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Thesis--University of Wisconsin. / Vita. Bibliography: leaves 85-88.

Thesis (Ph.D.)--McMaster University, 2004. / Advisor: Suzanna Becker. Includes bibliographical references. Also available online.

Lüneburg, Universiẗat, Diss., 2001.

Diss., 2002--Aachen, Techn. Hochsch.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

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Universiẗat, Diss., 2005--Münster (Westfalen). / Enth.: Bd. 1. Bd. 2.

Det finns stora skillnader i levnadsvillkor mellan utrikes- och inrikes födda. Av den anledningen riktar denna kvalitativa studie in sig på att undersöka vilka uppfattningar som finns bland utrikes födda om integration. Vidare undersöks hur dessa uppfattningar samspelar med svensk integrationspolicy. I denna studie utgörs det empiriska underlaget av fem intervjuer med individer med ursprung från utomeuropeiska länder. Dessa valdes ut genom ett målinriktat snöbollsurval. Det empiriska underlaget analyserades genom kvalitativ innehållsanalys som metod. Resultaten visar att utrikes födda uppfattar språket som en grundförutsättning för integration. Vidare är det av vikt att utrikes födda kommer i kontakt med majoritetsbefolkning. Utrikes föddas bakgrund och förutsättningar påverkar även integrationsmöjligheterna. Områden som försvårar integration är brist på information, diskriminering, kulturella motsättningar och intolerans, samt att utrikes föddas kompetens inte tas tillvara på arbetsmarknaden. Slutsatserna i denna studie är att svensk integrationspolitik främst fokuserar på generella insatser för att främja integration, något som medför risk för att individers behov och förutsättningar inte uppmärksammas. Eftersom det finns skillnader i levnadsförhållanden mellan utrikes- och inrikes födda, behövs konkreta insatser för att jämna ut dessa. Den generella inriktningen på integrationspolitiken cementerar skillnader mellan utrikes födda och inrikes födda i samhället.

Doctor of Education / Department of Educational Leadership / Kakali Bhattacharya / David C. Thompson / Information and communication technology is becoming more affordable and available to schools. In response to the emerging need to produce students with academic skills appropriate for 21st-century learners, many schools are investing large sums of money into this technology in an effort to create learning environments where students have a 1:1 ratio with access to tools such as laptops, tablets, or other types of portable devices. While there is evidence demonstrating that 1:1 student device adoptions can influence instruction and student learning, there is an ever-present, evolving need for scholarship concerning the experiences of teachers participating in such initiatives. The premise of this study is that teachers can provide valuable understanding concerning 1:1 computer adoptions, as they are one of the primary instruments in its success. The purpose of this study was to explore how two middle school teachers in a Midwestern city described the effects of ubiquitous computer access for students on their instructional practices and overall student learning as they participated in a district-wide 1:1 computer initiative. Participants for this qualitative case study were selected through purposeful- and criterion-based sampling. The participants were chosen from a pool of classroom teachers participating in the early phase of their district’s 1:1 initiative. Additionally, the participants’ eagerness to participate in the study as well as their comfort level with technology played a role in selection. Symbolic interactionism provided the lens through which to analyze the participants’ meaning making and the framework of TPACK afforded the substantive lens for discussing their experiences. Many of the individual aspects of the findings of this study are not new or particularly insightful by themselves and largely confirm existing findings in the scholarship. However, the significance of this study lies not in the corroboration of existing scholarship, but instead in illustration of the anatomy of change. In the end, this study investigating ICT integration wasn’t about technology at all. It was about the experience of transition. This study, with rich detail and context, shows the anatomy of transition for the two participants’ pedagogical practices and beliefs from the start of the process to the end. It provides insight into how things come to be and the way in which they come to be. It provides insight into how and why participants moved back and forth across the TPACK domains as they assimilated their fundamental beliefs with their lived experiences. The outcomes of this research suggest avenues for policy makers, administrators, teachers, and professional development organizers to increase the influence of 1:1 initiatives. It is necessary for all involved stakeholders to understand the importance of professional development in affecting technology-related change and to include training in any 1:1 adoption plan. It is equally important for teachers to understand that they will need to leverage formal and informal avenues of professional development to further their professional learning. Professional development organizers need to be cognizant of the needs of the staff and provide targeted, content-specific training in a timely manner. Last, district and building leaders should be aware of their organizational culture and the underlying goals for their 1:1 initiative and keep these in mind as they lead their staff through the change process.