Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three questioners holder: How does teachers relate to parental contact in preschool? What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents? We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions. The results of this study show that teachers have a positive attitude to parental contact, and they felt that parents should feel confident about preschool

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph. D.)--University of Nebraska--Lincoln, 1993. / Description based on print version record. Includes bibliographical references (leaves [92]-97).

This research paper highlights the prospects and challenges of ongoing peace process efforts.Since February 2020, peace talks among Taliban and Afghan government have been a historicalmoment for long awaiting peace to come to Afghanistan.The Afghan nation, the world, and regional players have embraced this historic milestone andare determined to support the Afghan government's efforts for peace, and the Taliban have beenencouraged to take a strategic posture in peace talks, trying to achieve a long-term outcome.This study aims to recognize the ongoing development in the peace process in light of eventstaken place in the Afghan diplomacy to steer peace. The prospective of peace is examined bytheories of Charles Webel & Johan Galtung’sa Peace Building and Oliver Richmond’s PeaceFormation if peace will come out of the Intra-Afghan talks. The study also aims to focus onstrengths and weaknesses of the peace negotiation process to identify possible causes andfactors that hinder the peace process.Keywords: Afghanistan, Peace, Intra-Afghan Peace Talks, Peace Formation, Diplomacy, Statebuilding, Ashraf Ghani, Afghan Peace

This is a quantitative study with qualitative elements which investigates if, and in that case how, preschool teachers in a Swedish medium-sized municipality are working with, and thinking about media talks - book talks when it comes to other media types than physical books.  The method consists of a quantitative strategy based on a semi-structured survey, sent out to the preschool teachers of the municipality.  The result shows that the preschool teachers in general have a positive attitude towards media talks and that the majority already uses it. One thing that the preschool teachers consistently emphasized was the importance of conversation and interaction, which form the basis of both media talks and in the socio-cultural perspective. / Detta är en kvantitativ studie med kvalitativa inslag som undersöker om, och i så fall hur, pedagoger i en medelstor svensk kommun arbetar med, och tänker kring mediesamtal - boksamtal när det handlar om andra medier än fysiska böcker.  Metoden består av en kvantitativ strategi som baseras på semistrukturerade enkäter som skickats ut till kommunens pedagoger.  Resultatet påvisar att pedagogerna överlag är positiva till mediesamtal och att merparten ser att de redan använder sig av det. Något pedagogerna genomgående lyfte var samtalets och samspelets viktiga funktion, vilket är grunden i både mediesamtal och i det sociokulturella perspektivet.

abstract: This dissertation theorizes Bad Faith Rhetorics, or, rhetorical gestures that work to derail, block, or otherwise stymy knowledge-building efforts. This work explores the ways that interventions against existing social hierarchies (i.e., feminist and antiracist interventions) build knowledge (that is, are epistemologically active), and the ways that bad faith rhetorics derail such interventions. This dissertation demonstrates how bad faith rhetorics function to defend the status quo, with its social stratification by race, gender, class, and other intersectional axes of identity. Bad faith argumentative maneuvers are abundant in online environments. Consequently, this dissertation offers two case studies of the comment sections of two TED Talks: Mellody Hobson’s “Color Blind or Color Brave?” and Juno Mac’s “The Laws that Sex Workers Really Want.” The central analyses deploy online ethnographic field methods and close reading to characterize bad faith rhetorical responses and to identify 1.) trends in such responses, 2.) the net effects on other conversational participants, and 3.) bad faith rhetoric mitigation strategies. This work engages Sartre’s work on Bad Faith, rhetoric scholarship on the knowledge-building affordances of argument, public sphere theory, critical race studies, and feminist scholarship. This dissertation’s theorization and case studies illustrate the pitfalls of specific counterproductive argumentative tactics that block progress toward more equitable ways of being (bad faith rhetorics), and makes several preliminary recommendations for mitigating such moves. / Dissertation/Thesis / Doctoral Dissertation English 2019

How a citizen dialogue or planning consultation is conducted can be a root cause of planning contests in new construction projects. The aim of the paper is to study the effects of the citizensial dialogue in connection with the local development “Muminlandet” theme park at Skutberget. This study explores how the citizen dialogue have been done in Karlstad and tries to look at it in different democracy perspectives. The method used is qualitative semi-structured individual interviews with politicians, civil servants and citizens in order to gain their view of the process. The study analysis shows that the development of Skutberget area in Karlstad municipality has been divided into two separate plans. In one part, which is the outdoor recreational area, citizen dialogue has taken place with deliberative aspects in the form of focus groups and direct dialogues with the citizens. The second part is about “Muminparken” and it has been planned for public consultation meeting. Citizens have only given comments on this plan, but have not had the possibility to have a direct dialog with the people in charge, so no deliberative talks have been achieved. The conclusion that follows is that there has been no opportunity for citizens to enter into dialogue with the municipality regarding the “Muminpark”. The conclusion that follows is that there has been a certain tension between the representatives from my interviews and the citizens. They see the building plan from two different perspectives.

Globalisation is affecting businesses worldwide. As a result of this, organisations are realising that the key to competitive advantage is not in modern technology or production; rather, it is in attracting and maintaining a committed workforce. Performance management is a widely advocated way to develop human resources. By conducting a case-study, this paper took a qualitative approach, to understand what elements of the performance appraisals are important to managers at the Organisation. The managers at the Organisation were interviewed and a thematic analysis was applied to the data. Results show that trust and honesty are important components of the performance appraisals, to managers at the Organisation. Also, the feedback the managers received from the employees was said to be the greatest contributor to the managers’ own development. The managers further requested additional support to be able to conduct successful performance appraisals, as well as increased clarity in goal- setting for employees, career development and in taking over employees.

<p>In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.</p><p>The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university.</p><p>The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.</p>