Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 75-84). Also available in print.

<p>Människor verkar tro att de är vanliga och som alla andra, men är det verkligen så eller tillskriver vi andra våra egna beteenden? Syftet med denna studie var att undersöka om det fanns ett samband i hur ungdomar projicerar sitt normbrytande beteende och hur de uppfattar sina kamrater. Människor tenderar att tro att andra reagerar på samma sätt som de själva gör, och därmed se sitt eget beteende som det typiska. För att undersöka projektionen användes en enkätstudie som ungdomar på en högstadieskola fick besvara. I enkäten skulle eleverna uppskatta sitt eget beteende och sina kompisars beteenden. Resultaten visar att ungdomar tenderade att projicera sitt eget normbrytande beteende på sina kompisar men att de inte var speciellt lika varandra i detta beteende.</p> / <p>People tend to see their own behaviour as relatively common, is it really like that or do we prescribe others our own behaviours? This study examined correlations between adolescents´ perception and their peers´ reports of delinquent behaviour. People tend to imagine that everyone responds the way they do and they tend to see their own behaviour as typical. To examine the projection a survey was handed out to students in a junior high school. The survey contained questions about the students’ own behaviour and their friends’ behaviour. Findings revealed that adolescents´ tended to project their own delinquent behaviours on their peers although they were not particularly alike.</p>

The purpose of this study was to investigate the effect of trained hearing peer tutors on the physical activity levels of deaf students in integrated elementary physical education classes. This study utilized a single subject multiple baseline design across subjects. Eight deaf 4th and 5th grade students and eight hearing 4th and 5th grade peer tutors participated in the study. The students were observed during their physical education class and data were analyzed on physical activity levels and peer tutor behavior. The deaf students and peer tutors were first observed during a baseline period of 4-6 classes with no intervention. The peer tutors were trained toward the latter part of the baseline period. The peer tutor intervention lasted from 11-13 classes. During the intervention, the peer tutor and deaf student participated in pairs for the fitness portion of the class. The results of the intervention demonstrated that the implementation of trained hearing peer tutors improved the physical activity levels of both the deaf students and peer tutors. The training of the peer tutors consisted of signs pertaining to: instruction, physical fitness, and teaching techniques in the areas of: cueing, feedback and reinforcement. The cueing approach followed the system of least prompts and included verbal cueing, modeling, and physical assistance. Feedback consisted of positive general and positive specific reinforcement. Peer tutors were trained over four to five 30 minutes sessions. Pre-established criteria required the peer tutors to implement the teaching behaviors with the researcher a minimum of 4 out of 5 times, and receive a score of 90% or better on the peer tutor quiz. All peers were successful at meeting this criteria. Data were collected on the peer tutors tutoring behavior throughout the study by systematic observation. The results of the peer tutor data revealed that the tutors were able to implement the tutor training program. The results of this study demonstrate that elementary aged deaf students and their hearing peers can improve their physical activity levels upon intervention of trained hearing peer tutors. It was also shown that elementary aged peer tutors can be trained to provide assistance to deaf students in integrated physical education classes. Recommendations for future research are provided based on the results of the study. / Graduation date: 1996

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 160-171).

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

This thesis explores the everyday practice of school bullying by examining children's participation in peer group activities as well as in school-based anti-bullying activities within an educational setting. The empirical material is drawn from a long-term (1 year) ethnographic study conducted among preadolescent children in a 5th grade class in a Swedish elementary school. An ethnomethodological approach is used in analysis of ethnographically based fieldnotes, and in detailed analysis of video recordings collected during participant observations.    The first study examines, through elaborated investigation of a peer group's everyday peer encounters, how social exclusion is situated within the flow of intricate, subtle and seemingly innocent interactions. In this, the study offers detailed information about how girls' everyday peer group interactions, taken across a range of activities, may be consequential for the process of social exclusion.    The second study examines the interactional moral work accomplished within the situated practice of ART classroom sessions on moral reasoning used as part of the school's anti-bullying prevention program. The study contributes an understanding of the interactional managment of children's moral stance-taking, something that has previously been overshadowed by the quest to project the outcomes for individual children's moral reasoning. The third study examines a gossip dispute event, in which a group of girls take action against another girl for reporting school bullying to the teacher. The study demonstrates how, as the gossip dispute unfolds, the girls accused of bullying appropriate and even subvert the social organization of the school's anti-bullying program, and manage to turn the tables so that the girl initially reporting to be a victim of bullying is cast as an instigator, and the girls accused of the bullying as victims of false accusations.    The thesis illuminates the complex meanings and functions of social actions referred to as bullying within a school context and in the literature. Also, it sheds light on the difficulties that come with teachers' attempts to structure children's social relationships. All in all, the thesis illuminates the need to challange an individualistic approach to bullying, recognizing the social and moral orders children orient to in their everyday life at school.

Människor verkar tro att de är vanliga och som alla andra, men är det verkligen så eller tillskriver vi andra våra egna beteenden? Syftet med denna studie var att undersöka om det fanns ett samband i hur ungdomar projicerar sitt normbrytande beteende och hur de uppfattar sina kamrater. Människor tenderar att tro att andra reagerar på samma sätt som de själva gör, och därmed se sitt eget beteende som det typiska. För att undersöka projektionen användes en enkätstudie som ungdomar på en högstadieskola fick besvara. I enkäten skulle eleverna uppskatta sitt eget beteende och sina kompisars beteenden. Resultaten visar att ungdomar tenderade att projicera sitt eget normbrytande beteende på sina kompisar men att de inte var speciellt lika varandra i detta beteende. / People tend to see their own behaviour as relatively common, is it really like that or do we prescribe others our own behaviours? This study examined correlations between adolescents´ perception and their peers´ reports of delinquent behaviour. People tend to imagine that everyone responds the way they do and they tend to see their own behaviour as typical. To examine the projection a survey was handed out to students in a junior high school. The survey contained questions about the students’ own behaviour and their friends’ behaviour. Findings revealed that adolescents´ tended to project their own delinquent behaviours on their peers although they were not particularly alike.

published_or_final_version / abstract / Education / Master / Master of Education

The main purpose of this dissertation was to relate a study within the framework of Peer Student Group Research to the basic Process-Product Paradigm for Research on Teaching. Information about previous research within this field was given in the chapter on background. A total of 287 peer students at the Department of Education, Umeå University and at the teacher training colleges at Umeå and Luleå participated in this study. Thirty-one students worked individually and constituted a control group. The remaining 256 students were divided into 64 groups. Each group consisted of four students and was videoed during the problem-solving phase (60 minutes). The task dealt with a discipline case in the Swedish compulsory school. This case was discussed on the basis of four different psychological theories. A 2(Content, Group vs. Individual Content) X 2(Cohesiveness, High vs. Low Cohesiveness) X 2(Credit, Group vs. Individual Credit) design was used. A mediating model, i.e. Contribution(Analytical vs. Structural Contribution) X Persistence(Task Persistent vs. Task Non-Persistent Contribution) was used to observe the processes. Two of the videoed groups were analysed naturalistically. The results were measured psychometrically by means of an ANOVA. The ANOVA analysed main effects and interactions between the factors for the four process variables and for the product variable. The results of this study revealed the importance of studying Educational Productivity, i.e. both the process and the product. Furthermore, the study demonstrated that interactions could be discovered with psychometric methods but not with naturalistic methods. On the other hand, the naturalistic method revealed more sensitively how the group members worked and how they attempted to solve their task. The traditional assumption of group work vs. individual work was falsified. Individuals did better than groups on this type of problem. The results were discussed in both psychometric and naturalistic terms. / <p>Diss. Umeå : Umeå universitet, 1996</p> / digitalisering@umu

This study investigated the reported benefits of adolescent students with an intellectual disability as tutors or teacher assistants in physical education. The personal experience and meaning of five young leaders with an intellectual disability was reported by means of an interview, video activity, picture activity, and field observations. An interpretative phenomenological analysis (IPA) was used. The analysis revealed different combinations of benefits for each participant. All participants expressed positive affects from helping. Four participants identified pride and accomplishment and connectedness. Three participants demonstrated career ambitions and self-identity. Two participants addressed responsibility towards others, being a role model, and modification of behavior. One student addressed altruism as a benefit. The young leaders' experiences were discussed in terms of their roles (Allen & Feldman, 1976), role theory (Thomas & Biddle, 1966), previous tutoring literature, and Hellison's responsibility model (2003).