supply the absence of recreational areas and cultural facilities such space, strengthening ties with neighbors and friends and avoiding in some way, that drug trafficking violent shred further social and cultural life of the region. In this sense, the samba schools junior contribute to the promotion of culture and Rio are as a proposal for health promotion and prevention of violence, mainly generated by drug trafficking and police repression against this scourge with a divisive character in the neighborhoods where these schools organized originally.

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This study explores school district supports for leader efficacy. Enhancing leadership self and collective efficacy (LSE & LCE) positively impacts leader performance, which advances student learning and supports school improvement. I conducted a bounded case study of an urban school district. Evidence of district conditions and supports came from district documents, a survey and interview data. LSE and LCE were measured for 32 principals and vice-principals. This study supports the findings of an earlier study that identified ways in which district leaders, through district conditions, have the greatest impact on LSE and LCE. Evidence revealed that the district under study satisfied these conditions and also showed strong measurements of both LSE and LCE. The results show this district is finding effective ways to support and enhance LSE and LCE. District conditions are described and recommendations for continued improvement made.