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This study sought to understand how high school social studies teachers identify and evaluate uses of digital technologies to implement in their classrooms. The research was a case study of three teachers guided by the question: What factors and relations shape social studies teachers' uses of digital technologies within a unit of instruction? The research question was intentionally broad to help grasp the factors and relations perceived by the teachers and not ones predetermined by the researcher. For more than thirty years the literature on digital technology use in social studies classrooms has been filled with promises of potential, calls for change in instructional practices with technology, and expressions of frustration when that change does not come. It is still fairly unclear how teachers experience uses of digital technologies and internalize their experiences to form perceptions of best practice with technology. This dissertation looked at how three high school social studies teachers experienced and defined effective technology use and the factors impacting their perceptions. The findings indicate the teachers' pedagogical approach to social studies instruction, their perceptions of their students engagement, technical knowledge, and behavior, and their experiences with the reliability and accessibility of the technology tools available to them were the biggest factors and relations impacting digital technology use in a unit of instruction. Teachers acted as gatekeepers of technology integration through a reliance on defensive teaching tactics limiting student access to digital technology beyond watching presentations and videos. These actions were, in part, due to actions that aligned with implicit racial biases found in other research around how teachers perceive students of color uses of technology. Despite stated beliefs about the desire to engage students with technology, each teacher knowingly chose to focus on using technology for knowledge transmission to meet their ultimate goal of higher SOL test scores. / Doctor of Philosophy / This study sought to understand how high school social studies teachers identify and evaluate uses of digital technologies to implement in their classrooms. The research was a case study of three teachers guided by the question: What factors and relations shape social studies teachers' uses of digital technologies within a unit of instruction? This dissertation looked at how three high school social studies teachers experienced and defined effective technology use and the factors impacting them. The findings indicate the teachers' instructional approach to social studies, their perceptions of their students engagement, technical knowledge, and behavior, and their experiences with the reliability and accessibility of the technology tools available to them were the biggest factors and relations impacting digital technology use in a unit of instruction. Teachers acted as gatekeepers of technology integration through a reliance on limiting student access to digital technology beyond watching presentations and videos. These actions were, in part, due to what aligns with an implicit racial biases found by research around how teachers perceive students of color's uses of technology. Despite stated beliefs about the desire to engage students with technology, each teacher knowingly chose to focus on using technology for knowledge transmission to meet their ultimate goal of higher SOL test scores.

Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational routine. With this introduction, questions concerning how these standardized tests have altered the educational landscape for teachers remain. 'Teaching to the test' has become a household phrase, one that can have both positive and negative undertones. To better understand how teachers negotiate the influences over their curricular and instructional decisions requires the studying of both their planning and implementation processes as well as how they interact with the official curriculum. Guiding this investigation are two comprehensive questions. How does a veteran teacher's understanding of historical significance impact how they ascribe value to the purpose, nature and utility of history as a school discipline over time and space? How tightly aligned are a veteran teacher's conceptions and perceptions of the purpose, nature and utility of history as a school subject with their observed pedagogical practices? This study sought to investigate the various influences over a teachers' curricular and instructional decision-making by building on previous research. Through interviews, surveys, classroom observations, and collecting documents, I was able to capture the planning and implementation routines of a veteran teacher. Through these methods, it was discovered that the multitude of influences were much more fluid and intertwined than first thought. This study sheds light on the web of influences teachers have to operate in on a daily basis. / Ph. D. / Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational routine. With this introduction, questions concerning how these standardized tests have altered the educational landscape for teachers remain. “Teaching to the test” has become a household phrase, one that can have both positive and negative undertones. In an attempt to better understand how teachers determine what is important enough to teach, this study investigates the planning and implementation processes of a veteran teacher. More specifically, this study sought to investigate the various influences over a teachers’ curricular and instructional decision-making by building on previous research. Within a high-stakes testing environment, is it as simple as “teaching to the test?” Through interviews, surveys, classroom observations, and collecting documents, I was able to capture the planning and implementation routines of a veteran teacher. Through these methods, it was discovered that the multitude of influences were much more fluid and intertwined than first thought. This study sheds light on the web of influences teachers have to operate in on a daily basis.

Background: In recent years during and after the Covid-19 pandemic, consumers' purchasing behavior has changed and e-commerce has taken an increasingly large part of total consumption in Sweden, as well as in the whole world. The significant increase of online purchases has resulted in a large number of returns, and it has become a challenge for companies to manage them.  Purpose: The purpose of our study is to identify which strategies and digital solutions home furnishing e-retailers can implement to streamline return logistics and manage its challenges.  Method: In order to fulfill the purpose and answer the research question, our study is based on a qualitative method and an abductive approach. We have done a literature review and conducted a case study and semi-structured interviews.  Conclusion: Our conclusion is that several factors are critical when considering strategies in reverse logistics. The company must understand its customers and the problems they experience during the return process. Which strategies a company should implement also depends on how far in the development of return logistics they have come and whether they have previously focused on it. After that, they can apply other strategies depending on the need at the time.

La majorité des études qui ont cherché à identifier les déterminants d’un développement harmonieux chez l’enfant ont considéré l’impact des variables maternelles ou paternelles sur ce dernier, mais rares sont celles qui ont tenu compte des deux parents, des influences et des interactions entre ceux-ci, ou même de la relation qu’ils entretiennent en tant que coparents. La présente recherche a pour objectif de pallier à ces faiblesses afin de mieux cerner les déterminants de l’engagement parental des mères et des pères, ainsi que de l’adaptation de l’enfant. Dans ce but, 70 familles (père, mère et enfant) ont été recrutées par l’intermédiaire de centres de la petite enfance (CPE) de la région de Montréal, pour former un échantillon qui comporte 38 garçons et 32 filles âgés de 34 à 70 mois. Les parents participants ont été visités à deux reprises par un assistant de recherche pour la complétion de questionnaires qui ont permis d’évaluer l’engagement parental, la relation coparentale et l’adaptation de l’enfant. On observe plusieurs relations significatives entre l’engagement parental et différentes dimensions de la relation coparentale, surtout dans les domaines traditionnellement réservés aux mères. La coparentalité et l’engagement parental apparaissent aussi reliés à la compétence sociale de l’enfant, mais pas à l’anxiété/retrait de ce dernier, ni à son agressivité/irritabilité. Des analyses de régression hiérarchique ont été effectuées afin d’expliquer la variance l’engagement parental par les caractéristiques de la relation coparentale, puis la variance de l’adaptation de l’enfant par la relation coparentale et l’engagement parental des mères et des pères. Ces analyses ont notamment permis de constater que certaines caractéristiques du père modèrent la relation entre les croyances parentales de la mère et la participation relative des deux parents au soutien émotionnel, aux jeux et à l’introduction de nouveauté. Elles ont également permis de cerner une relation de médiation, dans laquelle les croyances paternelles sont positivement associées à la chaleur paternelle, qui est elle-même positivement associée à la compétence sociale de l’enfant. La discussion met en évidence l’importance d’étudier l’engagement parental et l’adaptation de l’enfant dans un cadre systémique, qui s’intéresse à la fois aux caractéristiques des mères et des pères, à la relation entre les parents et aux influences que mère et père ont l’un sur l’autre. / Most studies that have sought to identify determinants of harmonious development in children have considered the impact of variables on maternal or paternal characteristics, but few of them took into account both parents, the influences and interactions between them, or even their relationship as co-parents. This research aims to overcome these weaknesses in order to better understand the determinants of parental involvement of mothers and fathers, as well as child adjustment. For this purpose, 70 families (father, mother and child) were recruited through daycare centers of the Montreal area, to form a sample which includes 38 boys and 32 girls aged 34 to 70 months. Participating parents were visited twice by a research assistant for the completion of questionnaires that were used to assess parental involvement, the co-parental relationship and child adjustment. There are several significant relationships between parental involvement and different dimensions of the co-parental relationship, especially in areas traditionally reserved for mothers. Co-parenting and parental involvement also appear related to the social competence of children, but not to anxiety/withdrawal, nor aggressiveness/irritability. Hierarchical regression analysis were performed to explain the variance in parental involvement by the characteristics of the co-parental relationship, and the variance in child adjustment by the co-parental relationship and the parental involvement of mothers and fathers. These analyses have shown that particular characteristics of the father moderate the relationship between parenting beliefs of mothers and the relative participation of both parents in emotional support, play and the introduction of novelty. They also allowed the identification of a mediation relationship, in which paternal beliefs are positively associated with paternal warmth, which is itself positively associated with social competence of children. The discussion highlights the importance of studying parental involvement and child adjustment in a systemic framework, which focuses on both the characteristics of mothers and fathers, the relationship between parents and the influences that mothers and fathers have on each other.

Debattsidan i Dagens Nyheter har sedan 1980-talet varit en av Sveriges viktigaste opinionsbildare, och den fyller en värdefull funktion för fri åsiktsbildning i en väl fungerande demokrati. Denna studie fokuserar på hur debattsidan förändrats under de senaste 25 åren med utgångspunkt i kön (vem får oftast komma till tals på debattsidan, kvinnor eller män? – och hur har könsfördelningen utvecklats sedan 1980- talet?) och roll (exempelvis politiker, chefer och forskare). Vi har gjort en kvantitativ undersökning med början första helåret som DN Debatt hade en egen sida i tidningen, 1985, fram till 2010. Med hjälp av konstruerade veckor har sju dagar per år slumpmässigt valts ut. Resultaten visar att av våra författare (n = 498) är 75,3 procent av de undersökta författarna män, och 24,7 procent är kvinnor. Skillnaden mellan kvinnor och män minskar. Politiker är den största yrkesgruppen, och andelen politiker ökar ytterligare. Forskarna har legat på en relativt jämn nivå medan företagen publiceras på DN Debatt i allt högre grad. / The daily discussion feature ”DN Debatt” within the Swedish newspaper Dagens Nyheter has been one of the country’s most influencial opinion formers since the 1980’s. With the starting point in theories within media and communication, we hade studied this important institution with focus on how the gender distribution and the authors’ professional roles – for example politicians, researchers and journalists – have changed over the last 25 years. The results show that of our total population of authors (n = 498), 75,3 percent are men and 24,7 percent are women. The difference between men and women is decreasing. The professional roles that dominate our study are politicians, followed by researchers, journalists, CEOs and other representatives from companies, authorities and organizations. The ”common man” without some kind of established professional role is not published on DN Debatt.

La majorité des études qui ont cherché à identifier les déterminants d’un développement harmonieux chez l’enfant ont considéré l’impact des variables maternelles ou paternelles sur ce dernier, mais rares sont celles qui ont tenu compte des deux parents, des influences et des interactions entre ceux-ci, ou même de la relation qu’ils entretiennent en tant que coparents. La présente recherche a pour objectif de pallier à ces faiblesses afin de mieux cerner les déterminants de l’engagement parental des mères et des pères, ainsi que de l’adaptation de l’enfant. Dans ce but, 70 familles (père, mère et enfant) ont été recrutées par l’intermédiaire de centres de la petite enfance (CPE) de la région de Montréal, pour former un échantillon qui comporte 38 garçons et 32 filles âgés de 34 à 70 mois. Les parents participants ont été visités à deux reprises par un assistant de recherche pour la complétion de questionnaires qui ont permis d’évaluer l’engagement parental, la relation coparentale et l’adaptation de l’enfant. On observe plusieurs relations significatives entre l’engagement parental et différentes dimensions de la relation coparentale, surtout dans les domaines traditionnellement réservés aux mères. La coparentalité et l’engagement parental apparaissent aussi reliés à la compétence sociale de l’enfant, mais pas à l’anxiété/retrait de ce dernier, ni à son agressivité/irritabilité. Des analyses de régression hiérarchique ont été effectuées afin d’expliquer la variance l’engagement parental par les caractéristiques de la relation coparentale, puis la variance de l’adaptation de l’enfant par la relation coparentale et l’engagement parental des mères et des pères. Ces analyses ont notamment permis de constater que certaines caractéristiques du père modèrent la relation entre les croyances parentales de la mère et la participation relative des deux parents au soutien émotionnel, aux jeux et à l’introduction de nouveauté. Elles ont également permis de cerner une relation de médiation, dans laquelle les croyances paternelles sont positivement associées à la chaleur paternelle, qui est elle-même positivement associée à la compétence sociale de l’enfant. La discussion met en évidence l’importance d’étudier l’engagement parental et l’adaptation de l’enfant dans un cadre systémique, qui s’intéresse à la fois aux caractéristiques des mères et des pères, à la relation entre les parents et aux influences que mère et père ont l’un sur l’autre. / Most studies that have sought to identify determinants of harmonious development in children have considered the impact of variables on maternal or paternal characteristics, but few of them took into account both parents, the influences and interactions between them, or even their relationship as co-parents. This research aims to overcome these weaknesses in order to better understand the determinants of parental involvement of mothers and fathers, as well as child adjustment. For this purpose, 70 families (father, mother and child) were recruited through daycare centers of the Montreal area, to form a sample which includes 38 boys and 32 girls aged 34 to 70 months. Participating parents were visited twice by a research assistant for the completion of questionnaires that were used to assess parental involvement, the co-parental relationship and child adjustment. There are several significant relationships between parental involvement and different dimensions of the co-parental relationship, especially in areas traditionally reserved for mothers. Co-parenting and parental involvement also appear related to the social competence of children, but not to anxiety/withdrawal, nor aggressiveness/irritability. Hierarchical regression analysis were performed to explain the variance in parental involvement by the characteristics of the co-parental relationship, and the variance in child adjustment by the co-parental relationship and the parental involvement of mothers and fathers. These analyses have shown that particular characteristics of the father moderate the relationship between parenting beliefs of mothers and the relative participation of both parents in emotional support, play and the introduction of novelty. They also allowed the identification of a mediation relationship, in which paternal beliefs are positively associated with paternal warmth, which is itself positively associated with social competence of children. The discussion highlights the importance of studying parental involvement and child adjustment in a systemic framework, which focuses on both the characteristics of mothers and fathers, the relationship between parents and the influences that mothers and fathers have on each other.

當社會進入以創意為主的經濟型態，如何促進豐沛創意快速衍生，是大眾關注的焦點，也為企業興衰的關鍵。創意泉源始於創造新構想的個人。許多文獻多以探究創意者出發，卻忽略創新實為創意者、守門者、社會系統互動所建構。因此，過去創新管理，多以創意者角度思考，鮮以守門觀點探討；創新、研發、創造力理論脈絡，也甚少直接研究守門內涵。 因此，本文以Lewin守門理論為基礎，整合演化、技術守門、創造力系統、體制理論，推衍何為創意構想守門，提出其運作包含：守門能耐-贏取信任基礎的能力、提供動機誘因的能力、具備專業能力；體制規則-評估標準、互動程度等二構念五因子。之後，依此多構念架構，Hinkin（1998）嚴謹發展程序，以三群不同獨立樣本，發展具信效度的量表，驗證專案團隊內創意構想守門概念結構模型的合宜性；接著，本研究進一步嘗試以上述整合性的守門觀點，探討其內涵與創新績效的關係，釐清篩選構想的守門活動，是否真為阻礙創新的絆腳石，或其實為促進創新的關鍵；最後，本研究釐清篩選創意構想的守門活動，是阻礙創新的絆腳石，或為扶植創意構想成長，催化創新的關鍵後，探討創意構想守門是如何促進創新的發生。 本研究以結構方程模式，分析專案團隊創意構想守門之守門能耐及體制規則、創新實踐作為與專案團隊創新績效的關係，以具創意構想守門經驗之專案團隊為研究對象，自433家公司回收111份團隊有效問卷。 結果發現，創意構想守門能耐及創新型體制規則與專案團隊創新績效呈正相關，且體制規則調節守門能耐與創新績效之關係，且創新實踐作為亦中介創意構想守門與創新績效之關係。而本文除強調以守門角度思考對管理創新的重要性；也提出創意構想守門內涵供經理人設計創意構想守門時，一個有系統的思考框架；而所發展具信效度之量表及創意構想守門與創新績效關係的實證結果，亦可作為後續研究的基礎。 / Nowadays, the raise of economy in our society is from creative ideas. Thus, people care about how to promote abundance creative ideas growing fast. In addition, firms also get survive in serious competitions by these creative ideas. The sources of creative ideas are from brilliant creators. So, researchers of innovation management often begin their studies from the creator’s perspective. There are rarely researchers starting their researches from another actor’s view. However, this perspective ignores that the creativity is the interactions among creators, gatekeepers, and whole society. Therefore, this study tried to clarify what the gatekeeping is. The study follows the logic of Lewin’s gatekeeping theory, introduces the evolution perspective, and integrates the technology gatekeeper, Csikszentmihaly’s system model, and institutional theory to approach the gatekeeping in selecting creative ideas. This study proposes there are five key factors, the abilities of earning creators’ trust, raising creator’s motivation, selecting ideas’ professional abilities, evaluating standards, and the degree of interactions in the gatekeeping construct. Then, according to the Lewin’s gatekeeping theory, this study classifies these five factors into two dimensions, the gatekeeping capabilities and institutional routines. Then, basis of this theoretical model and Hinkin’s (1998) procedure, this study develops and tests the questionnaire of the gatekeeping creative ideas inside the project teams. After that, the aim of this article explores how and why the gatekeeping and the innovation performance are related. This research involved a survey, comprised of four sets of questionnaires concerning the gatekeepong capabilities, institutional routines, innovative enabling behaviors, and innovation performances. 111 project teams participated in the study. The quantitative analysis of the questionnaires was conducted through descriptive statistics, Pearson correlation, and structural equation modeling in order to indicate the direction and relationships among the four sets of variables. The result proves the concept theoretical model of gatekeeping creative ideas is reasonable and the questionnaire has fair reliability and validity. Furthermore, results of this study also showed a medium level of consistence among the four variables of the gatekeeping capabilities, institution routines, innovative enabling behaviors, and innovation performances. To conclude, this study may be of importance in explaining the relationship between gatekeeping and innovation performance, as well as in providing the researchers and managers with a better understanding of how and why gatekeeping in creative ideas relate to the innovation performances. Therefore, this research can be the foundation of creative ideas’ gatekeeping for innovation studies in the future. It also reminds the managers the importance of gatekeeping and provides a thinking model in managing innovations.

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