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Projektion av normbrytande beteende hos ungdomarTrossholmen, Johanna, Eriksson, Caroline January 2007 (has links)
<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>
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The effect of trained hearing peer tutors on the physical activity levels of deaf students in inclusive elementary school physical education classesLieberman, Lauren J., 1965- 14 August 1995 (has links)
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
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Effects of a computer-assisted tutoring system on acquisition, maintenance, and generalization of time-telling skills of elementary school students with behavior disordersMa, Yao, January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 160-171).
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A case study of the impact of using online blogs for peer feedback in a class of form two students in Hong KongSun, K. Y., Ivy. January 2006 (has links)
Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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The Everyday Practice of School Bullying : Children's participation in peer group activities and school-based anti-bullying initiativesSvahn, Johanna January 2012 (has links)
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.
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Projektion av normbrytande beteende hos ungdomarTrossholmen, Johanna, Eriksson, Caroline January 2007 (has links)
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.
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The effectiveness of student discussion in primary 6 mathematics lessonsChau, Wai-che., 周偉志. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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Peer student group interaction within the process-product paradigmBobrink, Erik January 1996 (has links)
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
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The experience and perceived benefits of students with intellectual disabilities acting as tutors : an interpretative phenomenological analysisBorisov, Christine. January 2008 (has links)
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).
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Riglyne vir die implementering van 'n portuurhelperprogram in sekondêre skole in Suid-Afrika / Theodora Petronella KanesKanes, Theodora Petronella January 2006 (has links)
In South African secondary schools there are learners who undergo a daily struggle with
social and emotional problems. The problems learners struggle with include problems
like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia,
bulimia, stress, bullying, and many more.
These problems often result in learners experiencing a great deal of pressure. They
sometimes feel hopeless as they fail to find suitable solutions for their problems. They
often feel alone and as though there is no one whom they can share their problems with
and who truly understands.
A Peer Helper Programme is a programme that focuses on training a selective group of
learners to be peer helpers. A peer helper is someone who understands or someone of
more or less the same age as the person seeking for help, has empathy, good listening
and communication skills, and offers help and understanding in times of need.
A literature study has been undertaken to give the precise description of the concept of
peer help, to determine the task and function of a peer helper and to establish what
exactly the training of a peer helper should encompass. The results obtained from this
information allowed the setting of guidelines for the implementing of a peer helper
programme for the effective training of peer helpers.
An empirical study was executed to establish the nature and scope of the problems
learners in secondary schools in the Klerksdorp school district experience and their
needs concerning peer helping. From this study it was concluded that a need exists for
peer helping programmes as well as guidelines for the design and implementation of a
peer helper programme. Questionnaires were used and the following can be concluded
from the investigation:
There is an existing need for a peer helper programme as learners who
experience problems will rather share this with a peer before telling an older
person.
A set of guidelines need to be put into place for the implementation of a peer
helper programme.
To conclude the recommendation is made at the end of this study that a peer helper
programme needs to be implemented in every school in the various school districts and
that it should stand under the management of the school principle and the assistance of
the guidance teacher. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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