Syftet med denna litteraturstudie är att granska och analysera forskning kring hur lärare kan tillämpa modellerna RT, TSI, CORI och QtA i läsförståelseundervisning för att utveckla elevers läsförståelse. Studien är riktad mot elever i årskurs 2 och 3. Metodinsamling för denna kvalitativa litteraturstudie har inneburit sökningar i databaser, men även manuell sökning. Sammantaget tolv vetenskapliga forskningsartiklar har legat till grund för denna studies resultat. Resultaten visar att undervisningsmodellerna; Reciprocal Teaching, Transactional Strategy Instruction, Questioning The Author samt Concept-Oriented Reading Instruction visar på goda effekter på elevers läsförståelse. Vi har kommit fram till att modellerna har flera gemensamma inslag, men det finns även några skillnader. Forskning visar att strategiundervisning som lärs ut i ”set” har god effekt på elevers läsförståelse. Vidare styrker forskningen att förståelse av en text ökar när frågor ställs på olika nivåer till textens innehåll för att få förståelse för textens budskap. Sammanfattningsvis betonar forskning att det krävs en planerad undervisning samt ett stort engagemang från läraren, för att utveckla elevers läsförståelse. Läraren bör dessutom formulera tydliga mål i elevundervisningen samt ge ett större elevinflytande, då detta enligt forskning resulterar i engagemang och motivation hos elever.

This thesis is the first known study to relocate Acropora cervicornis across multiple regions of the Florida Reef Tract. Since 2006, A. cervicornis has been listed as a threatened coral species under the U.S. Endangered Species Act. In response, restoration efforts utilizing coral nursery methods have been implemented throughout the Caribbean. The primary objective of this research was to determine the response of A. cervicornis colonies to being relocated between two coral nurseries separated by approximately 150km along the Florida Reef Tract. To accomplish this, a reciprocal transport was conducted between coral fragments with known genotypes from Broward County and Monroe County, Florida. A subset of coral ramets (fragments of a single genotype) was removed from the nursery of origin and relocated to the opposing coral nursery, while the remaining ramets stayed in their original nursery to serve as controls. Following transplant, both relocated and non-relocated corals were monitored for 14 months and survivorship, growth rates, branching frequency, and coral condition data were collected. In addition, tissue samples were collected twice during the monitoring period to determine zooxanthellae densities. Reaction norms were used to predict the responses of each measured variable for each genotype in response to being relocated. Relocated coral colonies from both nurseries exhibited equal or greater survivorship than the non-relocated corals from their original nursery. Growth rates, branching frequency, and zooxanthellae densities were highest in the corals that were previously in or relocated to Broward County. Within each nursery, relocated and non-relocated corals were not significantly different in any of the measured parameters. Throughout the study period, there were no signs of disease, bleaching, or predation on any of the corals. These findings demonstrate that A. cervicornis colonies can be successfully relocated across regions of the Florida Reef Tract suggesting that colonies throughout the FRT may be used for collaborative restoration efforts. Reaction norm analysis indicated phenotypically plastic responses in each growth parameter with some instances of genotype-by-environment interactions. Finally, these results suggest the need for additional research to investigate regional differences in A. cervicornis populations for proper management and restoration approaches.

The current study aimed to replicate and extend recent research by Ng, Huebner, and Hills (2015) by investigating the longitudinal, bidirectional relationship between life satisfaction and academic achievement among adolescents. Specifically, students’ baseline (Time 1) life satisfaction was examined as a predictor of academic achievement (as measured by GPA, FCAT-reading DSS scores, attitudes toward school, and goal valuation) one year later (Time 2). The same four academic achievement variables at Time 1 were also examined as a predictor of life satisfaction one year later at Time 2. Positive affect and negative affect were examined as moderators of those relationships. An archival data set that included data from 425 high school students was analyzed. In contrast to findings from prior research, results of four regression analyses indicated that life satisfaction was not a significant predictor of later academic skills (i.e., GPA, FCAT-reading DSS) or academic engagement (i.e., goal valuation, attitude towards school), although there was bivariate support for a link between Time 1 life satisfaction and later academic engagement. When academic variables were considered as predictors of later life satisfaction, there was bivariate support for the relationship between Time 1 GPA and Time 2 life satisfaction. In contrast to hypotheses, regression analyses failed to support a significant relationship between initial academic skills and later life satisfaction. However, moderated regression analyses indicated that academic skills (i.e., GPA, FCAT-reading DSS) predict later life satisfaction for students with greater initial emotional well-being (i.e., low negative affect, high positive affect). In regard to academic engagement, there was bivariate support for a small relationship between initial academic engagement and later life satisfaction, but regression analyses and moderated regression analyses failed to support that relationship. Analyses indicate that initial positive affect was a significant predictor of later life satisfaction and later goal valuation, which supports Frederickson’s (2009) broaden and build theory of positive emotions. Findings of the current study highlight the importance of promoting positive emotions among students, in part as a means to improve life satisfaction and cognitive engagement in school. The current study also provides support for offering mental health services to students with relatively high GPAs and standardized test scores who also experience symptoms of internalizing disorders (i.e., low positive affect, high negative affect). Finally, findings from the current study taken in conjunction with findings reported by Ng et al. (2015) suggest that middle school may be the optimal time for interventions aimed at improving students’ subjective well-being.

Doctor of Philosophy / Department of Psychology / Laura A. Brannon / Binge drinking is a serious health problem among American college students (Wechsler, Lee, Kuo, & Lee, 2000a). One technique that may reduce binge drinking is compliance. Cialdini (2001) defined compliance as taking an action because it has been requested and described sequential request tactics, including the commitment/consistency-based foot-in-the-door (FITD) tactic, and the reciprocity-based door-in-the-face (DITF) tactic. Cialdini claimed that these tactics yield automatic compliance. The present research investigated Cialdini’s automaticity assumption within the context of reducing binge drinking, by including a neutral or weak message along with the compliance request (consistent with Brannon & Brock, 2001). The main hypothesis was that compliance is not automatic, as demonstrated by differential compliance consistent with message strength. Parallel experiments investigated compliance with requests to reduce one’s drinking behavior (Experiment 1, N=129) or communicate about responsible drinking (Experiment 2, N=122). Participants were randomly assigned to one of six conditions in each experiment. Consistent with the purpose of each experiment, participants indicated whether they would comply with initial requests consistent with FITD and DITF methodology, or were not asked to comply with an initial request (control); read either a neutral or weak message about the importance of moderate alcohol consumption; then responded to the target request (dependent variable) by reporting the likelihood that they would not drink excessively for one week (Experiment 1) or would discuss responsible drinking with someone (Experiment 2). Participants in both experiments completed demographic and alcohol consumption information and a social desirability measure (Strahan & Gerbasi, 1972). Data were submitted to 2(Strength) × 3(Appeal) × 2(Gender) ANCOVAs (drinks per occasion and social desirability were covariates). Experiment 1 revealed a significant Strength × Appeal interaction, with the DITF and FITD appeals eliciting lower compliance rates than the control appeal when accompanied by a weak persuasive message, thereby refuting Cialdini’s automaticity assumption. A significant main effect for appeal in Experiment 2 (DITF yielded lower compliance than FITD or control appeal) did not support Cialdini’s (2001) claim. Correlates of drinking behavior among college students are discussed, as are implications of the present research for compliance theory and reducing binge drinking on American college campuses.

The University of ManchesterSandra TaylorDoctor of PhilosophyThe Reciprocal Influence Of Person Centred Counselling Students And Trainers2013This research has explored the reciprocal influence of counselling students and trainers in the UK, through the researcher’s lens of being a Person Centred trainer. The methodology evolved into relational heuristic research, an adaptation of heuristic research which is itself a contribution to knowledge. It is a qualitative approach that holds the researcher/trainer’s heuristic experience as its core whilst including and valuing the experience of others. Six pairs of former counselling students and trainers were interviewed together, followed by eight interviews between the researcher and her former students. The interviews provided the opportunity for the co-creation of a coherent story of their reciprocal influence and enabled clarification, corroboration, disagreement, memory jogging, and the emergence of surprises. Participants in the six interviews were gained through the researcher’s professional networks and so were convenience sampling. The eight former students were from the 22 invited whom the researcher had worked with two years previously. As is typical of heuristic research the analysis was a long, iterative and creative process of incubation and illumination.The main finding, available only because of the former students and trainers being interviewed together, is the uniqueness, complexity and richness of counselling student-trainer relationships. The three other substantial findings are: the huge impact of the transferential/countertransferential relationship between students and trainers; the nuances of liking and favouritism between students and trainers; and an invaluable insight into challenges and difficulties within the student-trainer relationship and their impact.In addition to the findings and discussion the researcher also offers a creative synthesis and a summary of learning, not to be turned into general principles and procedures but for each reader to resonate with their own experiences and see what does and doesn’t fit. This is in keeping with the complexity and uniqueness of experience found in the research. Specific contributions of this research for past, present and future counselling students and trainers as well as for course development are also discussed.

Since Schleiermacher, in nineteenth century, liberal theologians neglected the doctrine of the Trinity. However, on the basis of the Hegelian influence, leading 20th century theologians, Barth, Moltmann, Jüngel and Pannenberg revitalized the doctrine of the Trinity. This revitalization was however based on a re-interpretation of the Nicene theology, in which vital elements of Nicene theology and its reformed affirmation were altered by their approach to the doctrine of the Trinity. Reformed doctrine of the Trinity is based on the Nicene formulation of the doctrine of the Trinity. In order to make a reformed assessment of this revitalization of the doctrine of the Trinity, one first has to attend to its Nicene formulation. Nicene theologians interpret the doctrine of the Trinity on the basis of the Scripture against heresies. Athanasius confirms not only the Son’s ‘homoousia’ with the Father, but also the Spirit’s homoousia with the Father. In this regard, Athanasius protects the deity of the Son and the Spirit. Basil and the two Gregories follow Athanasius. They also apply the term ‘homoousia’ to the Spirit. Especially, the Cappadocian theologians set the following formula of the doctrine of the Trinity: One essence, three hypostaseis. For them, according to the particularity of their attributes, the Father, the Son and the Holy Spirit are distinguished, however, according to their common essence, there is one God. Their main idea is that the three hypostaseis are equally God. They focus on the deity of the Son and the Holy Spirit against Arians and Pneumatomachians. They strongly emphasize the unity of nature or essence of God on the basis of the priority of theologia over economia. <ol> <li> Karl Barth’s starting point is the revelation of God. For him the doctrine of the Trinity is three repetitions of God himself: Revealer, Revelation, and Revealedness. Barth identifies the the immanent Trinity with the economic Trinity. From this, his Christology always refers to the ensarkos Logos. And he uses the term ‘Seinsweise’ instead of the term ‘person’.</li> <li> For Moltmann, the content of the doctrine of the trinity is the crucifixion of Christ itself, and the form of the crucified one is the Trinity. He focuses on the passibility of God. He also identifies the immanent with the economic Trinity. His social understanding of the concept of divine Person is based on panentheism.</li> <li> As with Moltmann Jüngel concentrates on the ‘death of God’. For him, the theology of the death of God is based on Luther’s theology of the cross. The Christian doctrine of the triune God is the epitome of the story of Jesus Christ. With Barth and Moltmann he identifies the immanent Trinity with the economic Trinity.</li> <li> Pannenberg’s doctrine of the Trinity implies the divine self-disclosure in Jesus Christ. His Christology is ‘from below. And Pannenberg’s concept of person is the reciprocal relationship between persons.’ He confirms the identification of the immanent Trinity and economic Trinity.</li> <li> Modern understanding of the doctrine of the Trinity on the basis of Panentheism differs from the Reformed tradition which emphasizes the distinction between the immanent Trinity and economic Trinity, and uses the notion of person as a metaphor of the distinction.</li></ol> The doctrine of the Trinity is closely connected with the Church since it is constituted by the Triune God. Therefore, the implications of the doctrine of the Trinity are important for practical church life. / Thesis (PhD)--University of Pretoria, 2008. / Dogmatics and Christian Ethics / unrestricted

German Russian relations are key partnership for European security and energy. Many European states, including Czech and Slovak republic, are dependent on the German-Russian economic cooperation. Russia is for Germany historically a strategic partner and the importance of their relationship is rising currently, as well. The cooperation extends and the traditional contradictions are ignored. However, the Ukrainian crisis has brought a change of German policy towards Russia. The thesis describes the character of the relation and problems following the methodology of the international relations theories with real reflection. It analyses the relation from the political and economic dimensions and their close interconnection.

This was a mixed methods study designed to investigate the social skills use of adolescents with learning disabilities through an application of Albert Bandura's theory of reciprocal interaction. Data were collected through ranking surveys, observations, interviews, and school records. Three questions were investigated. The first question was to determine whether the language deficits of LD students contributed to their general decreased social competency. Through data from the Social Skills Rating System, the seventh grade participants were considered socially competent to some degree by self report, their teachers, and their parents. Factor analysis revealed students were the best predictors of their social skills use from all data sources. In ranking participants' social skills use, students and teachers were more strongly correlated than were students and parents, or teachers and parents. No relationship of any strength existed between the participants' cognitive ability and their social competence. A use of Bandura's determinants indicated that a relationship existed between some subtypes of learning disabilities and some types of social skills misuse. The participants diagnosed with reading disability, auditory processing disability, receptive/expressive language disability, or nonverbal learning disability all made the majority of their observed social skills errors in the environmental determinant of Bandura's triad of reciprocal interaction. The participants in the four subtypes experienced their information processing deficits in attending to environmental stimuli, or in attending to inappropriate environmental stimuli. The area of the subtype of information processing deficit aligned with the determinant in which the participants in that subtype's social errors were experienced. Bandura's triad of cognition, environment, and behavior was not equilateral because the balance did not exist between the three determinants in participants with learning disabilities.

Reading deficits in students in Grades 4 to 12 are evident in American schools. Informational text is particularly difficult for students. This quasi-experimental study (N=138) investigated sixth-grade students' achievement in social studies using the Reciprocal Mapping instructional routine, compared to sixth-grade students' achievement taught with a traditional approach. The Reciprocal Mapping instructional routine incorporated explicit instruction in text structure using graphic organizers. Students created their own graphic organizers and used them to write about social studies content. The comparison group used a traditional approach, students' reading the textbook and answering questions. Students for this study included sixth-graders in the seven sixth-grade classrooms in two public schools in a small, rural south Florida school district. A focus of this study was to determine the helpfulness of the intervention for at-risk readers. To determine students considered to be at-risk, the researcher used data from the reading portion of the Florida Comprehensive Assessment Test (FCAT), 2011-2012, that considers Level 1 and 2 as at-risk readers. The quasi-experimental study used a pretest-posttest control group design, with students assigned to treatment groups by class. Two teachers at the two rural sites were trained on the Reciprocal Mapping instructional routine and taught students in both the experimental and control groups for an equivalent amount of time over a 5-week period. Results of the 3 x 2 factorial ANCOVA found a significant positive difference favoring the experimental group's social studies achievement as compared to that of the comparison group as measured by the pre/post unit test from the social studies series (McGraw-Hill, 2013), when controlling for initial differences in students' reading FCAT scores. Interactions for high-risk struggling readers were investigated using the significance level p < .05. Due to no significant interaction the main effects of treatment were interpreted. The pretest was used as a covariate and the multivariate analysis was found to be significant. Therefore, analysis of covariance was run on each of the dependent variable as a follow-up. Reciprocal Mapping was found to be significant in posttest scores, independent of gender and level of risk, and while holding the pretest scores constant. Findings showed there was a significant difference in the performance of the high-risk reading students taught with the Reciprocal Mapping intervention who scored statistically better than students in the control group. Further study findings showed that teacher fidelity of implementation of the treatment had a statistically significant relationship in predicting posttest scores when controlling for pretest scores. Study results indicated that improving students’ use of text structure through the Reciprocal Mapping instructional routine positively supported sixth-grade students’ social studies achievement.

This study was undertaken to investigate the role of self-efficacy in the career trajectories of women who are currently employed in STEM fields and women who had studied in any of these fields, but either never worked in STEM, or decided to leave at some stage. The assumption was that women remain in STEM careers because of the motivational effect of STEM self-efficacy. In order to do this investigation, two studies were included in a parallel convergent mixed-methods design and two samples were studied. The first sample of 15 women, which included both women in STEM (n = 8) and women who had left STEM (n = 7), were interviewed and invited to talk about their STEM studies and careers. The interviews were conducted according to a semi-structured interview. The second sample, which consisted of 108 participants of whom 88 were actively involved in STEM and 20 had left the field, completed an online survey that contained a biographical section, three self-efficacy scales and an Exploratory Questionnaire (EQ) that covered aspects such as motivation to study and work in STEM and barriers experienced. The three self-efficacy scales used were the General Self-Efficacy Scale (GSES), the New General Self-Efficacy Scale (NGSES) and the Occupational Self-Efficacy Scale (OSES). Bandura's Social Cognitive Theory (SCT) was chosen as the conceptual framework for the study and the development of Social Cognitive Career Theory (SCCT) was described from its inception to its current integrated models of career development, as applied to women in STEM careers. The integrated models show that a combination of self-efficacy and outcome expectations is crucial as a predictor of career success in the STEM fields, which can also be influenced by additional variables, such as career decision making, career and study satisfaction, persistence, contextual support and barriers. The Social Cognitive Theory (SCT) and Social Cognitive Career Theory (SCCT) provided the theoretical framework for themes for the qualitative thematic analysis. A top-down identification of themes was done by using the transcripts of interviews. Self-efficacy, outcome expectations and barriers were among the twelve themes that were identified. The survey data was described and statistically analysed. Descriptive statistics were provided for the selfefficacy scales and biographical information. The STEM and non-STEM groups were compared with a series of contingency tables on biographical information. A t-test was used to compare the self-efficacy scales by STEM status in order to find significant differences. The EQ was subjected to an exploratory principal component analysis (PCA) and 10 factors or components were identified. The factors ranged from motivation, barriers and perceptions about gender to STEM and education. Finally, the factors were compared with the qualitative themes to explore the role of self-efficacy in the careers of STEM and non-STEM women. The contribution made by this study is that it highlights the importance of the sources of selfefficacy in ensuring that women remain in their chosen fields. A frequently under-emphasised aspect is that of the emotional source of self-efficacy, which this study found to be the passion, focus, enjoyment and satisfaction that motivate women to remain in STEM. The relevant literature frequently observes that girls and women do not like STEM subjects and activities. However, the passion and commitment of women witnessed by the researcher while conducting this study counters this observation. Some women do enjoy science and it is by no means a proven fact that a lack of interest in STEM is gendered. Programmes focusing on motivating women to enter and remain in STEM ought to take this particular source of selfefficacy into account. The question is, of course, whether one can create interest, instil passion and make STEM attractive to women. However, this is a separate topic for further study. One of the clear findings of this study relates to the importance of inner-circle support and motivation to enter and remain in STEM. Programmes should find a way to encourage families who are already involved in STEM to include children, and especially girls. The very personal nature of encouragement, motivation and support received from parents and close family members function as a major source of self-efficacy. This calls for a creative approach to motivational programmes in order to make commitment to STEM inclusive. Another point that was emphasised by women in the qualitative sample, as well as in the quantitative results, was the major importance of personal interest in the field of science. In fact, this was even more important than the motivational support provided by close family. In essence, it relates to the passion expressed by women in STEM, but the importance of developing a strong interest in science cannot be overstated. Finally, several of the respondents working either in or outside STEM mentioned the pressures experienced in an attempt to balance family and work responsibilities. Some women manage this successfully, even though they are in STEM careers, while others deal with the problem by leaving STEM. However, one should point out that even in non-STEM careers the pressures and expectations of family life and children exist. Programmes dealing with women in STEM should take this problem very seriously and should assist women in effectively managing and dealing with the combined pressures of family and work. / Thesis (PhD)--University of Pretoria, 2017. / Psychology / PhD / Unrestricted