Thesis advisor: Eric Dearing / For many children, preschool classrooms are a key context for early learning. While early education researchers and policy makers have focused considerable attention on the instructional and structural aspects of preschool classrooms, classic child development theory also points to the important role that peers play in early learning experiences (e.g., Vygotsky, 1978). Although best practices for early childhood education emphasize peer learning opportunities (e.g., Williams, 2001), adults, including early childhood teachers, often underestimate preschool children’s abilities to participate in cooperative interactions (Howes & Tonyan, 1999). And, within the empirical literature, many aspects of cooperative learning among very young peers remain poorly understood. This research aims to help build the knowledge base on peers and learning in early childhood. Seventy-two preschool children (mean age= 4.66 years) participated in a study designed to target counting skills through early math learning games that were adapted from empirically-supported curricula. In dyads (n=36), the children completed six game play sessions across three weeks with all sessions video-recorded and sessions one, three, and five coded for peer cooperative behaviors. The children’s general math skills were assessed prior to the first game play session and their counting skills were assessed after completion of the sixth game play session. The average rates of occurrence, and variations therein, of dyads’ peer cooperative behaviors during game play were examined. Using multi-level regression modeling to account for the dyadic nesting of these data, associations between cooperative behaviors and post-study counting skills were also explored. Results showed that these very young children demonstrated all of the peer cooperation behaviors of interest, including dyadic regulatory states and discrete peer cooperation behaviors (although the latter occurred less frequently than the former). Evidence that dyads’ peer supportive behaviors were significantly associated with their post-test counting scores was also found. Theoretical and practical implications of these findings are discussed. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Cultural differences between countries are widely acknowledged, and these differences manifest in HQ-subsidiary relations of MNCs. Central to the strategies that MNCs implement outside their home countries is the understanding of the dynamic nature of culture. While studies exist on the HQ-subsidiary relations these studies fall short in understanding the impact on individuals employed by MNCs. Thus, understanding if common differences between MNCs from different countries exist and how these manifest at the individual level may provide valuable insight into the nature of culture. 404 responses from 12 MNCs representing 5 countries was collected and analysed. Analysis included principle component analysis, ANOVA, correlation co-efficients and the cultural distance index. Results indicate that individual and organisational cultures are weakly correlated to home and host country national cultures; and individual culture is correlated to organisational culture. Common differences exist between MNCs with HQ in different countries. MNCs from South Korea are the most accommodating to the subsidiary organisational culture, while the Netherlands the least accommodating. Unintentionally results indicated that the perception of cultural distance is different to what is predicted. Culture is elastic and evidence exists for individuals holding an in-culture and out-culture. MNCs should understand the impact of culture at the individual level rather than only at the national level. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

MURP / Department of Urban and Regional Planning / Current studies reveal that adjacent municipalities can achieve more if they plan and share resources collaboratively. The study assessed the impact of trans-border spatial development cooperation with respect to a twinning agreement signed between the Musina local municipality, South Africa, and the Beitbridge Rural District Council, Zimbabwe in October 2004. It unpacks to the extent to which the twinning agreement objectives were achieved in terms of spatial development. The assessment revolved around six specific objectives using a trans- border twinning performance evaluation survey approach. The assessment of the implementation of the agreement focused on desirable outcomes, inputs in terms of resources, the implementation process involved in terms of effectiveness and efficiency, outputs in terms of targets achieved, impact with respect to where they are now, who needs to do what and when and whether the planning and implementation process was effective. Research questions were investigated using 14 key informant interviews, 347 questionnaires and direct field observations with the aid of an impact evaluation survey approach. The study showed that the challenges faced in municipal twinning agreements range from institutional, structural to financial. It was evident that the Musina-Beitbridge twinning agreement did not have a concrete implementation plan from 2004 to 2016. The spatial planning goals indicated in the twinning document were not achieved. The Joint coordination meetings were no longer being conducted, benchmarking exercises were not conducted, the goals were not time-bound, there was no standalone budget, no central secretariat and lastly, the majority of the local residents were not aware of the twinning’s existence. The study recommended a strategic trans-border implementation framework which addresses initial planning provisions, resource allocation, stakeholder participation and ensuring that targets are achieved as well as mitigating risks.

The institutional relationship between the North Atlantic Treaty Organization (NATO) and the European Union (EU) is ostensibly predicated on shared values and interests. In the area of European security, this relationship has been observed to be both cooperative and competitive; both ineffectual and progressive. In practice, there are numerous accounts of the competitive gridlock at the bureaucratic level and member state in-fighting that counteracts any tactical progress. This analysis examines the relationship between NATO and the EU and the conditions under which they cooperate effectively, or devolve into open competition. Through the lens of three demanding humanitarian crises, this analysis argues that the keys to effective cooperation are institutional autonomy over security and defense measures, and clear positioning of their role in institutional interactions. The first formative interaction between the EU (WEU) and NATO in Bosnia and Herzegovina (1993-1995, 2004) established that Europe required a security infrastructure separate from the NATO's existing military behemoth. It also crucially revealed that international recognition and legitimacy plays a significant role in the behavior and formation of these institutional identities. Months later, the open rivalry between NATO and the EU...

The realist tradition in world politics has long been heralded by statesmen and scholars alike as offering an authentic account of the relations between states. Realists consider self-interest, anarchy, and power politics to guide the behavior of states in the international system. The perception that cooperation and amity are now the norm in the international system has raised the possibility of a theoretical shift of focus in the study of international politics. At present, scholars within the discipline of international politics are debating the relevance of realist thought. In particular, neorealism, or the structural variation of traditional realism, is under attack for not providing a rationale for international cooperation. This project undertakes to expand neorealism's ability to explain state behavior in the area of environmental cooperation. Employing the notion of anarchy as a self-help system, it shall be demonstrated that international environmental agreements appear to be influenced by the distribution of power in the international system. Anarchy mandates the need for state actors to cooperate on certain environmental issues, while that same system dissuades cooperation on a number of other important environmental matters. This thesis critiques the theoretical principles in neorealism and makes moderate changes to them. In keeping with neorealist thought, power, the interests of important states, and the position of the hegemon are considered important factors in understanding environmental cooperation. This project also studies three global environmental issues that provide insight into the rewards and limitations of using neorealism to explain cooperation.

Kooperativt lärande, KL, är ett arbetssätt som fokuserar på strukturerat samarbete där elever arbetar mot gemensamma mål. Syftet med studien är att öka kunskaperna om några behöriga F-3 lärares beskrivningar om det kooperativa lärandets betydelse för elevers språkutveckling och lärande i ämnet svenska. Frågeställningarna behandlar hur lärare beskriver att de organiserar KL för elevers språkutveckling och lärande, samt vilka möjligheter och utmaningar KL kan innebära för elevers språkutveckling och lärande. Studien utgår från sociokulturell teori vilket innebär att lärande sker genom interaktion. För att undersöka studiens frågeställningar genomfördes kvalitativa semistrukturerade intervjuer med behöriga lärare i årskurs F-3 som använder KL i sin undervisning. Resultatet visar att även om de intervjuade lärarna beskriver arbetssättet som tidskrävande och att det kan innebära utmaningar för elever i sociala svårigheter menar de också att KL leder till mer elevaktivitet. Studien har även synliggjort att KL har potential att främja elevers språkutveckling och lärande.

"It is the purpose of this paper to record some of the activities in Barwick High School during the first three years of participation in a Cooperative Study, to analyze the experience for values derived from the experience for possible future instruction, and to be used for guidance in pursuing similar experiences. Not all activities in the Cooperative Study will be taken up. The activities taken up will not be exhausted as to value received"--Introduction. / "July, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 35).

As educators are held accountable for student outcomes more frequently, more stringently, and more fully throughout the school organization, service delivery systems have become a focus. Not only are teachers being held accountable for students' learning, but also principals and other administrators are beginning to feel the pressure from public concerns regarding the education of children in the United States. The quality of student instruction can be addressed through practical service delivery models, while administrators' support of the model chosen for their schools is a pivotal variable for effectiveness and efficiency. Students with identified disabilities are being served more frequently in general education classrooms for all or most of their school day. The percentage of students with disabilities served in heterogeneous classes has increased from 32.8% in 1990-1991 to 44.5% in 1994-1995 (U. S. Department of Education, 1997). The more service delivery options available, the more likely an appropriate education will be delivered to these students with disabilities who are placed in heterogeneous classrooms. Cooperative services between general and special educators such as consultation and co-teaching, which include both direct services to students and indirect services through the classroom teacher, offer unique and malleable options for service delivery. To fully understand the process of administrative support for this innovative model, it is imperative to study the interactions between the innovation, the context in which it is being implemented, and the individuals involved with the innovation (Corbett, Dawson, & Firestone, 1984). The study of a process is difficult because it involves investigating the factors that affect the likelihood that there will be change in the individuals who are involved. It necessitates the need to identify what they do, think, and believe in relation to the demands outlined by an innovation (Fullan, 1982). Researchers suggest the necessity of on-site case studies to gain insight and to investigate processes (Fullan; Hall & Hord, 1987; Huberman & Miles, 1984; Patton, 1990). The intent of this qualitative study is to explore how principals view their ability to support the cooperation between general and special educators for the benefit of students with disabilities. Specifically, the goal is to gain a deeper understanding of the facilitators and inhibitors that principals face when attempting to support this cooperation and to describe methods that principals have used, successfully and unsuccessfully, to avoid barriers to cooperation. Interviews will be conducted with principals who have previously been the special or general educator in a collaborative consultation process, as well as with both general and special educators currently working with this principal. This unusual perspective is designed to give rich descriptive information to educators who choose to use this promising practice of service delivery for at-risk students and students with disabilities at the K-12 level. / Ph. D.

Background: The background of this study highlights the important aspects that collaboration can contribute to, also the problems that can arise during collaboration. This study has also shown how the growth of the leisure center and school has looked like. Aim: The aim of this study is to highlight how the collaboration between the leisure center and school looks like. This study has investigated how different teachers view collaboration, opportunities and obstacles through two questions of issue. Based on theoretical points of departure, power and dialogue, the teachers in the leisure center and in school have put a word on differences from a power and balance perspective. Method: A qualitative study with, among other things, interviews with three class teachers and three leisure center teachers. Results: The results of all interviews showed that lack of time, dialogue, power and conditions from the questions of issue where reasons why collaboration did not work. Research has shown clear signs of how collaboration is affected and what the various factors can be. Educators should have more time to be able to sit and talk to each other. Furthermore, it is emphasized that the relationship and communication between different actors in the business is important. Conclusion: Leisure center teachers should have more space to implement what they are learned to do, but at the same time it is important that the management provides the conditions for being able to collaborate. The results of the entire study show that there are shortcomings in collaboration, but that there is also development potential for good collaboration.

Moral issues such as abortion, immigration, and gun rights are subject to constant debate. Yet such discussions are increasingly unproductive, perhaps because we enter such debates with closed, rather than open mindsets, which might rigidify our views, leading to perceptions of an objectively ‘correct’ answer to moral issues. This study tested whether different modes of interaction led to differences in levels of this ‘objectivist’ thought. The study also tested whether and whether threat, experienced in anticipation of a contentious interaction, mediated this effect. Participants were randomly assigned to conditions in which they received instructions on how they should approach an upcoming interaction on the topic of abortion. Instruction conditions included: competition, cooperation, persuasion, learning, neutral control, and no-opposition control (except for no-opposition control, all conditions specified that the other person disagreed with the participant on abortion). Although hypothesized group differences were not found, hypothesized mediation analyses were significant, such that competition, cooperation, and neutral control conditions produced increased threat for participants, while learning, persuasion, and no opposition control conditions produced reduced threat. Threat level positively predicted moral objectivity level for both abortion (the topic of discussion) and other moral issues. These results provide insight into why debating morally contentious issues can seem futile at best, and provides a glimpse of why this does not have to be the case.