Författare: Fredrik Rosdahl Titel: Elevinflytande Nyckelord: Elevinflytande, intervjuer, Lgr-11Syftet med denna undersökning är att undersöka hur eleverna på en skola upplever elevinflytande. Elevinflytande är något som alltid har intresserat mig, att få möjligheten att påverka ens utbildning och arbets-/lärningsmiljö upplever jag som något väldigt viktigt. Under min egen skolgång var det inte förrän i högstadiet och gymnasiet som elevinflytande togs på allvar av skolan. I denna undersökningen kommer jag undersöka hur elevinflytande ser ut och fungerar på en låg- och mellanstadieskola. Undersökningens syfte är att upplysa hur elever upplever att elevinflytande fungerar på deras skola.Jag har tagit del av olika teorier om elevinflytande och hur man som pedagog kan arbeta med elevinflytande i skolan. Teorier så som John Dewey "learning by doing", som betonar vikten av att låta elever vara delaktiga i sin egen utbildning och få prova sig fram för att växa till kompetenta demokratiska medborgare. Min empiri bygger på intervjuer med rektorn, personal samt elever på en skola i västra Skåne samt intervju med en lärare på en skola i norra Skåne. Min empiri bygger också på observationer utav klassråd i olika klasser samt elevrådsmöte.Resultatet av denna studien presenteras i större utsträckning i resultats kapitlet i examensarbetet. Kortfattat, så visar resultatet av denna undersökningen att de medverkande eleverna upplever en stor möjlighet att få påverka sin skola och undervisning via elevinflytande.

No description available.

No description available.

Economic preferences are fundamental to risky decision making and other economic decision- making. Unlike traditional economics, which routinely assumes that individuals are endowed with stable preferences and try to maximize the expected utility when facing risky decision-making problems, behavioral economics and neuroeconomics offer research strategies that help us explore the factors that influence economic preferences and risky decision-making process. This dissertation consists of three essays studying the underlying experiential influences on economic preferences and neurobiological effects on risky decision making. Chapter 2 examines whether experiences during adolescence have a long-term effect on economic preferences. Between 1966 and 1976, China's Sent-Down Movement required seventeen million urban teenagers to spend several years living and working in rural areas. The program had a number of goals for participants, including learning empathy for rural laborers and developing collectivist values. The sent-down movement can be regarded as a natural experiment, which allows us to investigate whether this government policy was successful in effecting a lasting change to economic preferences. Using a modified Global Preference Survey and employing a regression discontinuity design, we find that the experience of being Sent-Down significantly changed participants' risk preferences, other-regarding preferences, and attitudes toward government. Chapter 3 explores how the arousal system modulates attention and investment behavior. Experimental research shows that human decision making is shaped by emotions associated with an outcome's success or failure. Regret, for example, is a powerful predictor of future investment decisions in asset markets. Using a fictive learning model to capture regret, we examine changes in pupil diameter of participants performing a sequential investing task. By manipulating task uncertainty, we show that pupil dilation is positively correlated with both asset price variance and regret. In addition, pupil linked arousal is positively associated with the learning rate. We conclude that the pupil–linked arousal system helps regulate investment behavior in a dynamic market environment. Chapter 4 explores the complex process by which people make risky choices. While traditional models, like expected utility theory, model choice as the selection of the outcome with the highest probability-weighted value, research shows that in some environments these models do a poor job of describing behavior. This study explores the role of attention, pupil-linked arousal, and salience in risky choice. First, we replicate earlier findings that those choices are consistent with expected utility theory when the calculation is easy, however, as the calculation becomes harder, they make decisions by comparing unweighted payoffs and are attend to the salient option. Further, we find that pupil-linked arousal is associated with the level of cognitive effort needed to calculate expected utility. Finally, we show that arousal reflects cognitive effort associated with resisted selecting a more salient option. / Doctor of Philosophy / Economic decisions are those involving trade-offs where an individual must give up one item or possibility to get another. Economic preferences define which outcome an individual will value more, and helps explain why, for example, some people invest their money in high-risk and high- yield bonds while others keep their money in their savings account. Economists and other social scientists are interested in the differences between individuals' economic preferences, how they are formed, and how they translate into peoples' decisions. Risky decision making is one common type of economic decision that people make daily, for example, investing in the stock market, gambling in casinos, buying lottery tickets or trying a new restaurant. We know that when two people make different decisions that sometimes it is because they have different preferences, and sometimes it is because they go about making decisions in different ways. This dissertation explores whether people's early experiences have a long-term impact on economic preferences (Chapter 2), and investigate the roles that attention, emotional arousal, and information salience play in risky decision making (Chapters 3 4) using research methods from behavioral economics, experimental economics, and neuroeconomics. The scientific mission of this dissertation is to deepen our understanding of how and why people make choices. We add to the evidence that economic preferences are not inborn and stable; instead, they are shaped by people's experiences. We also explore risky choices like investing money and find that while people often try to minimize regret, our emotional arousal system significantly affects our attention patterns and behavior. In addition, when faced with decisions requiring calculations that are hard to do in your head, people make different decisions than when the calculations are easy. Overall, we paint a picture of human decision-makers whose past experiences and current options determine both the nature of their choices and how they make them.

It is imperative to identify the structural characteristics that influence academic performance so that we are aware of the impact that policy change has on the educational outcomes of our youth. This study used district-level regression analysis to identify the influence of socioeconomic status, per-pupil funding, and student-to-teacher ratio on the academic performance of students in Virginia's public schools. The data set was created by linking data from the U.S. Census and the Virginia Superintendent's Report. Four assumptions were tested: as median income increases (socioeconomic status), academic performance improves; as per-pupil funding increases, academic performance improves; increases in student-to-teacher ratios lead to poorer academic performance; and when socioeconomic status is controlled, the influence of race upon academic performance is greatly diminished. Previous literature suggests: that a positive correlation exists between socioeconomic status and academic performance; that a negative correlation exists between student-to-teacher ratio and academic performance; that results are mixed regarding the correlation between per-pupil funding and academic performance; and that residual racial effects persist despite the control of socioeconomic status. The regression analysis yielded significant results concerning the socioeconomic status and race variables, results that are presented and discussed in this paper. / Master of Science

Traditional laser scanning systems, such as those used for microscopy, typically image objects of finite thickness. If the depth-of-focus of such systems is low, as is the case when a simple clear pupil is used, the object must be very thin or the image will be distorted. Several methods have been developed to deal with this problem. A microscope with a thin annular pupil has a very high depth-of-focus and can image the entire thickness of a sample, but most of the laser light is blocked, and the image shows poor contrast and high noise. In confocal laser microscopy, the depth-of-focus problem is eliminated by using a small aperture to discard information from all but one thin plane of the sample. However, such a system requires scanning passes at many different depths to yield an image of the entire thickness of the sample, which is a time-consuming process and is highly sensitive to registration errors. In this thesis, a novel type of scanning system is considered. The sample is simultaneously scanned with a combination of two Gaussian laser beams of different widths and slightly different temporal frequencies. Information from scanning with the two beams is recorded with a photodetector, separated electronically, and processed to form an image. This image is similar to one formed by a system using a difference-of-Gaussians pupil, except no light has been blocked or wasted. Also, the entire sample can be scanned in one pass. The depth-of-focus characteristics of this synthesized difference-of-Gaussians pupil are examined and compared with those of well-known / Master of Science

The problem is to examine and analyze the methods used for reporting pupil progress in the elementary schools; to give evidence of the significant changes underlying the concepts of educational achievement; and to give consideration to the basic principles involved in order to develop a desirable method.

The problem involved in this study is to determine a satisfactory way in which public schools can adequately revise their scientific evaluation system in order to develop a more effective method of marking and reporting of pupil progress to parents.

The purpose of this study is to determine an adequate and justifiable report to the parents regarding the progress of students in the public schools of the Colbert community, Colbert, Oklahoma.

The purpose of this study was threefold: (1) to determine the degree of pupil failure as it exists in the Senior High School, Stamford, Texas; (2) to consider the extent to which the "basic factors" of failure contribute to pupil failure in this school; and (3) to submit suggestions as to how pupil failure may be reduced to a minimum in the Stamford Senior High School.