Samanfattning Studiens syfte är att observera vilken påverkan pedagogers och lärares frågor har på barns delaktighet och inflytande i förskolan och grundskolan.  Frågeställningarna som behandlas är vilken typ av frågor som förekommer i verksamheterna, i vilka interaktionell sammanhang de förekommer samt vilken funktion frågandet som praktik fyller. Metoden för datainsamling är etnografiska observationer och videoinspelningar. Materialet har samlats in på en förskoleavdelning med barn i åldrarna ett till fem år samt barn i en skolklass år ett i åldrarna sex till åtta år. För att skapa struktur åt observationerna användes ett observationsschema. Under analysen kategoriserades frågorna efter den respons barnen gav på dem, kategorierna motsvarar de funktioner som tycktes tillskriva frågorna. Resultatet delades in i tre huvudgrupper av frågor öppna frågor, retoriska frågor samt testfrågor. Två av dessa, öppna frågor och retoriska frågor, kunde vidare kategoriseras i undergrupper. Öppna frågor delades in i omsorgsfrågor, skoj-/skämtfrågor, bekräftande frågor samt inbjudan till aktivitet samt informationsfrågor. Retoriska frågor kunde delas in i tillrättavisningar, varnar för möjlig konsekvens, indirekta uppmaningar samt uppmärksamhetsfrågor. För testfrågor fanns inga uppenbara undergrupper. Resultatet visar att lärare gör sig mer tillgängliga för svar på de öppna frågorna. Här har barnen mer frihet och möjlighet att påverka sin situation. Frågorna skulle därför kunna öka barnens möjlighet till delaktighet och inflytande. De retoriska frågorna fungerade ofta som ett sätt att tillrättavisa barn då de brutit mot normer. Lärare gjorde sig då mindre tillgängliga för svar och frågorna verkade i stället ha en beteendereglerande funktion. De retoriska frågorna verkar göra det svårare för barnen att kunna påverka sin situation och kan därför minska deras möjlighet till delaktighet och inflytande. Resultatet visar att retoriska frågor så väl som i viss mån testfrågor, vilka är betydligt vanligare i grundskolan än i förskolan, kan användas som ett sätt att styra barn i riktning mot verksamheternas normer och sociala förväntningar.

Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Marsha Weil. Dissertation Committee: Gary A. Griffin. Includes tables. Includes bibliographical references.

Thesis (M.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (p. 123-129).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Jamais les enjeux de la surveillance dans la société n’ont été autant mis en avant dans les discours politiques et la presse internationale que depuis les divulgations d’Edward Snowden sur les programmes de surveillance américains, durant l’été 2013. Plus d’une dizaine d’années auparavant, l’exposition CTRL [SPACE] au ZKM de Karlsruhe avait montré comment, depuis longtemps, les mécanismes de la surveillance, des médias de masse et la convergence de leurs fonctionnements se reflétaient dans l’art contemporain. Peter Weibel pointait dès les années 60, dans ses installations et ses écrits, les comportements contradictoires qui se développent dans une société de surveillance. De la société de surveillance à la société de contrôle, la société spectaculaire, puis post-Spectaculaire, jusqu’à l’actuelle société de sousveillance, c’est-À-Dire de la cybersurveillance et de la dataveillance, l’influence de ces mécanismes a toujours fait controverse. Alors qu’une approche artistique s’attache avant tout à la manipulation, voire à l’effacement de l’individu et de sa réalité, une autre approche se concentre sur les possibilités de créativité et d’inventivité qui se présentent à l’individu au sein d’une société caractérisée par la surveillance et les médias de masse. La présente recherche se situe dans la tension qui émerge entre ces deux positions. Le point de départ est le terme observer, qui renvoie à la fois à un acte perceptuel et à un acte d’adaptation. En même temps, tout acte d’observation s’insère nécessairement dans une « relation » d’observation. Et il faut envisager la réversibilité potentielle de la relation. En effet, l’art contemporain révèle des tactiques de contre-Surveillance et de contre-Observation, cette dernière étant révélatrice de la façon dont nous vivons les changements socio-Politiques – notamment depuis le 11 septembre 2001. Une théorie et une pratique de la (contre-)observation sont nécessaires afin d’analyser l’esthétique qui apparaît ainsi. / He matter of surveillance has never been as present in political discourse and the international press as much as since the divulgence of the American surveillance programs by Edward Snowden in the summer of 2013. Nonetheless, more then 10 years earlier, the exhibition CTRL [SPACE] at the ZKM in Karlsruhe had widely shown how the mechanisms of surveillance and mass media and the convergence of their functioning had, for a long time, been reflected in contemporary art. Since the 1960s, Peter Weibel had already pointed to the contradictory modes of behaviour that develop in a society of surveillance in his installations and writings. From the society of surveillance to the society of control, the spectacular society, and then post-Spectacular society, to the current society of “sousveillance”, that is of cyber-Surveillance and dataveillance, the influence of these mechanisms has always been discussed with controversy. While one artistic approach focuses mainly on the manipulation, or even disappearance of the individual and their reality, another approach concentrates on the possibilities of creativity and inventiveness that present themselves to the individual in a society characterized by surveillance and mass media.The present doctoral thesis situates itself in the tension that emerges between these two positions. The point of departure is the term to observe that signifies a perceptual act as well as an act of adaptation. At the same time, every act of observation necessarily takes part in an observational “relationship”. Therefore, the potential reversibility of the relationship has to be taken into account. Effectively, contemporary art reveals tactics of counter-Surveillance and counter-Observation. The latter give insight into the way we deal with socio-Political changes – especially since the 11th of September 2001. A theory and a practice of (counter-)observation are necessary to analyze the aesthetics that have appeared in this regard.

Doctor of Philosophy / Department of Kinesiology / David Dzewaltowski / Emily Mailey / Despite health benefits of physical activity (PA) in youth, worldwide estimates indicate that only 10% of children meet recommended PA guidelines of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day.¹,² The places where children go to live, learn, and play influence the amount of PA children accrue,³,⁴ therefore, purpose of this dissertation was to examine social contexts of youth settings and describe contextual influences on youth PA. Chapters one and two address the methods of direct observation (DO) used to characterize contextual influences on youth PA. Chapter 1 serves as a review of the methods of current DO systems, and Chapter 2 describes the implications of using different methods to characterize contexts and PA in youth settings. Using youth sport (YS) as an example, we examined the distinct types of data that resulted from two DO systems, and discussed implications for describing influences of children’s PA. Little is known about the distribution of PA among children within setting time, such as whether social contexts promote inequalities in PA where some children are very active and others are inactive. Therefore, the purpose of the study in Chapter 3 was to describe the distribution of PA during time segmented YS practices and identify whether inequalities in PA exist. We hypothesized that inequality would vary between time segments of different contexts, specifically, that segments that fostered inclusion (i.e., optimal demand) would have lower inequality than segments that fostered exclusion (i.e., disadvantaged demand). We found that inequality in PA was varied between segment types and that social contexts of task (i.e., purpose of the segment time) and demand influenced inequality in PA. To create improvements in child population PA, we propose researchers and practitioners should focus not only on the mean PA of setting time, but also on the distribution of PA within setting time. Chapter 4 focuses on the social structure of relationships within a school district that may influence implementation of wellness policies within school systems. The study described a method and investigated the social structure between school district wellness committees and their associated elementary schools. Results of the study showed variability in the pattern of social structure between and within school districts, with some districts having a social structure with representation of schools on the district wellness committee, and other districts with no representation. As social structure characteristics influence the implementation of policies and practices within social systems, these characteristics should be investigated by researchers, and should be used to enhance implementation, rather than be disregarded. In conclusion, this dissertation provided recommendations for describing the social contexts of youth settings, provided preliminary evidence that social contexts influence the amount and distribution of PA within youth settings, and that social contexts are highly variable within and between settings. Further research is needed to find the combination of social contexts most conducive to youth PA, and future researchers should consider social contexts when designing and implementing interventions for improving youth PA within settings.

The study addresses the process of teacher development in the context of close collegial relations. It is a case study of two teachers, Mary and Sadie, who worked collaboratively over two school years in a series of reciprocal cycles of clinical supervision. The main purposes the teachers held for the process were to develop their understanding about their teaching practices in order to grow professionally and to acquire new skills in supervision. Their beliefs, behaviours, and knowledge contributed to shape their relationship and serve their respective needs for growth. An interpretive methodology was employed. The research approach was derived from the theoretical perspective of George Herbert Mead (1932, 1934, 1938). This provided for an analytical description and interpretation of the meanings and knowledge constructed socially by the participating teachers about clinical supervision, collegiality and teacher development. It also enabled the identification of a number of factors which influenced the teachers' development in the context of a collegial relationship. The teachers practiced new behaviours in an unfamiliar context of close colleagueship in order to incorporate research-based knowledge into their practical working lives. They devoted considerable effort and attention during the first year to the mechanics of clinical supervision in order to become more proficient with the process. In the second year of the study, the teachers explicitly rejected the term "clinical supervision" in favour of "reflective conferencing". The new terminology reflected their deeper understanding about the processes of collaboration and reflection. As their relationship, knowledge and skills developed, they became more thoughtful about collaboration and purposeful about facilitating each other's development. The teachers discovered that change takes time and occurs incrementally. Trust was required from both colleagues, in the process and in each other, as they took turns observing each other teach and then meeting to discuss matters related to their instructional practice. A culture of collaboration took hold, albeit more slowly than either had envisioned. Through repeated practice in reflective conferencing, they acquired an appreciation of the challenges and benefits of collaboration for the promotion of teacher development. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

It has long been known that man has the capacity to acquire new behaviors through observation of the behavior of others. Indeed, much of the socialization process, that period in which a society's culture is transmitted to its young, depends not on trial and error learning which is slow and could result in dangerous mistakes, nor upon direct tuition, but on the child's ability to learn by watching others.

No description available.