Syftet med den här kvalitativa studien var att undersöka, beskriva och analysera hur högstadieelever upplever att bedömning påverkar samarbete vid grupparbete. Studien har ett socialpsykologiskt perspektiv och för att kunna undersöka elevers upplevelser användes fokusgrupper. Deltagarna var högstadieelever (N=54) och datainsamlingen utfördes i 12 fokusgrupper på tre skolor i två städer. Resultatet illustrerar hur elevers upplevelse av att bli bedömda vid grupparbete kan leda till ett destruktivt samarbete med bedömningsstress och ojämställdhet men även till ett konstruktivt samarbete med gemenskapande och bedömningstillfredsställelse. Eleverna föredrog lärarbedömning framför kamratbedömning och ansåg att lärarbedömning hade störst påverkan på samarbetet vid grupparbete. I diskussionen problematiseras resultatet med hjälp av Social interdependence theory, begreppen social loafing, social facilitation samt genus. Studien bidrar till ökade kunskaper kring hur elever upplever att bedömning vid grupparbete kan leda till ett destruktivt samarbete som kan liknas vid ett samarbete i grupp men även till ett konstruktivt samarbete som kan ses som ett samarbete som grupp.

Denna studie har fokuserat kooperativt lärande, hur elevers betyg påverkas av ett arbetssätt som kooperativt lärande och vilken inverkan metoden har på pedagogernas arbetssätt inom planering och undervisning. Studien är inspirerad av aktionsforskning i samarbete med två undervisande pedagoger för åk 8 i ämnena religion och biologi. Pedagogerna har i sin undervisning testat metoden kooperativt lärande där eleverna har samarbetat indelade i små heterogena grupper. Studien består av en metodkombination innefattande en kvalitativ del med intervjuer med de två pedagogerna och en kvantitativ del bestående av individuellt sluttest för eleverna. I studien ingår även två kontrollklasser i vilka eleverna undervisades utan planerade samarbeten mellan eleverna. Studien utgår från teorin om socialt ömsesidigt beroende. Resultaten från studien visar att pedagogerna har fått syn på elevernas kunskaper genom hela arbetsperioden med kooperativt lärande, vilket har gjort att pedagogerna har kunnat sätta in rätt stöd genom följdfrågor till eleverna tidigt i arbetsprocessen. Dessutom visar studien att pedagogerna fått bra underlag för betygsättning redan innan sluttestet. I det kooperativa arbetssättet beskriver pedagogerna att de inte har behövt sätta in extra anpassningar som till exempel muntligt prov vid det individuella sluttestet. Elevernas betygsresultat på sluttestet och terminsbetyget efter studien visar att i interventionsklasserna har fler elever fått betyget A i jämförelse med kontrollklasserna.

Boksamtal och kooperativt lärande är två lärandemetoder som enligt forskning har en positiv inverkan på elevers engagemang och motivation. Dock visar resultat från tidigare forskning att lärare har svårt att implementera dessa metoder i sin undervisning. Därför är syftet med studien att studera hur svensklärare uppfattar sin undervisningspraktik när de kombinerar boksamtal med kooperativt lärande, samt eventuella hinder och möjligheter som lärarna upplever med denna kombination. Till grund för resultatet ligger svar från intervjuer och loggböcker, där tre svensklärare som är verksamma i årskurs 4–6, fått reflektera kring boksamtal och kooperativt lärande. I studien har vi tagit fram färdiga lektionsupplägg som lärarna fått genomföra i klassrummet. Resultat från studien visar att boksamtal med hjälp av kooperativa strukturer inte endast ger lärare möjlighet att skapa mer variation på boksamtalen, utan också bidrar till ett större engagemang och ökat samarbete hos eleverna. Men för att en implementering ska lyckas behöver lärarna få stöttning genom utbildning och ha en egen vilja att använda dessa. Sammanfattningsvis visardet slutgiltiga resultatet av studien att lärarna upplever fler möjligheter än hinder med att kombinera dessa lärandemetoder. Samtliga lärare uppgav att kombinationen med boksamtal och kooperativt lärande är något de vill fortsätta med i sitt arbete med skönlitteratur.

This is a qualitative study which aims to explore if cooperative learning can be a teaching strategy to improve inclusiveness, social relations and academic achievement for young students in special needs in Swedish primary schools. Earlier research in cooperative learning and its effects suggests that social interdependence and individual accountability are important components, according to Johnson, Johnson and Holubec (1994). Other prominent factors for successful cooperative learning is that students have opportunity to practise and improve their cooperative and social abilities, that the structures of education are thoroughly implemented and well known by the teachers and, finally, that differences among children are viewed as beneficial rather than problematic. To conduct this study, semistructured interviews and participating open classroom observations has been done. Four female teachers with long experience and two female principals have been interviewed. Two classroom observations has been conducted. The results of the study show that principals consider the teachers' abilities to be most important for the inclusion of students, their social relations and academic achievements. Three of the four teachers regard cooperative learning as a teaching strategy for inclusion, social relations and academic achievement, while the fourth teacher experience that cooperative learning can be excluding for some students in special needs. The classroom observations suggest that a thoroughly implemented cooperative learning, with a teacher who is versed in the basic thoughts and theories of cooperative learning may foster inclusion, social relations and academic achievement.

Reviewing the different theories about che comprehension of mass media effects, this article tries to explain the interaction arnong the media. cognition and learning. The synrhesis of different aspects of the intermediation are also described including the parents' and teachers' role in the process. The situation of mass media in Peru is briefly discussed. / Revisando las distintas teorías que se han dado para comprender los efectos de los medios masivos, el articulo se centra en explicar éstos como una interacción entre los medios, la cognición y el aprendizaje. La síntesis de los aspectos de intermediación son descritos, así como el rol parental y de los maestros en dicho proceso. La situación en nuestro medio de los medios masivos es también brevemente expuesta.

Made available in DSpace on 2016-03-15T19:32:34Z (GMT). No. of bitstreams: 1 Maria Carolina Gazso Righetti.pdf: 1908386 bytes, checksum: 9e9b7959279bfb8a61a8ed97c5f703b8 (MD5) Previous issue date: 2012-01-30 / Fundo Mackenzie de Pesquisa / This paper aims to analyze the effects of the social value orientation and the social interdependence on the Budgetary slack. Budgetary slack is a subject very studied by international researchers as a dysfunctional budget problem, however until now, with no clear conclusion about your causes. Assuming that this subject impacts organization process of planning, results and competitiveness, this paper intend to contribute to budgetary slack knowledge based on social theories of social value and interdependence and slack theory, originated in the economics, most specifically, in the agency theory. It was applied a questionnaire, a budget experiment and an instrument to measure social value orientation among 41 leaders oh Tower International Company. According to statistic analysis, it was not possible to validate the hypothesis of this research, but considering the theories used on that, It is clear that there is a vast potential on the search of best practices in the management accounting area. / Este trabalho tem como objetivo analisar os efeitos da orientação de valor social e da interdependência social sobre a formação de folga orçamentária. A folga orçamentária é um tema largamente estudado por pesquisadores internacionais como fenômeno disfuncional do processo orçamentário, mas ainda não há uma conclusão clara a respeito de suas causas. Entendendo-se que esse tema influencia o processo de planejamento, os resultados e a competitividade das organizações, busca-se, neste trabalho, aprofundar os conhecimentos acerca do assunto, tendo como base as teorias sociais de valor, de interdependência e a teoria de folga orçamentária enraizada na teoria econômica da agência. Para tanto, foram aplicados um questionário, um experimento orçamentário e um instrumento para definição da orientação de valor social entre 41 gestores da empresa Tower International. De acordo com as análises estatísticas, não foi possível validar as hipóteses desta pesquisa, mas, considerando-se as teorias que nortearam este trabalho, pode-se concluir que há um vasto potencial na busca de melhores práticas na área de contabilidade gerencial.

Made available in DSpace on 2016-03-15T19:32:46Z (GMT). No. of bitstreams: 1 Maria Carolina Gazso Righetti.pdf: 1931666 bytes, checksum: 25c44d91bd44ee8051f145cf285eab59 (MD5) Previous issue date: 2012-01-30 / This paper aims to analyze the effects of the social value orientation and the social interdependence on the Budgetary slack. Budgetary slack is a subject very studied by international researchers as a dysfunctional budget problem, however until now, with no clear conclusion about your causes. Assuming that this subject impacts organization process of planning, results and competitiveness, this paper intend to contribute to budgetary slack knowledge based on social theories of social value and interdependence and slack theory, originated in the economics, most specifically, in the agency theory. It was applied a questionnaire, a budget experiment and an instrument to measure social value orientation among 41 leaders oh Tower International Company. According to statistic analysis, it was not possible to validate the hypothesis of this research, but considering the theories used on that, It is clear that there is a vast potential on the search of best practices in the management accounting area. / Este trabalho tem como objetivo analisar os efeitos da orientação de valor social e da interdependência social sobre a formação de folga orçamentária. A folga orçamentária é um tema largamente estudado por pesquisadores internacionais como fenômeno disfuncional do processo orçamentário, mas ainda não há uma conclusão clara a respeito de suas causas. Entendendo-se que esse tema influencia o processo de planejamento, os resultados e a competitividade das organizações, busca-se, neste trabalho, aprofundar os conhecimentos acerca do assunto, tendo como base as teorias sociais de valor, de interdependência e a teoria de folga orçamentária enraizada na teoria econômica da agência. Para tanto, foram aplicados um questionário, um experimento orçamentário e um instrumento para definição da orientação de valor social entre 41 gestores da empresa Tower International. De acordo com as análises estatísticas, não foi possível validar as hipóteses desta pesquisa, mas, considerando-se as teorias que nortearam este trabalho, pode-se concluir que há um vasto potencial na busca de melhores práticas na área de contabilidade gerencial.

This is an exploratory research study aimed toward steadying attendance across a semester of higher education video game development labs with attention to cooperation as a co-factor. Following the observation of unusually strong attendance in a highly cooperative game development lab class which aligns with these theories, this paper seeks to explore whether subfactors of positive social interdependence are co-factors with lab attendance. Sparked by previous case data, this exploratory study examines data from the Fall 2019 iteration of the introductory video game development course, defining and measuring potential co-factor variables during an individual-focused half of the course supplemented with group activity, and a fully group-focused half of the semester, with future interest in investigating a correlation between attendance and positive interdependence. Empirical studies of both the performance impact of attendance, and the financial reliance of residential higher education institutions on student attendance and retention suggest that understanding how to operationalize students’ motivation to attend class is epistemically and fiscally valuable. Studies of positive interdependence raise interest as a co-factor contextually through high commitment, joint efficacy, and mutual benefit, strongly overlapping with empirical antecedents of higher education retention and seminal social psychological frameworks. Therefore, the author began an intended extensive analysis of consecutive semesters. All students enrolled in the Fall 2019 introductory game development course (n=56 for students with matched data sets, 59 retained participant students total) were engaged in cooperatively-designed lectures and lab activities, with the first half of the semester’s lighter collaborative activity and independent assigned work to be compared to the second half’s full-time group project work. Between these designed halves, two null hypotheses were assessed: 1) lab attendance in the first half of the semester is equivalent to the second half, and 2) subfactors of positive interdependence in the first half of the semester are equivalent to the second half. Attendance proportions and surveyed positive interdependence measures for the Fall 2019 semester were analyzed using paired sample t-tests. Attendance, and a majority of positive interdependence subfactors were not significantly different across halves of the semester, suggesting that collaboration had evened results across the whole, but not all effects reached their target results. The Classroom Life Instrument was used to formally measure the presence of a positive interdependent context before and after group project work.

L’image positive du sugar dating sur les médias sociaux suscite des inquiétudes : plusieurs femmes pourraient y adhérer avec des attentes qui ne reflètent pas la réalité. Néanmoins, la stigmatisation associée à cette pratique les incite ensuite à cacher leurs activités, augmentant leur vulnérabilité face à la victimisation et compliquant l’étude de cette population. Devant ce défi, des chercheurs se sont penchés sur l’analyse des sites de rencontre. Or, leurs approches restent souvent superficielles, se limitant à l’étude de profil ou la classification des arrangements. En dépit de quelques recherches exploratoires, l’expérience des sugar babies reste peu étudiée et plusieurs aspects demeurent méconnus. Dans ce contexte, ce mémoire vise approfondir la compréhension de l’expérience des sugar babies dans le monde du sugar dating. Guidée par une perspective de criminologie féministe, cette étude présuppose l’influence du système de genre sur le choix de partenaire et sur la dynamique de ces relations. Par une approche qualitative, nous cherchons à comprendre leurs motivations, le déroulement de leurs relations et leurs victimisations. Afin de pallier les difficultés de recrutement, une analyse de contenu de 381 fils de discussion et leurs 3 978 commentaires issus d’un forum populaire a été menée avec la méthode systématique de Krippendorff. En effet, face à la stigmatisation, les forums en ligne sont devenus des espaces où les sugar babies échangent sur leurs expériences, partagent des conseils et trouvent du soutien. Ainsi, nous avons pu accéder à leurs expériences subjectives, offrant ainsi une exploration approfondie et nuancée de leurs réalités. Leurs témoignages révèlent des motivations variées : financières, mentorales, relationnelles, et la quête de sensations fortes. Elles décrivent également la progression de leurs relations, qui débute par une recherche de partenaires en ligne, suivi d’une première rencontre où l’arrangement est négocié. Le deuxième rendez-vous est consacré à vérifier leur compatibilité sexuelle. Si celle-ci est concluante, l’arrangement se poursuit. Leur expérience est ponctuée de divers risques de victimisation : sexuels, économiques, psychologiques, physiques et secondaires. Afin de mieux cerner la complexité du sugar dating, nous proposons une réflexion qui s’articule autour de quatre axes : interdépendances, dynamique de pouvoir, normes et authenticité. / The positive portrayal of sugar dating on social media raises concerns: many women might be drawn to it with expectations that don’t align with reality. Nonetheless, the stigma attached to this practice often prompts them to conceal their activities, heightening their vulnerability to victimization and making the study of this population challenging. Faced with this challenge, researchers have delved into the analysis of dating websites. Yet, their approaches are frequently superficial, limited to profiling or categorizing arrangements. Despite a few exploratory studies, the experience of sugar babies remains under-researched, and many facets are still unknown. In this context, this thesis seeks to deepen the understanding of sugar babies’ experiences in the world of sugar dating. Guided by a feminist criminology perspective, this study assumes that the gender system influences partner choice and the dynamics of these relationships. Employing a qualitative approach, we aim to understand their motivations, the evolution of their relationships, and their experiences with victimization. To circumvent recruitment challenges, we conducted a content analysis of 381 discussion threads and their 3,978 comments from a popular forum using Krippendorff’s systematic method. Indeed, given the stigma, online forums have emerged as spaces where sugar babies discuss their experiences, share advice, and seek support. This allowed us to tap into their subjective experiences, offering a comprehensive and nuanced exploration of their realities. Their testimonies reveal a range of motivations: financial, mentoring, relational, and thrills. They also describe the progression of their relationships, starting with an online partner search, followed by an initial meeting where the arrangement is negotiated. The second meeting is dedicated to verifying sexual compatibility. If so, the arrangement continues. Their experience is marked by various victimization risks: sexual, economic, psychological, physical, and secondary. To better grasp the subtleties of sugar dating, we propose a reflection centred around four axes: interdependencies, power dynamics, norms, and authenticity.

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