The basic purpose of this study was to present an in-depth investigation of secondary school student teacher role expectations from a variety of perspectives.

The topic of this thesis is a social pedagogical work in EU countries. The main aim is to map approaches in selected European countries and the analysis of social-pedagogy work in these countries to identify reserves in this field in the Czech Republic and to propose possibilities to improve an existing concept. This thesis is based on theoretical studies as well as on the legal provisions, regulations and documents. Research problem is: "Effect of legislative changes and historical aspects in social-pedagogical activities in schools". There are defined three problematic issues: What is the role of global EU legislative for the social-pedagogy work in schools? What is the role of local legislation changes in EU countries in social-pedagogical work in schools? What is the difference in social pedagogy in schools in different EU countries related to their history? The thesis discusses basic socio-pedagogical concepts, defines social pedagogy as a scientific discipline and provides an overview of its main dimensions, areas of action, functions, methods and tasks. It specifies the social pedagogical worker in education system based on theoretical concept maps competences of such worker. It deals also with the conceptual terms of social-educational work in school and its consequences in the Czech...

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed April 12, 2007. Dissertation Committee: Thomas Crumpler (chair), Anthony Lorsbach, Mary Murray Autry, Patricia Harrington Klass. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.

Kreativitet är resultatet av personliga egenskaper, kognitiva förmågor och sociala miljöer. Studiens syftet var att undersöka hur kreativitet är relaterat till självkänsla, ålder och genus hos gymnasieungdomar. 111 deltagare varav 77 flickor, 17-21 år deltog. Ett tredelat test användes med frågor om fritidsaktiviteter (aktivitet), ett självkänslatest (”Jag tycker jag är”) samt ett kreativitetstest (Unusual Uses test). Resultatet av undersökningen visade inget samband mellan kreativitet och självkänsla men visade att ålder är relaterat till kreativitet. Yngre gymnasieungdomar var mer kreativa än äldre. Äldre hade högre självkänsla än yngre. Variabeln aktivitet kan ses som ett kreativitetsmått. Liksom variabeln kreativitet och visade variabeln aktivitet ett samband med ålder, yngre var mer aktiva än äldre. Det fanns inget statistiskt säkerställt samband mellan kreativitet och genus dock fanns en tendens till att pojkar kunde förutsägas vara något mer kreativa än flickor i undersökningen. Kreativitet kräver mod och för att våga vara kreativ behövs ett visst mått av självkänsla och självförtroende i en miljö som främjar aktiviteter som styrs av eget intresse och inre motivation.

Abstract In March 2010, BusinessNext magazine examined Taiwan¡¦s top 100 most popular website, and virtual community websites occupied approximately 25% of the spots. The social networking site ¡§Facebook¡¨ is particularly notable because although it was the first time it entered the rankings, Facebook placed second. Virtual community websites are this year¡¦s most popular type of website. Among 15 to 20 year-olds, network utilization ratios reached as high as 98.3% (BusinessNext, 2010). This majority of this age group studies in high school, and regardless of their course of study, interpersonal relationships, or physical and mental development, this age cohort has an inseparable connection to the Internet. Therefore, we call them the ¡§e-generation¡¨. This research utilizes the Technology Acceptance Model (TAM) as its theoretical foundation; TAM predicts that a high-school student¡¦s loneliness will affect that student¡¦s use of virtual community websites. This study utilizes stratified sampling in questionnaire among 500 Kaohsiung high school students from the ages of 15 to 19, and the UCLA Loneliness Scale Version Three (Russell, 1996) is used in the survey to measure loneliness. Using this methodology, the hope is to confirm the hypothesis that the students¡¦ loneliness is positively linked to their participation in virtual communities. Using SPSS 15.0 for Windows and Amos 7.0 to analyze the survey data and conduct a path analysis for a casual relationship, loneliness has a strong influence on students¡¦ use of virtual community websites, which supports TAM as a theoretical construct. And aims at the different social group type website to implement the AMOS female community the coalition analysis. The data do not show a particular variance in usage among different types of virtual community websites. The implications of this research are helpful to the families, the military, and the managers of virtual community websites, who all benefit from a better understanding of high-school students participation in virtual communities.

The purpose of this study was to investigate the significant differences and relations of elementary schools¡¦ students¡¦ positive thinking, personality traits, and creativity. Five hundred and twenty-nine elementary schools¡¦ students were stratified random sampling from Kaohsiung City. All participants completed the instruments of The Elementary School Student Positive Thinking Scale (ESPTS), The Big Five Inventory and Torrance Tests of Creative Thinking (TTCT). A confirmatory factor analysis, t-tests, analysis of variance (ANOVA), and Pearson product-moment correlation were conducted to assess the similarities and differences among different background variables. The main findings were as follows: 1. Girls¡¦ positive thinking means was significantly higher than the boys. 2. The first born children¡¦s positive thinking mean score was significantly higher than the other born orders children. 3. Students who living with parents presented significantly higher positive thinking means than these students who living with grandparents or elder. 4. Children came from father with democratic practice presented significantly higher positive thinking scores than these children with authoritarian father practices. 5. Girls¡¦ mean score on Agreeableness and Openness was significantly higher than the boys. 6. The single child¡¦ mean on Openness presented significantly higher than the first-born children and later-born children 7. Fourth graders¡¦ mean on creativity-fluency and creativity-originality was significantly higher than the 6th graders. 9. The single child¡¦s creativity mean was significantly higher than the other born order children. 10. Students¡¦ life-satisfaction means score was significant correlation with Creativity score. 11. Students¡¦ positive thinking was significant correlation with their Big-five personality score. 12. Students¡¦ Extraversion and Openness means were significant correlation with their Creativity. Implications of these findings for classroom instructions and future related researches are discussed. Key Words: elementary school student; positive thinking; personality traits; creativity.

Study of Teachers¡¦ and Students¡¦ Thinking Styles and their Interactions in Instruction Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background, teachers¡¦ thinking styles, and teaching behaviors. (3) to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4) to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. (5) to investigate the changing condition of students¡¦ thinking styles. (6) to explore the impact of teachers¡¦ thinking styles on students¡¦ thinking styles. Two groups of subjects were arranged: with one including 254 high school teachers in Taiwan area, and the other including 14 teachers and their 507 students in Koashuing. Teachers were asked to fill out Thinking Styles Questionnaire for Teacher (TSQT¡¨ and Teaching Behavior Scale (TBS), while students Thinking Styles Questionnaire (TSQ) and Learning Perception Satisfaction Check List (LPSCL). Qualitative research (Classroom observation) is applied to explore the interaction of teachers and students. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, Hotelling¡¦s T , one-way MANOVA, Repeat Measure Analysis, and Multivariate Analysis of Covariance. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in judicial, and liberal styles. (2) There were no significant differences between high, mid and low years groups in thinking styles. (3) There were significant differences between high, mid and low age groups in executive thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in executive, judicial, and local thinking styles. (2) Birth orders, father¡¦s education, and mother¡¦s education have no significant differences with thinking styles. 3. Students¡¦ is more inclined to legislative, global, liberal, and conservative styles in pre-test than in post-test. 4. Teachers¡¦ background had no canonical correlation with teachers¡¦ thinking styles. Teachers¡¦ thinking styles had canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explained 43.4% of all teacher behavior. 5. Teachers¡¦ legislative, executive, and liberal thinking styles had significant effects on students¡¦ thinking styles. 6. Some teaching behavior had significant correlation with students¡¦ thinking styles. 7. Teaching behavior had significant correlation with learning perception satisfaction, but not achievement. 8. Teachers¡¦ thinking styles had significant correlation with students¡¦ thinking styles. 9. Matching of teacher-student¡¦s thinking styles had significant correlation with learning perception satisfaction and achievement.

Moksleivių tarpusavio smurtas viena aktualiausių šiandienos problemų Lietuvos mokyklose. Psichologinis ir fizinis smurtas yra dažniausios moksleivių tarpusavio agresyvaus elgesio formos, neįtraukiamos į jokią statistiką. Tyrimai rodo, kad šeimos problemos, sunkumai mokykloje bei priklausomybė nuo naujųjų technologijų smarkiai įtakoja moksleivių adaptacijos, bendravimo bei elgesio sunkumus. Šio darbo tikslas buvo išsiaiškinti, ar moksleivių smurtinis tarpusavio elgesys išplitęs ir pradinėse klasėse bei nustatyti, kas daro lemiamą įtaką tokio elgesio apraiškoms tarp moksleivių. Tuo tikslu buvo tirti 1-10 klasių moksleiviai, jų laisvalaikio ypatumai bei santykiai su tėvais. Tyrimo metu nustatyta, kad moksleivių tarpusavio smurtinį elgesį labiausiai įtakoja kovinių filmų dažnas žiūrėjimas bei prasti santykiai su tėvais. Tokie vaikai turi daugiau emocinių, elgesio ir bendravimo sunkumų, kurie apsunkina jų socialinę adaptaciją. Jiems būdingas nesugebėjimas užmegzti ilgalaikio produktyvaus kontakto su bendraamžiais. Teisinių dokumentų bei anketinės apklausos analizė atskleidė, kad smurto tarp moksleivių prevencijos problemą reikia spręsti kompleksiškai. Sėkmingą prevencijos įgyvendinimą lemia ne tik naujų teisės aktų, draudžiančių visų rūšių smurtą išleidimas, bet ir visos visuomenės sąmoningumas. / Violence among school students is one of the most acute problems in Lithuanian schools nowadays. Psychological and physical violence are the most frequent forms of aggressive behaviour among pupils that are not included in any statistical reports. It is shown that family problems, difficulties at school and addiction to modern technologies have negative outcomes on school students and also result in difficulties of their adaptability, development and interaction. The aim of this study was to ascertain whether the aggressive behaviour is common among primary school students as well as that among senior pupils and also to dwell on the determinant factors of violent behaviour. To reach this goal we questioned pupils of 1-10th forms and analysed the peculiarities of their pastimes and relationship with their parents. The research showed that violent behaviour among school students is mostly influenced by frequent watching of fighting films and bad parent-children relationship. These children have more emotional, behavioural and communicative difficulties, which complicate their social adaptation. Moreover, their ability to create long-term contacts with students of their age is limited. The analysis of legal documents and pupils’ questionnaire revealed the fact that the problem of prevention violence among school students should be dealt with complex solution. The issue of new laws providing against violence of all kinds would not be sufficient without the society awareness.

The purpose of the study was to identify the student’s perspective of the difficulties of transitioning from eighth grade to high school. The intent of gathering this information was to provide primary source data for additional study and development of effective transition experiences for students entering the ninth grade. The study identified five primary areas of concern gleaned from previous research and used a survey to quantify student responses to discover which areas were of most concern to students. The research included demographic information to compare male responses to female responses; the responses of students who had an older sibling attend high school to the responses of students who were the first in their family to go through this transition; and the responses of students from a low performing, high poverty, highly ethnically diverse school setting with students from a high performing, low poverty, and less ethnically diverse school setting. The population for the study included 285 eighth grade students from two different middle level schools. The study revealed both new and significant findings as well as insightful information from students in regard to their perceptions of the challenges associated with the transition from eighth grade to high school. / Department of Educational Leadership

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