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Sammanfattning Detta är en kvalitativ fallstudie av fem specialpedagogers arbete med specialundervisning i matematik. Syftet är att kartlägga deras arbete och uppfattningar genom att beskriva och analysera hur de organiserar sin undervisning i matematik, hur de undervisar ämnesinnehållet och hur de ger feedback till eleverna i klassrummet, samt hur de själva beskriver det de uppfattar som det specialpedagogiska inslaget i sin undervisning. För insamling av empirin har en kvalitativ metod med halvstrukturerade djupintervjuer samt observationer i form av ljudinspelningar och ostrukturerade fältanteckningar under lektioner gjorts. Ramfaktorteorier, fenomenografiska teorier, inlärningsteorier samt fallstudien, har styrt mitt sätt att bearbeta och analysera det empiriska materialet. Resultatet visar att det lärande som erbjuds eleverna av fyra av specialpedagogerna bidrar till ett ytinriktat lärande, och feedback som erbjuds bidrar till yttre motivation. Det specialpedagogiska inslaget anser de vara att se människan bakom ett beteende, att ha en positiv förväntan, att utgå från barnet, att vara personlig, att tycka om eleverna och att vara konkret i undervisningen. Den femte pedagogen erbjuder ett djupinriktat lärande och erbjuder ett arbetssätt under lektionerna som skapar vilja och motivation att lära sig. Det specialpedagogiska inslaget anser hon vara att ta reda på var eleven befinner sig kunskapsmässigt och utgå därifrån så eleven har möjlighet att förstå det den inte har förstått. / Summary This is a qualitative case study of five special educators work with special education in mathematics. The aim is to identify their work and ideas by describing and analyzing how they organize their teaching of mathematics, how they teach the subject matter, how they give feedback to students in the classroom, how they describe what they perceive to be the special education component of their teaching. For the collection of empirical data, a qualitative approach with semi-structured interviews and observations in the form of audio recordings and unstructured field notes during classes was used. Frame factor theory, phenomenographic theory, learning theories and case study have leaded me through the way of processing and analyzing the empirical material. Results show that the learning that four of the special educators offer the students contributes to a surface approach to learning, and the feedback they offer contributes to external motivation. The special education components they say are important: to see the person behind a behavior, have positive expectations, let the teaching be based on the child’s experience, to be personal, to like the students and to be concrete in teaching. The fifth special educator offers the students a contribution to deep approach to learning and she offers a way to work at the lessons that creates motivation and willingness to learn. The special education component she thinks is important is to find out what knowledge the child has, and work from there so the child has the possibility to understand what he or she hasn’t understood.

There¡¦s a great diversity of religions in Taiwan. Some religious art organizations like choruses have developed stably also. The management and concepts of these religious choruses are different from the others. In this study, the researcher will analyze the management of ¡§Bliss and Wisdom Praise Chorus,¡¨ which belongs to Taipei Buddhism Bliss and Wisdom Foundation, to investigate its uniqueness. Qualitative method is used in this study. Literature reviews about nonprofit organization and in-depth interview with Bliss and Wisdom Praise Chorus managers are two basic methods to collect data. They are analyzed with CORPS model and adjusted with experts¡¦ opinions through Delphi technique. The researcher, then, raises some suggestions according to these analyses. The conclusions of this study shows that: the key ¡¨Clients¡¨ of Bliss and Wisdom Praise Chorus are its followers; the Chorus ¡§Operates¡¨ as an amateur performing arts organization, and lacks for professional managers; the Chorus¡¦s ¡§Resources¡¨ mainly come from the donation of its followers; most of the ¡§Participants¡¨ are also the followers; their ¡§Services¡¨ can help them get close to religion by practicing sing and attract outsiders. This study suggests that Bliss and Wisdom Praise Chorus should enhance their marketing strategies, seek and keep talents, establish professional management system, stabilize human resources management, and increase affiliations with outsider.

Abstract Taiwan is an island surround by sea. The fishery is well developed, and fishing boats numbered a lot. The amount of vessels getting in and out of seaports is too many to estimate. Therefore the advance of the quality of the Coast Guard¡¦s security inspection is especially connected with fishermen¡¦s rights and interests. The contact experience with the Coast Guard during vessel safety check is the critical moment which determines the service quality. To understand this process of the dynamic contact experience is the key to know the fishermen¡¦s cognition to service quality; by this understanding the Coast Guard can design service content to satisfy fishermen¡¦s expectation. For this reason, the degrees of the fishermen¡¦s cognitive correctness and satisfaction in fishermen¡¦s field contact experience with security inspectors, which is a kind of intuition and composite impression, deeply influence the planning of policy, the development, and the image of the Coast Guard Administration, hence it behooves us to probe into this contact experience. This study investigated the key factors which affected fishermen¡¦s public praise response during the contact experience, in the real scene of the Coast Guard Administration safety inspection, in which the first line of safety inspection and the inspected fishermen were involved. Furthermore, this study probed into the interaction and afterward influence in the process of the service delivery. This study started with case study, in which I collected and qualitatively analyzed the fourteen satisfying cases and nineteen unsatisfying cases offered by Tong-Kong office , the Coast Patrol Corps 6 of Southern Coastal Patrol Office. With this analysis I concluded the factors affecting fishermen¡¦s satisfaction, and then devised, mended the questionnaire referring to relevant literature, and circulated 300 copies of the questionnaire among the native captains, shipmen in the vessels getting in and out of Tong-Kong , which were not limited to the vessels registered in Tong-Kong. Using SPSS program to proceed credibility analysis, factor analysis, variable analysis, t-test, relevance analysis, and regression analysis, the results suggest that ¡§safety inspection skills¡¨, ¡§safety inspection equipment¡¨ and ¡§safety inspection time period¡¨ are the three factors which can explain 4.3% variable of ¡§public praise response¡¨ and this finding is statistically effective.The conclusion is that under the restricted expenditure, if the government wants to raise the fishermen¡¦s public praise response, she should first improve the corps¡¦ safety inspection skills, then purchase professional safety inspection equipment, and shorten the safety inspection time period.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 2, 2010). Includes bibliographical references (p. 55).

In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed disruptive behaviors. These students were selected based on the following criteria: (a) identified as using attention-seeking behaviors to disrupt classroom instruction, and (b) accrued an average of three or more office discipline referrals (ODRs) during classroom instruction since the beginning of the semester. Teacher praise notes are notes written by the teacher to a student regarding observed appropriate classroom behaviors while peer praise notes are written by the students to peers of their choice regarding observed appropriate behaviors. The type of praise notes were counterbalanced across each session. Duration recording was used to record the length of disruption per student during all sessions. Data were analyzed by visual analysis. The results suggest that TPNs and PPNs decreased disruptive behaviors of the students with E/BD in a residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and future for research directions are discussed.

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The aim of this project was to evaluate the Contingencies for Learning Academic and Social Skills (CLASS) programme in four New Zealand classrooms. Four students with antisocial behaviour were nominated by their teachers to take part in an intervention that included differential attention, increased praise and rewards. Direct observations were made of compliance to teacher instructions, on-task behaviour, teacher praise and teacher instructions. Results indicated that on-task behaviour and compliance to teacher instructions increased during the intervention phase and was maintained during the follow-up. Teachers were also able to increase their rate of praise per hour during the intervention phase and their praise rate remained greater at follow-up than during the baseline phase. In the absence of pre-service and in-service behaviour management training for teachers, the CLASS programme proved to be a useful tool to assist teachers who have to work with children with high rates of antisocial behaviour.

Bibliography: leaves 476-502 / xxix, 502 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--Dept. of Psychology, University of Adelaide, 1988

Thesis (B. Div.)--St. Vladimir's Orthodox Theological Seminary, 1973. / Includes bibliographical references (leaves 42-43).