This exploratory study investigated the influence of High Performance Team (HPT) training on sociomathematical norms and differing levels of the Math-Talk Learning Community framework (Math-Talk) when sixth-grade student teams solved challenging mathematics problems while working in teams. HPT training involved (1) training students on distinct roles in the team problem-solving process, (2) challenging students with complicated mathematical problems, and (3) holding students accountable for contributions to the team. This research project explored the initial stages of the relationship between HPT and student-to-student mathematics conversations though the lens of the Math-Talk Learning Community framework. The researcher studied four teams (i.e., four cases) with four middle school students in each team/case during a 7-week timeframe. The research study had three phases. The first phase involved gathering baseline data regarding the students’ sociomathematical norms. During the second phase, the students were trained to work in HPT and then solved challenging mathematics problems in teams. During the last phase, the researcher collected data to explore shifts in sociomathematical norms and student autonomy after the students had the opportunity to be trained and work in HPT. The researcher used descriptive statistics to analyze the quantitative data and open and axial coding to analyze the qualitative data. The analysis included both within- and cross-case analysis. The descriptive statistics used to analyze the changes in sociomathematical norms and Math-Talk levels indicated that the levels of sociomathematical norms increased when teachers gave students opportunities to participate in mathematics discussion. Specifically, students were most adept in the area of explaining and justifying reasoning and least skilled in the area of indicate when solutions are valid. The role of the teacher was key to maintaining high levels of Math-Talk. The teachers needed to give appropriate support to maintain these levels in three different areas: (1) select problems that were the appropriate level of complexity and provide scaffolding when needed, (2) ensure students understood the context for the mathematics problems, and (3) teach students how to find their own errors or be ready to give feedback regarding whether students’ answers were correct.

Social loafing is a growing concern for modern organizations. With advancement in computer technology, virtual tools are used more frequently to communicate, which may allow social loafing to occur in new and unfamiliar forms. The intent of this thesis is to examine social loafing through the use of virtual tools, and to analyze whether collective orientation has a moderating influence on the relationship between social loafing and virtuality. 30 teams, each containing four participants, were randomly assigned to a condition of virtuality (i.e., instant messaging or videoconferencing). Participants then completed a computer simulation task in which social loafing, collective orientation of the team, and team performance were measured.

Made available in DSpace on 2016-08-02T21:42:54Z (GMT). No. of bitstreams: 1 Luiz Carlos Mendes de Brito.pdf: 1846772 bytes, checksum: 22d80787dffefa29afa621966a802efb (MD5) Previous issue date: 2009-02-19 / Multifunctional team evaluation is a concept that has been approached by the academy more often on the last two decades. Several theories and methodologies have been developed to reduce the qualitative and perceptive effect on the evaluations, comprising a number of different techniques that aim to describe and decode the components of a complex system of meanings. Focusing these techniques this project assessed and compared three models to evaluate team performance. The first model based on team member personality states that team results are influenced by individual personality and the right components previous selection are critical factors for the team performance. The second model correlates team member relationship with the level of performance. The third model evaluates the interaction among the members but did not measure the level of performance. The models were evaluated based on a case study methodology developed on a chemical industry located in S. Paulo. Evaluation data were compared with the team goals results after completion. The results approached the models selected satisfactorily and confirmed the influence suggested by authors. The three models comparison results did not allow to select one model as the most effective to evaluate team performance. It is possible, however, to suggest that a practical and effective evaluation for team performance could be built based on the combination of the three models.(AU) / Avaliação de desempenho de equipes multifuncionais é um conceito que tem sido abordado mais freqüentemente nas últimas duas décadas. Diversas teorias e conceitos foram desenvolvidos para tornar as avaliações menos qualitativas ou fundamentadas em percepções, compreendendo um conjunto de diferentes técnicas interpretativas que visam descrever e decodificar os componentes de um sistema complexo de significados. Com esse foco o projeto comparou três modelos de avaliação de desempenho de equipes. O primeiro modelo baseado na personalidade do participante, afirma que os resultados das equipes são influenciados pela seleção prévia dos participantes e que as características individuais desses participantes são críticas para o desempenho da equipe. O segundo modelo fundamenta suas afirmações nas relações interconectadas de positividade e negatividade; questionamento e argumentação e atuação em equipe. O terceiro modelo baseado no processo de interação de grupos também avalia as relações que influenciam o alto desempenho de equipes multifuncionais. Os três modelos foram comparados, através de um estudo de caso único em indústria química paulista, medindo-se os resultados de correlação das equipes e as interações entre os participantes das equipes. As metas atingidas pelas equipes foram utilizadas para suportar os resultados das avaliações dos modelos como sistema de avaliação de equipes. Pode-se concluir que houve uma aproximação satisfatória confirmando a influência sugerida pelos modelos avaliados. A comparação entre os três modelos não permitiu afirmar qual dos três modelos é mais eficaz para avaliação de equipes. Entretanto, é possível, sugerir que a combinação de elementos dos três modelos permitirá a construção de um processo eficaz e prático de avaliação de equipes.(AU)

Title: Comparison of the game performance efficiency on the 2014 World Championship for woman in Turkey. Objectives: Compare and describe the effectiveness of selected performance gaming indices in all matches played during the 2014 World Championship in Turkey. The partial aim of the thesis is to find out the relation of the game indicators and the result of the match, which has a difference of 10 or less points. Methods: The main method is the secondary analysis of data that was obtained by direct observation during a match. These data are available to the public on the fiba.com web site in clear tables. Their values were analyzed and subsequently described and evaluated. Results: Using quantitative data processing, we have confirmed the improved efficiency of winning cooperatives in most of the tracked gaming indicators. We also confirmed the inadequate interdependence between one game factor and the result in a match. Keywords: team game performance, indicators, shooting, success, comparison, individual game activities, shooting success, rebounds

The objective of this thesis is to provide theoretical and empirical insights on the subject of group communication and perceived performance within work teams. The theoretical section provides a definition and outlines the importance of work teams, it references selected psychological aspects and factors. This study details aspects of communication and performance in the context of work teams. It reveals opportunities to increase performance in the subject of learning teams, especially, where communication is its foundation. In addition, this thesis describes and interconnects new knowledge regarding the possibilities of improving performance, whilst exploring the relationship between communication and performance. At the same time, it presents an overview of the approaches and methods of measuring these aspects. The empirical section details the various the relationships of various communication parameters and the perceived performance within teams. The empirical section is devoted to the study of relations of communication parameters and perceived performance in teams. It is a built-in measuring tool for measuring three team constructs: group communication, team-member exchange quality and perceived performance. It provides analysis of psychometric properties, reliability and constructive...

This thesis explores the scope for children’s voices offered to children in court mandated investigations regarding custody, residence or contact. The focus is on children who have been exposed to their father’s violence against their mother The aim is to study how the legislators’ intentions concerning children’s participation in this area are implemented in work groups. The assumption is that implementation can be seen as collective learning. Implementation may in this case challenge established relations of power like age and gender orders. Professional discourses on violence have to shift from gender neutral to gendered discourses and discourses on children have to include a participation discourse. Learning which includes a shift in discourses and challenges established power relations is defined as radical learning.The approach is social constructionist and draws on group interviews with social workers specialized in family law.The thesis analyses which discourses of violence and of children are accessible and used at group level. This can be seen as a discursive opportunity structure. The discourses in question are: gender violence, child protection, treatment and family law discourses as well as care and participation discourses. The conclusion is that all these discourses are accessible to the professionals and the effects of the different discourses are discussed regarding the possibilities for creating a safe situation for mother and child during the investigation.The thesis furthermore analyses the organisation of the work groups. These characteristics can be seen as an organisational opportunity structure. The analysis shows different patterns in the groups when it comes to structure and stage of learning process. One group seems to be at the stage where the members are prepared to start talking to the child about the father’s violence.The final chapter presents a discussion of radical learning and the possibilities for radical social change when established power relations are challenged.