The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay. Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it. All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.

<p>The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay.</p><p>Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it.</p><p>All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.</p>

This study reports on an investigation to determine the applicability of the peer rating technique to Air Force ROTC cadets at North Texas State College which has an enrollment of approximately 7000 students. The specific problem investigated was whether or not the peer rating would be useful in solving the leader identification problem in Air Force ROTC.

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

本研究之目的在了解使用同儕評量為考核方式時，可能影響團體成員公平知覺等心理反應的因素。研究中以96名大學女生為實驗對象，採2x2x2實驗設計，探討“同儕評量與自評之差異”、“團體成員相對親疏關係”及“決策控制力（自評對獎金分配之影響力）”等三個因素對團體成員公平知覺之影響，並了解內外控傾向在此影響機制中扮演的角色。研究結果顯示，當團體使用同儕評量之考核方法時，“同儕評量與自評之差異”對個體的公平知覺、結果滿意、團體吸引力、再次合作意願均有非常顯著的影響。顯示個體相當關心自我評量與同儕評量之差異，當同儕評量比自評低時，個人在以上幾種心理反應都顯著的較弱。在“相對親疏關係”上，結果顯示個體進入團體中時，若感覺其他兩位成員間之親疏關係，比個體自己與其他任一人間為親密時，其公平知覺會較低。在“決策控制力”上，則發現其對公平知覺與再次合作意願有顯著影響，當自評對酬賞結果具有影響力（決策控制力高）時，個體的公平知覺會較高，也較願意再次與其他兩位成員合作。在“同儕評量與自評之差異”、“相對親疏關係”、“決策控制力”三者之交互作用方面，分析結果顯示均未達顯著。在內外控此變項上，除發現其對公平知覺有顯著影響，即愈外控者之公平知覺愈低外，另亦顯示內外控與“相對親疏關係”具有交互作用，但與“決策控制力”、“同儕評量與自評之差異”之交互作用並不顯著，表示內外控只在“相對親疏關係”對公平知覺之影響上有調節效果。本研究最後對未獲驗證之部份加以討論，並依實驗所得結果，提出可能之貢獻、限制、對未來研究的建議及工商實務上之應用。 / This study, employing 96 undergraduates and 2×2×2 experimental design, examined the effects of “discrepancies between peer rating and self rating”, “ relative relationship” and “decision control (the influence of self rating on reward) ” to group members’ perception of fairness. The role of locus of control was also explored. When using the peer rating, subjects who received relative lower peer rating showed weaker perception of fairness, less satisfied with outcome, less attracted to other two coworkers and lower recooperative willing. Subjects perceived fairer when the relative relationship is equal (the familiarity within group members is the same). With the high decision control, subjects’ perception of fairness and recooperative willing were higher. No interaction effect of these three independent variables was found. Locus of control had moderating effect on the relation between relative relationship and perception of fairness. Implications for management and future research are discussed.