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1
Comerford, Boyes Louise. "Signifying creative engagement : what is the influence of professional identity on the values that people ascribe to creative partnership projects in education?" Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4452.
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This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual's professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.
2
Drogos, David James. "SUSTAINABILITY CURRICULUM INVENTORY AND LITERACY ASSESSMENT: THE INFLUENCE OF VALUES ON KNOWLEDGE OF AND PERCEIVED IMPORTANCE OF SUSTAINABILITY COMPONENTS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1316.
Full textAbstract:
The incorporation of sustainability education and sustainable practices in higher education serves several purposes. It prepares students for work in sustainability-focused professions, fosters environmentally responsible behavior in individuals, and helps to reduce the ecological impacts of the operational aspects of educational institutions. However, contemporary definitions of sustainability, which consider social, political, ecological, and economic influences on the environment, complicate educational initiatives. Distinct educational departments often consider sustainability through their specialized lens. Trans-disciplinary initiative must be enacted in order for sustainability education to reach its full potential. This paper outlines the results of an electronically administered faculty sustainability curriculum inventory as well as an electronically administered university-wide sustainability literacy survey that were conducted at Southern Illinois University. The relationship between individual values and perceived importance and knowledge of sustainability components are examined within the context of the Value-Belief-Norm theory. While response rates for both surveys were relatively low, the faculty curriculum inventory survey was useful in identifying faculty members with an interest in sustainability education. These individuals could potentially work to spearhead curricular initiatives across the university. The survey also provided information that was used to create a sustainability course database and profiles of faculty members with an interest in sustainability education. Results for the literacy survey indicate that respondents' perceived importance of sustainability components exceeded their knowledge of those components in every case. Respondents rated components grouped under both energy systems and individual integrity as very important or extremely important to a sustainable university community. However, all components were rated at or above relatively important. Ecocentric, altruistic, and traditional individual values served as reliable predictors of respondents' perceived importance of sustainability components. These results should encourage further research of the motivations for sustainability incorporation on a campus community when considered within the framework of behavioral models such as the Value-Belief -Norm Theory or the Theory of Planned Behavior.
3
Schou, Mette. "SFI - as an Agenda for Internalizing Swedish Norms and Values." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23687.
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This study examines the adult Swedish language education for immigrants, SFI, as a system with functions in the Swedish society. The practical teaching of the Swedish language is lifted out and the remaining knowledge is studied. The aim is to apply a system theoretical approach in order to describe how SFI has different functions in society and furthermore, how the knowledge SFI mediates also have functions. Parsons’ system theory serves as the theoretical foundation for this study, but a perspective of stereotypes as well as infantilization broadens the study. The empirical material which this study is based on is gathered through 13 classroom observations and six interviews. The material shows that SFI has the functions to inform, affect, prepare and prevent immigrants in different ways. It concerns matters such as democratic and equal values, medical care, dental care and the tax system. All these functions aim to change the behaviors and thoughts of immigrants so that their behaviors and thoughts better correspond with those of other members of the Swedish society. Noticed and addressed is that these functions appear to have somewhat stereotyping and infantilizing consequences. Thus, SFI as an institution plays a significant part in the integration process of immigrants.
4
Wafula, Robert J. "Male ritual circumcision among the Bukusu of Western Kenya : an indigenous African system of epistemology and how it impacts Western forms of schooling in Bungoma District /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220621.
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Chan, Su Hoon. "A theory of cooperative learning as incentive-values-exchange : studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning /." Chan, Su Hoon (2004) A theory of cooperative learning as incentive-values-exchange: studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/512/.
Full textAbstract:
This PhD thesis is concerned with the social psychology of cooperative learning and its effects in cognitive and social-emotional domains. It comprises two main studies and two exploratory studies undertaken during two 10-day, 16-hour learning intervention programmes for Maths Word Problem-Solving (MWPS), respectively for 285 and 451 Grade-5 students in Singapore.
Study 1 used a quasi-experimental design to investigate the outcomes of task-structures in an Individual Learning condition and three dyadic Cooperative Learning conditions that varied in the key elements: positive interdependence, individual accountability and group goals. The results indicated that a Cooperative Learning condition with a high level of positive interdependence in combination with a low level of individual accountability resulted in significantly lower MWPS academic achievement and peer-self-concept outcomes than the other conditions; whereas the other Cooperative conditions with lower levels of positive interdependence did not differ significantly from the Individual Learning condition in MWPS academic outcomes but produced better peer-self-concept outcomes. The discussion theorises how task-structured positive interdependence in cooperative conditions can potentially be so rigid that it limits individual control in overcoming a dyadic partner's error. In turn, this increases the likelihood that members of dyads would 'sink together' (rather than 'swim together') - which appears to produce relatively worse MWPS academic outcomes as well as being detrimental to peer-self-concept outcomes. Therefore, optimal cooperative learning conditions for mathematics should allow interaction amongst student partners but not preclude individual control over any stage of the learning task.
Study 2 comprised three interrelated investigations of the effects of rewarding learning behaviours and the effects of ability-structures on Individual, Equals (homogeneous) and Mixed (heterogeneous) dyads. All children were eligible to be rewarded for their own MWPS academic mastery achievements, but comparison groups in each of the ability-structures were either eligible or not eligible to be rewarded for displaying target learning behaviours (LB-Rewards or No-LB-Rewards). The academic programme was based on Polya's problem-solving strategies of understanding the problem, devising a plan, carrying out the plan, and checking the results. Children in all learning conditions were instructed to use these problem-solving strategies and, according to their differently assigned learning conditions, to use learning behaviours (LB-s) either 'for helping oneself' in Individual conditions or 'helping one's partner' in Equals and Mixed conditions. In 'LB-Rewards' conditions, teachers rewarded the children's displays of the assigned behaviours for learning alone or learning together, whereas in 'LB-No-Rewards' conditions they did not.
The investigation in Study 2a encompassed the same dependent variables as Study 1. The results indicated that for maths (MWPS), Learning Behaviour rewards were detrimental to Individual Learning conditions with significantly lower MWPS gains when the rewards were used compared to when they were not, whereas the opposite pattern was found for Equals where the effects of Learning Behaviour significantly enhanced MWPS outcomes. For peer-self-concept, effects varied across the Cooperative conditions' Learning Behaviour rewards conditions. An exploratory analysis of High-, Low- and Medium-ability revealed patterns of the inter-relationships between ability-structures and effects of rewarding.
Study 2b is exploratory and involved traversing the traditional theoretical dichotomy of individual vs social learning, to develop a measure combining them both in 'self-efficacy for learning maths together and learning maths alone'. The effects of the various experimental conditions on factors in this measure were explored, allowing detailed insight into the complex, multi-dimensional and dynamic inter-relationships amongst all the variables. The findings have been developed into a theory of Incentive-values-Exchange in Individual- and Cooperative-learning, arguing that there are four main cooperative learning dimensions - 'individual cognitive endeavour', 'companionate positive influence', 'individualistic attitudes development' and 'social-emotional endeavour'. The argument is that students' motivation to learn cooperatively is the product of perceived equalization of reward-outcomes in relation to each dyadic member's contributions to learning-goals on these dimensions. Hence, motivation varies across ability-structures and reward-structures in a complex manner. A further proposition of the theory is that social-emotional tendencies and biases form a dynamic system that tends to maintain dyadic partners' achievement levels relative to their ability-positioning.
Study 2c is exploratory and extends Study 2b by illustrating its Incentive-values-Exchange theory. Samples of children's written descriptive reflections of their experiences in cooperative dyads are provided to illustrate the point made about the children's relationships and effects on each other for each of the factors on the individual- and cooperative-learning scales. As such, this section of the thesis offers a parsimonious explanation of cooperative learning and the effects of various learning conditions on the integrated cognitive, social and emotional domains.
Practical implications in light of the study's findings of optimal conditions include the possibility of practitioners more closely tailoring cooperative learning conditions to meet the academic or social-emotional needs of learners at specific ability levels. Future directions for research include testing some of the learning dimensions and proposed theoretical configurations for them using controls identified by the statistical analyses together with qualitative observations, and further developing new methodologies for investigating the social-psychological causes and consequences of learning motivation.
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sg, suchan@pacific net, and Su Hoon Chan. "A Theory of Cooperative Learning as Incentive-ValuesExchange: Studies of the Effects of Task-Structures, Rewards and Ability on Academic and Social-Emotional Measures of Mathematics Learning." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051019.151329.
Full textAbstract:
This PhD thesis is concerned with the social psychology of cooperative learning and its effects in cognitive and social-emotional domains. It comprises two main studies and two exploratory studies undertaken during two 10-day, 16-hour learning intervention programmes for Maths Word Problem-Solving (MWPS), respectively for 285 and 451 Grade-5 students in Singapore.
Study 1 used a quasi-experimental design to investigate the outcomes of task-structures in an Individual Learning condition and three dyadic Cooperative Learning conditions that varied in the key elements: positive interdependence, individual accountability and group goals. The results indicated that a Cooperative Learning condition with a high level of positive interdependence in combination with a low level of individual accountability resulted in significantly lower MWPS academic achievement and peerself-concept outcomes than the other conditions; whereas the other Cooperative conditions with lower levels of positive interdependence did not differ significantly from the Individual Learning condition in MWPS academic outcomes but produced better peerself-concept outcomes. The discussion theorises how task-structured positive interdependence in cooperative conditions can potentially be so rigid that it limits individual control in overcoming a dyadic partners error. In turn, this increases the likelihood that members of dyads would sink together (rather than swim together) which appears to produce relatively worse MWPS academic outcomes as well as being detrimental to peerself-concept outcomes. Therefore, optimal cooperative learning conditions for mathematics should allow interaction amongst student partners but not preclude individual control over any stage of the learning task.
Study 2 comprised three interrelated investigations of the effects of rewarding learning behaviours and the effects of ability-structures on Individual, Equals (homogeneous) and Mixed (heterogeneous) dyads. All children were eligible to be rewarded for their own MWPS academic mastery achievements, but comparison groups in each of the ability-structures were either eligible or not eligible to be rewarded for displaying target learning behaviours (LB-Rewards or No-LB-Rewards). The academic programme was based on Polyas problem-solving strategies of understanding the problem, devising a plan, carrying out the plan, and checking the results. Children in all learning conditions were instructed to use these problem-solving strategies and, according to their differently assigned learning conditions, to use learning behaviours (LBs) either for helping oneself in Individual conditions or helping ones partner in Equals and Mixed conditions. In LB-Rewards conditions, teachers rewarded the childrens displays of the assigned behaviours for learning alone or learning together, whereas in LB-No-Rewards conditions they did not.
The investigation in Study 2a encompassed the same dependent variables as Study 1. The results indicated that for maths (MWPS), Learning Behaviour rewards were detrimental to Individual Learning conditions with significantly lower MWPS gains when the rewards were used compared to when they were not, whereas the opposite pattern was found for Equals where the effects of Learning Behaviour significantly enhanced MWPS outcomes. For peerself-concept, effects varied across the Cooperative conditions Learning Behaviour rewards conditions. An exploratory analysis of High-, Low- and Medium-ability revealed patterns of the inter-relationships between ability-structures and effects of rewarding.
Study 2b is exploratory and involved traversing the traditional theoretical dichotomy of individual vs social learning, to develop a measure combining them both in self-efficacy for learning maths together and learning maths alone. The effects of the various experimental conditions on factors in this measure were explored, allowing detailed insight into the complex, multi-dimensional and dynamic inter-relationships amongst all the variables. The findings have been developed into a theory of Incentive-valuesExchange in Individual- and Cooperative-learning, arguing that there are four main cooperative learning dimensions individual cognitive endeavour, companionate positive influence, individualistic attitudes development and social-emotional endeavour. The argument is that students motivation to learn cooperatively is the product of perceived equalization of reward-outcomes in relation to each dyadic members contributions to learning-goals on these dimensions. Hence, motivation varies across ability-structures and reward-structures in a complex manner. A further proposition of the theory is that social-emotional tendencies and biases form a dynamic system that tends to maintain dyadic partners achievement levels relative to their ability-positioning.
Study 2c is exploratory and extends Study 2b by illustrating its Incentive-valuesExchange theory. Samples of childrens written descriptive reflections of their experiences in cooperative dyads are provided to illustrate the point made about the childrens relationships and effects on each other for each of the factors on the individual- and cooperative-learning scales. As such, this section of the thesis offers a parsimonious explanation of cooperative learning and the effects of various learning conditions on the integrated cognitive, social and emotional domains.
Practical implications in light of the studys findings of optimal conditions include the possibility of practitioners more closely tailoring cooperative learning conditions to meet the academic or social-emotional needs of learners at specific ability levels. Future directions for research include testing some of the learning dimensions and proposed theoretical configurations for them using controls identified by the statistical analyses together with qualitative observations, and further developing new methodologies for investigating the social-psychological causes and consequences of learning motivation.
7
Minott, Sandra Simone. "Validation of Parsons' Structural Functionalism Theory Within a Multicultural Human." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3357.
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Shared values and norms are at the core for unifying different cultures socializing or working to fulfill the goals and mission of organizations. Researchers have not examined how employees representing different cultures socialize via shared norms and values in human service companies. The purpose of this ethnography study was to explore the process of 8 culturally different employees working together at a human service organization. Using purposeful sampling, multicultural employees were selected from 4 departments within the human service company. Face-to-face interviews, field notes, questionnaire, and participant observation were the tools for collecting the data. Descriptive coding, value coding, and the Ethnograph software was used to identify themes from the data. The analysis of the data evolved from using the approach of the hermeneutic circle, which consisted of examining the parts, such as activities and the connection to the whole, such as core values. According to the study, most employees engaged in sharing the norms and values of the human service company, ultimately fulfilling the goals or core values. However, 2 out of 8 participants engaged in conflict and had a lack of knowledge about 1 out of 4 core values. Knowledge and compliance to the core values were fundamental ingredients for providing quality services. This study leads to positive social change by providing human service organizations information on compliance to the entire core values of the human service company and knowledge of the complete core values of the human service company.
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Winn, Joss. "Academic labour and the capitalist university : a critique of higher education through the law of value." Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/17330/.
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The work submitted for examination consists of ten items, with the key sole-authored components comprising a book chapter (Winn, 2012) and four peer-reviewed journal articles (Winn, 2013; 2014; 2015a; 2015b). Other, joint-authored work is intended to be supplementary and to provide further evidence of the two persistent themes of inquiry which my work has been concerned with over the last six years: the role and character of labour and property in higher education, or rather, ‘academic labour’ and the ‘academic commons’. Six of the ten publications discuss these themes through a critique of the role of technology in higher education, in particular the way networked technology forms the practical, ideological and legal premise for the idea and forms of ‘openness’ in higher education. Throughout my work, I treat ‘technology’ as a reified and fetishized concept which masks the more fundamental categories of labour, value and the commodity-form that are concealed in the idea and form of the ‘public university’. I start from the observation that advocates of ‘open education’ tend to envision an alternative form of higher education that is based on a novel form of academic commons but neglect to go further and critically consider the underlying form of academic labour. As such, the product is set free but not the producer. In response, through my publications I develop the theoretical basis for an alternative social and institutional form of co-operative higher education; one in which openness is constituted through a categorial critique aimed at the existing commodity-form of knowledge production.
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Stribling, Tracy M. "Attracting underrepresented minority students to the sciences with an interest and utility value intervention| Catching and holding interest in recruitment materials." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569996.
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In order to explore recruitment methods for attracting undergraduate underrepresented minority (URM) students to the sciences, an applied intervention involving the manipulation of the construct of interest was implemented. Using Bridges to the Baccalaureate--a scientific research program available to community college URM students--as the context for the intervention, I redesigned the original recruitment brochure into two new brochures: one designed to catch interest and one designed to catch interest as well as hold it. Largely attributable to inherent limitations of applied research, no differences were found between the number of applications submitted the year the intervention was implemented compared to the previous baseline year, nor were any differences found between the number of applications submitted by students who received the interest brochure compared to those who received the utility value brochure.
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Joubert, Jacomina Christina. "The life experiences and understanding of children as citizens in a democratic South Africa." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.
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Avratoglou, Alexandros. "Witnessing moral educators breaking (their) moral teachings, morality and self-reported crime : A study on adults in two countries, Sweden and Greece." Thesis, Malmö universitet, Institutionen för kriminologi (KR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45864.
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The present paper extends previous research in terms of integrating social learning with morality theories, under the framework of moral educators’ and their conflicting moral influences. Specifically, this study aims to investigate the impact of witnessing moral educators breaking (their) moral teachings on individual’s morality and criminal behavior using a sample of two countries, Sweden and Greece, with similar population but entirely different cultural and social characteristics. We focus on three research questions regarding the correlations and (i) the explanatory influence of witnessing this conflict on moral emotions and values by gender and country, (ii) its impact on traditional crime by gender and country and (iii) the impact that witnessing the conflict and morality mutually have on traditional crime in the two countries. Our findings emerge in three key points. First, we found that witnessing moral educators influenced both moral emotions differentially in each country and gender, but only affected Swedish males’ moral values. Secondly, our results showed that witnessing moral educators can explain a moderate to small variance of traditional crime only for males in the two countries. Lastly, we found that witnessing moral educators together with morality can explain a moderate variance of traditional crime in the two countries, while gender is highly important for both countries. Findings are discussed in relation to theory and previous research. Future research is recommended in order to expand the understanding of the cultural and social learning processes that inhibit (im)moral contexts and subsequently affect morality and offending.
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Bubleit, Gunter. "An idealist approach to values education theory /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59257.
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In this thesis the writer outlines one form that an evolutionary-developmental paradigm of humankind might take. Beginning with the idealist position than an epistemology must precede an ontology, the author proceeds to describe the view that emerges when the respected authorities of empirical evidence and logic are joined by the eye that gives us a "scientia intuitiva," or a view "sub specie aeternitatis." From such an expanded view, a Wave Model of Consciousness-Being is formulated. The writer examines the implications of this model for values education theory as well as several other related topics.
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Gutierrez, Raquel Dolores. "Life-Affirming Leadership: An Inquiry into the Culture of Social Justice." [Yellow Springs, Ohio] : Antioch University, 2008. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1226609058.
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Thesis (Ph.D.)--Antioch University, 2008.Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 147-153).
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Dias, Paulo Vergilio Marques. "Economia política da educação de massas: a escola pública como condição geral de produção do capital." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12112010-144558/.
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Este trabalho tem por objetivo contribuir para a análise do papel da Educação Pública dentro do processo capitalista. Tomando como referência fundamental a Crítica da Economia Política e a Teoria do Valor de Karl Marx, esta pesquisa procura compreender a relação da Educação com as categorias fundamentais da socialização capitalista forma-mercadoria, valor de uso, valor de troca, valor, trabalho útil, trabalho abstrato, etc. Assim, podemos discutir e por em causa os usos sociais da escola pública, seus custos, bem como a necessidade crucial de disciplinar e qualificar os indivíduos, convertendo-os em força de trabalho para a produção capitalista. A constituição de sistemas públicos de ensino faz parte das Condições Gerais de Produção do Capital; estas, inicialmente, encontravam-se sob a égide dos Estados Nacionais; na medida em que as relações sociais capitalistas globalizaram-se e expandiram-se para a totalidade social, abarcando os tempos livres e o consumo, o Capital organizou a sociedade como Fábrica Social. Neste processo, ao passo que o eixo do poder político deslocou-se para a malha de poder sem fronteiras das empresas (entendida sob o conceito de Estado Amplo), examinamos através de documentos de organizações multilaterais, conselhos técnicos e governo, como o poder empresarial passa a determinar as políticas educacionais para a escola pública, visando à produção em larga escala da força de trabalho flexível adequada ao perfil exigido pelas empresas dentro das novas configurações do mundo do trabalho. Para tanto, empregamos uma metodologia de investigação que envolve a junção da análise da Economia Política com a leitura de documentos, desde o Movimento de Educação para Todos, PREAL, processo da constituição da LDB, PCNs, DCNs e o conjunto de reformas da Secretaria da Educação do Estado de São Paulo. A leitura e a análise destes documentos demonstram como a atual política de reformas da escola pública se direciona à produção de trabalhadores precários e flexíveis. Finalmente, esta pesquisa procura contribuir para a compreensão do estado conflituoso das escolas atuais e da crise da educação pública, envolvendo alunos, professores e comunidade. Ao mesmo tempo, propõe novos horizontes de análise para futuras investigações.This work has as its fundamental goal to make a contribution to the analysis of Public Education within the Capitalist process. Taking Karl Marxs Critique of Political Economy and Theory of Value as a fundamental reference, this research aims at achieving a deeper understanding of the relationship between Education and the basic socializing categories of capitalism commodity-form, use value, exchange-value, value, concrete labour, abstract labour, etc. Thus we can discuss and put into question the social uses of public education, its costs as well as the crucial necessity to discipline and qualify individuals, converting them into a labour power for the capitalist production. The development of a public educational system is part of the general conditions within capitalist production which, initially, were under the egis of the National States. As the capitalist social relationships globalized and stretched out as to comprehend not only society as a whole but free time and consumption, the Capital organized society as a Social Factory. In this process, as the axle of political power turned to the net of a power borderless of corporations (known as the concept of Ample State), we have examined by looking at documents of multilateral organization, technical and governmental councils how the enterprise power started to regulate policies to public education, aiming at the large scale production of a flexible labour power required by companies within the new shape of the working world. As for our methodological approach, this inquiry involves the conjunction of political economy analysis with the reading of documents from the Educational Movement for All, PREAL, LDB, PCN\'s, DCN\'s Constitutional Law to the set of reforms from the state of São Paulos Secretariat of Education. The reading and analysis of these documents aims at demonstrating how the current public educational policies resulted in the making of precarious and flexible workers. At last, this research hopes to contribute to the understanding of the present schools state of conflict and the crisis of public education which involves students, teachers and the community. At the same time, it hopes to open new horizons for future inquiries.
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Hutchinson, Jennifer. "Emotional Response to Climate Change Learning: An Existential Inquiry." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951.
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Cedergren, Anders. "Personal, Behavioral, and Environmental Influences on Employer Facilitated Health Consumerism among Employees of a Large Health System: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384425919.
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Scott, Delbert Christopher Eugene. "Developing an Instrument to Measure Educator Perceptions of African American Male Students PreK - 12." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1571837290653201.
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Konty, Mark A. "Values, deviance and conformity: Measuring values with the factorial survey method." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280298.
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The value concept is regularly employed by sociologists and social psychologists. Despite the ubiquitous nature of the concept, values are not a relevant theoretical construct in much social theory and the concept remains difficult to measure. This project tackles both theoretical and methodological shortcomings in the study and application of values. Two cutting edge methods of value measurement are used--the Schwartz Value Survey and the factorial survey method--and their results compared to assess the validity of these measures. There is little convergent validity with these two methods, perhaps due to some of the difficulties encountered when measuring values in the first place. In terms of content validity, both measures of values demonstrate a relationship between people's values and their deviant behavior. Surprisingly, this result has been difficult to obtain in the criminological literature. A theory that specifies a direct mechanism between values and deviance--cultural deviance theory--is tested. Evidence supports the notion that people who are more likely to be deviant, are also more likely to place a higher priority on "subterranean" values for wealth, aggression, competition, and beating the system, while simultaneously placing a low priority on "mainstream" values like trustworthiness and equality. Results could also apply to other criminological theories that have previously ignored values as an important theoretical construct.
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SOUZA, ROOSEVELT FIDELES DE. "AN EXPERIENCE ON ENVIRONMENTAL EDUCATION: BUILDING SOCIAL-ENVIRONMENTAL VALUES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4302@1.
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Este estudo teve como motivação inicial a experiência
profissional do autor,como educador e geógrafo, atuando
na
iniciativa denominada Projeto de Educação Ambiental com
Crianças de Escolas públicas, que vem sendo realizada no
campus da Pontifícia Universidade Católica do Rio de
Janeiro desde 1998. Este projeto foi desenvolvido pelo
Núcleo Interdisciplinar de Meio Ambiente - NIMA/PUC-Rio,
com o objetivo de integrar as escolas públicas com a
Universidade, através de aulas de Educação Ambiental,
tendo
como meta a formação de valores ético-ambientais para o
exercício da cidadania das futuras gerações. Baseado
nesta
experiência de projeto social, que visa atender às
crianças
mais carentes que estudam nas escolas públicas no
bairro da Gávea e moradoras das comunidades carentes da
Rocinha, Vidigal, Parque da Cidade e Cruzada São
Sebastião,
localizadas próximas ao campus da PUC-Rio, são
apresentadas aqui as reflexões e potencialidades de
transformação social do Projeto de
Educação Ambiental com Crianças de Escolas Públicas.
A análise deste Projeto, enquanto um modelo que visa
responder aos atuais apelos da recente Lei Federal de
Educação Ambiental e da Lei Estadual, sobretudo no
que se refere a sua dimensão não-formal, constitui o
escopo
desta dissertação. Em outras palavras, este trabalho
avalia
as ações e práticas educativas voltadas para a
sensibilização da coletividade sobre as questões
ambientais, com a participação e parceria de escolas,
Universidade e empresas, e das transformações processadas
com valores éticos presentes na relação do homem com o
seu
meio ambiente, através de um projeto de Educação
Ambiental,
realizado junto às crianças e adolescentes estudantes da
rede pública de educação no Estado do Rio de Janeiro.This research was motivated by the author s professional experience, as a Geography teacher, working as a member of the team responsible for the Project of Environmental Education for Public School Children, which has been taking place within the Pontifical Catholic University of Rio de Janeiro campus since 1998. This project was developed by the Interdisciplinary Center for the Environment - NIMA/PUC-Rio to promote the integration of the public schools with the university,throughout Environmental Education classes. The goal of the project is to develop ethical-environmental values for the exercise of future generations citizenship. The purpose of this initiative is to serve the poor children, who attend classes of the public schools of Gávea, Rocinha, Vidigal, Parque da Cidade e Cruzada de São Sebastião neighborhoods, located near by PUC- Rio campus. Based on this experience, the author describes the perspectives for social change of the Project of Environmental Education for Public School Children. The core subject of this dissertation is an analysis of this project, taken as a model response to the determinations of the recent Federal and State Laws for environmental education, with emphasis on non-formal education. In other words, this essay describes the educational actions and practices designed to wake up collective sensibility towards environmental issues, relying on the partner ship established by schools with universities and companies. This dissertation is concerned with the ethical valves which comes out of the relation ship between mankind and its surrounding nature and the transformations that can be accomplished by an Environmental Education Project such as this one offered to the children of the public education system of the State of Rio de Janeiro.
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Simon, Peter A. "Social Network Theory In Engineering Education." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/377.
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Collaborative groups are important both in the learning environment of engineering education and, in the real world, the business of engineering design. Selecting appropriate individuals to form an effective group and monitoring a group’s progress are important aspects of successful task performance. This exploratory study looked at using the concepts of cognitive social structures, structural balance, and centrality from social network analysis as well as the measures of emotional intelligence. The concepts were used to analyze potential team members to examine if an individual's ability to perceive emotion in others and the self and to use, understand, and manage those emotions are a factor in a group’s performance. The students from a capstone design course in computer engineering were used as volunteer subjects. They were formed into groups and assigned a design exercise to determine whether and which of the above mentioned tools would be effective in both selecting teams and predicting the quality of the resultant design. The results were inconclusive with the exception of an individual's ability to accurately perceive emotions. The instruments that were successful were the Self-Monitoring scale and the accuracy scores derived from cognitive social structures and Level IV of network levels of analysis.
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Gould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.
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Hatley, Jenny. "The values of global citizenship education and implications for social justice." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126579/.
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Target 4.7 of the Sustainable Development Goals promotes Global Citizenship Education as a vehicle to develop the skills, values and attitudes of learners so that they may work towards the resolution of the interconnected challenges facing the world today. Underpinning UNESCO’s approach to global citizenship education are ‘Universal Values’ said to apply to all people everywhere on the basis of a common humanity. I adopt the position that values act as motivators of action and that values also enable evaluation of which actions are deemed desirable and worthwhile. Which values are promoted can motivate action in directions which may serve some agendas over others. With the critique that UNESCO furthers the dominance of western powers, the role of universal values to motivate the action of global citizens towards mutual human wellbeing or towards action that serves the powerful, becomes a key area for analysis. Using a multimodal critical discourse analysis of 8 key documents within UNESCO’s Global Citizenship Education, I argue that UNESCO exhibit a controlled narrative around values and have defined the ‘appropriate’ global citizen. In so doing, UNESCO influence the subjectivities of global citizens according to UNESCO’s agenda and this furthers the agenda of western powers. Further, I argue that UNESCO’s values are abstract and divorced from social contexts. This denies recognition of alternative values and ways of doing global citizenship more suited to local contexts potentially engendering greater participation as global citizens. Drawing on Fraser’s concept of justice as Participatory Parity, I argue that UNESCO’s misrecognition of these alternatives is unjust and further that this is potentially generative of the injustices of misrepresentation and maldistribution, compounding a lack of participatory parity. I conclude that UNESCO must afford recognition to alternative values and ways of doing global citizenship such that global citizenship education becomes more socially just.
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Lee, Kam-ming. "A study of values and value teaching in personal and social education among boys' social development schools." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305158.
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Po, Sum-cho. "Value education in social studies for primary schools in Hong Kong : a study of the different approaches used by teachers of social studies /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531696.
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Brandenbarg, Gregory William Anthony. "Emancipatory adult education and social movement theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22703.pdf.
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Leung, Lai-yung. "Value orientations in junior secondary social studies curriculum." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.
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Baghaei, Mojdeh. "Parents' perceptions of social responsibility: a case study of social responsibility in one elementary school /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2299.
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Akister, Jane. "Systems theory and attachment theory in social work education and practice." Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427479.
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Rice, Claire Michele. "A Case Study of the Ellison Model's Use of Mentoring as an Approach Toward Inclusive Community Building." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/37.
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The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.
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Aurin, Shaila Nusrat. "Shareholder Values and a Story of Corporate Social and Environmental Negative Events." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42598.
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This dissertation considers the entire process originated by corporate events that impact the environment and the society (ES events). Using a rich hand-collected dataset with 1139 chronological incidents originating from negative corporate social responsibility (CSR)-related events, it explores stock market reactions to each stage within a chain of successive events triggered by negative ES events, including the recurrent, follow-up (either favorable or unfavorable), as well as companies’ response events. We find that the investors respond strongly negatively to negative events (origin, negative subsequent, and negative responses) and strongly positively to positive events (positive subsequent and positive responses). We also find that investors react more negatively to the negative subsequent and recurrent events, as well as company negative responses when they occur sooner after the origin events, whereas promptness of positive subsequent events and positive responses heighten the favorable market reaction. The study also reveals the presence of expectancy violation as investors of high-CSR firm react more negatively to the negative events. In addition, it provides observations suggesting that: (1) investors do not regard positive responses as agency-motivated events, instead they are more concerned about the availability of financial resources when a firm makes remedial responses to a negative ES event; and (2) the market cares about CSR events not solely due to their financial implications, but also because it considers socially responsible operations as a value-enhancing corporate duty.
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Cholewinski, Michael Gerard. "Authentic activity, perceived values and student engagement in an EFL composition course." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2959/.
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Module 3 presents the culmination of Module 1 and 2 research into learning environments modeled upon constructivist and self-determinist principles (authentic learning environments), the goal of which is to develop an understanding of factors that influence Japanese learners’ perceived values about learning environments and their propensity to engage in them. The study’s more specific goals are to ascertain the values learners assign to authentic learning environments (ALEs) and the reasons why they ascribe them; to ascertain the values these learners assign to instructor and peer relationships; to ascertain the relationships that exist between the values these learners assign to ALEs and the learners’propensity for engagement; and, to bring to light what potential such knowledge might hold for educators in Japan and beyond in the attempt to develop more functional curricula for learners. As the final installment of this modular dissertation, Module 3 will present the methodology used in the study, the results of the analyses of the collected data, a discussion of the findings and implications from those analyses, and recommendations for further research.
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Lee, Kam-ming, and 李錦明. "A study of values and value teaching in personal and social education among boys' social development schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961071.
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Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Cardina, Catherine Elizabeth. "Social learning theory as a predictor of adolescents' physical activity behavior /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225213360.
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Barnholdt, Linnea, and Sarah Persson. "Värdegrundsarbete med identitetsutveckling i fokus - Values education focusing on developing student’ identity." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34518.
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Our study is about values education and the teachers’ work with it. The purpose with the study have been to develop our knowledge about schools’ work with values education, but also get an insight in differences and similarities among teachers. We have figured out how teachers can work with values and how this work can be connected with identity. A big part of the students’ identity is created during their childhood and time in school and the teachers’ job is to give those students the right tools to develop both emotionally and in terms of knowledge. By performing interviews we have been able to construct a basis for discussion about the teachers’ work with values education connected to previous research and theory such as Erik Homburger Eriksons concepts about values and identity. Our study shows that teachers’ values education is largely integrated into the basic education plan. The teachers use tools such as media and values exercises but the most important thing is the communication between teacher and student. Both the teachers and students are supposed to be role models for each other and in the classroom an open and forgiving basis for discussion is of importance. Students’ creation of identity and values education goes hand in hand. Through the work with values students’ identities are developed
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Maharjan, Ramesh. "Climate change and the importance of empowering citizens : Science teachers' beliefs about educational response in Nepal." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90451.
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Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley. The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.
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Lau, Yin-har. "Values teaching in Hong Kong junior secondary mathematics." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1760252X.
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Henriksson, Mattias, and Viktor Hjalmarsson. "Analysing the Intrinsic and Extrinsic Values of Physical Education and Health." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30553.
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A traditional view has, more or less, infested the subject of Physical Education, which affects the subject´s intrinsic values. The purpose of this knowledge overview is to analyse teachers and pupil’s perception and understanding of PEH in relation to intrinsic and extrinsic values. Intrinsic refers to the certain value of knowing a subject’s core content, on the other hand, extrinsic refers that knowledge in a subject content is valuable for something else. The following questions will aid us in this overview and provide us with as much angles as possible; What is/are teachers’ perception of PEH based on intrinsic and extrinsic values?What are pupils’ perception of PEH based on intrinsic and extrinsic values?What is/are teachers’ understanding of PEH based on intrinsic and extrinsic values?What are pupils’ understanding of PEH based on intrinsic and extrinsic values?This knowledge overview focusses mainly on Sweden but includes some international research. These researches range from the years 2006 - 2019. This knowledge overview is conducted by analysing several systematically selected sources, where searches have been made in different databases.The results show that extrinsic values are highly valued in the subject of PEH even today. Research from when both Lpo94 and Lgr11 were active, showed that a traditional- and extrinsic view is more prevalent than the intrinsic values of PEH. In the discussion different aspects are lifted. Both we and the research suggest, based on the learning outcomes of the syllabus, the importance of making intrinsic values more tangible in PEH lessons. This is in order to produce a consensus within and around the subject.
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Ellis, Audrene Janell. "Influence of Collectivistic and Individualistic Values on Probation Officers' Retention." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7969.
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Probation officers are departing their employment before retirement at a high rate depending on the agency, location, and type of position, which impacts society. The cost associated with training a new officer could consume a large portion of an agency's yearly budget, leaving many inexperienced officers to supervise dangerous offenders and defendants. Thus, it is important to examine factors influencing retention such as whether individualistic and collectivist values predict a relationship between retention intent of probation officers. The purpose of this quantitative research study, guided by Hofstede's cultural theory, was to determine whether family embeddedness influences retention intent of probation officers. Linear regression was used to examine the relationship between the variables. The Sobel test was used to determine if family embeddedness mediated retention-intent. Federal probation and pretrial services officers (n=85) from 5 regions completed online survey questionnaires (Individualistic values scale, Employee Retention scale, Global Measure of Job Embeddedness, and Auckland Individualism and Collectivistic Scale). The results showed that family embeddedness is not a mediator for probation officers that possessed individualistic or collectivistic values. The social change implication of this study includes a recommendation for the development of an employee screening instrument that identifies employees' values to increase retention of probation officers, which can be used to select and train staff.
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Stephenson, Alison Margaret. "Skirmishes on the border : how children experienced, influenced and enacted the boundaries of curriculum in an early childhood education centre setting : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/1106.
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Richards, Melanie Burleson. "Mass Media's Relationship with Adolescents' Values and Behaviors: A Theory of Mediated Valueflection." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/sociology_diss/49.
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Mass media has long been thought to have a detrimental effect on an adolescent’s values and behaviors. Many social ills including violence, misogyny and negative health behaviors, as well as egoistic cultural values have been attributed to mass media’s influence. Yet the media is not all powerful, nor are its powers unable to be combated. In this manuscript, I analyze the Educational Longitudinal Study data from 2002 to 2006 to determine the real effects mass media has on adolescents in comparison to other influences. I find that not all media is equal in influence. Television and video games have different relationships with a teenager’s values and behaviors in comparison to internet use. Additionally, I find that when parents are involved with their children as significant others, they do not negate, but can typically counteract many negative effects of media.
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Adkinson, Stacy J. "Examining organizational culture and subculture in higher education : utilizing the competing values framework and the three-perspective theory." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1311999.
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This case study describes the organizational culture of a small, private Midwestern university (SPMU). Specifically, the study employs the Competing Values Framework (CVF) (Quinn & Rohrbaugh, 1981) and the Organizational Culture Assessment Instrument (OCAI) (Cameron & Quinn, 1999) to diagnose overall institutional culture and identify distinctive subcultures along representative demographic criterion. The cultural diagnosis achieved with OCAI is expanded through data analysis and used to investigate and demonstrate the utility of the Three-perspective Theory (TPT) of culture offered by Martin (2002).The results of this investigation support the ability of the Organizational Culture Assessment Instrument (OCAI) data to demonstrate simultaneously the three perspectives offered by Martin (2002): integration, differentiation and fragmentation. The integrationist bias of CVF and OCAI is shown to be overly narrow given its ability to quantitatively demonstrate multiple perspectives of culture with appropriate analysis. The intersection of OCAI data with the Three-perspective Theory is shown to expand the implementation and interpretation of both approaches to cultural investigation. This is the first time the OCAI has been used in intersection with the Martin (2002) Three-perspective Theory and the second time the OCAI has been used to test for subcultures in higher education as indicated by Paparone (2003) and available research published to date. This is the first published account of subcultural testing with OCAI in a traditional, comprehensive institution of higher education along demographic parameters.Department of Educational Studies
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Torsney, Benjamin M. "MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389371.
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Educational PsychologyPh.D.
This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values.
Temple University--Theses
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Dieye, Rokhaya. "Three essays on social interactions and education : theory and application." Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26041.
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L’objectif principal de cette thèse est de proposer des méthodes d’identification des effets qui découlent des interactions sociales dans le contexte éducatif. La pertinence de ma recherche se trouve à trois niveaux : 1) elle nous aide à mieux mesurer l’impact du réseau social sur les comportements individuels ; 2) elle améliore notre compréhension de phénomènes sociaux négatifs tels que l’obésité ou le décrochage scolaire ; 3) elle permet de proposer des politiques publiques adaptées, qui permettent d’exploiter au mieux les effets qui découlent de ces interactions sociales en milieu scolaire. L’atteinte de nos objectifs se fait à travers trois chapitres. Le premier chapitre propose une nouvelle stratégie d’estimation de l’influence du réseau social sur les décisions individuelles dans un contexte d’interactions en réseau à l’aide d’expériences randomisées. Le chapitre combine le modèle structurel d’interactions sociale développé par Bramoullé et al. [2009] avec une expérience randomisée. Des conditions d’identification sont fournies et le modèle est estimé et validé sur des données expérimentales recueillies pour l’évaluation d’un programme de bourses d’études en Colombie. De par sa conception, la randomisation est au niveau de l’élève. Les données sur réseaux d’amitié révèlent que les étudiants traités et non traités interagissent ensemble. En plus de fournir des preuves sur la présence d’effets de pairs dans la fréquentation scolaire, le chapitre conclut que la non prise en considération des interactions sociales de pairs conduit à une surestimation de l’impact réel du programme. L’objectif du deuxième chapitre est de proposer un modèle qui tient compte de l’hétérogénéité des effets de pairs entre les différentes catégories d’individus dans un cadre d’interactions en réseau. Les catégories peuvent se composer du genre ou de la race de l’individu, entre autres. Des conditions d’identification d’un modèle qui généralise celui proposé par Bramoullé et al. [2009] sont dérivées, et l’hétérogénéité des effets de pairs est permise à l’intérieur et entre les catégories. À l’aide des données Add Health, le chapitre explore l’hétérogénéité sur le poids des adolescents mesuré par leur indice de masse corporelle, utilisant à la fois le genre et une catégorisation basée sur leur groupe racial. Les résultats montrent que l’effet positif endogène trouvé en utilisant le modèle homogène présente de l’hétérogénéité lorsque l’on considère ces deux catégorisations. Alors que les deux premiers chapitres de cette thèse étudient les réseaux d’amitié dans une tentative d’identifier les effets qui résultent des interactions sociales, le troisième chapitre considère le réseau de partage de cours -course-overlap- fourni par les études Add Health et AHAA. Le modèle est agrégé au niveau local et a la particularité, contrairement à d’autres études sur les effets de pairs, que la matrice d’interactions sociales considère les marges extensive et intensive. De plus, les interactions de ce type sont meilleures dans la conception des politiques scolaires. L’estimation du modèle sur les résultats scolaires généraux, en mathématiques et en sciences révèle la présence d’effets d’interaction sociales positives et significatives en utilisant les techniques des moindres carrés à deux étapes et la méthode des moments généralisés.The aim of this thesis is to investigate identification of peer effects and their application on a large set of outcomes, going from school attendance to obesity. The relevance of this research relies on three main points: 1) it allows better measurrement of effects stemming from social interactions, thus providing some answer to the numerous econometric issues that make the study of peer effects a lot challenging; 2) it improves our comprehension of negative social phenomena, including the incidence of school dropouts and obesity; 3) it proposes better public policies aiming at fighting against such phenomena by exploiting social network effects that contribute to amplify them. The different objectives of this thesis are investigated in three different chapters. The first chapter proposes a new strategy for estimating the influence of the social network on individual decisions in a network context using randomized experiments. It combinates the structural social network model developed by Bramoullé et al. [2009] and randomized experiments. New identification conditions that mostly require balance in the characteristics of friends between treatment and control groups are provided. The model is estimated and validated on experimental data collected for the evaluation of a scholarship program in Colombia. By design, randomization is at the student-level. Friendship data reveals that treated and untreated students interact together. Besides providing evidence of peer effects in schooling, the chapter concludes that ignoring peer effects would have led to an overestimation of the program actual impact. The aim of the second chapter is to propose a model that accounts for heterogeneity in peer effects between individual categories in a network setting. Identification conditions of a network-based interactions model that generalizes the one proposed by Bramoullé et al. [2009] are derived, and heterogeneity of peer effects is allowed within and between categories of individuals. Using the Add-Health dataset, the study explores heterogeneity in adolescents weight using both gender and racial categorizations. The results show that the positive endogenous effect found using the homogeneous model is actually heterogeneous when considering both gender and racial categorizations, as for example, females seem to be more influenced by their female friends than by their male friends. While the first two chapters consider friendship networks in an attempt to identify the effects that result from social interactions, the third chapter considers the course-overlaps network. The model is local agregate and has the feature, unlike other studies of peer effects, that the interaction matrix accounts for the extensive and intensive margins. Interactions of this type are better to design school policies. The chapter then proceeds to estimation of peer effects in overall GPA and GPAs in both mathematics and science courses using the Add Heakth and AHAA datasets. The results reveal the presence of positive and significant social interaction effects using both 2SLS and GMM estimation techniques.
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Hughes, Mel. "Is social work education life changing? : a unitary appreciative inquiry into the impact of social work education on a person's beliefs, values and behaviour." Thesis, Bournemouth University, 2012. http://eprints.bournemouth.ac.uk/20623/.
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As a Doctorate in Professional Practice, this thesis documents my personal, professional and academic development, within the field of social work education. I reflect on the current context of social work education; underpinning educational theory, research approaches and my educational practice, to find methods which are congruent with my social work values. My learning is informed by the research component of this thesis. This was conducted as a unitary appreciative inquiry which recognises “human wholeness and uniqueness” (Cowling 2004a, p202). The inquiry explores the impact of social work education on five people within the context of their lives. The findings, presented as a unitary appreciative profile (Cowling 2004b), highlight changes to the participants themselves, their relationships with others and the way they view the world. Participants talked of “seeing oppression everywhere”, experiencing changes to their value base, developing different or broader perspectives, being more knowledgeable and recognising the influence of their upbringing, background and culture on the views and beliefs they held. They reflected on learning from a wide range of experiences outside of the classroom and the influence of these on their social work practice and their personal and professional development. As a researcher and a social work educator, the findings opened my eyes to the extent to which qualifying social work education could be life changing. It led me to consider how this impact could be acknowledged more explicitly within social work education and utilised to enhance the experience for students as well as for the outcomes of the profession. This has led to an increased emphasis, in my own practice, on fostering criticality, reflexivity, curiosity and resilience, to enable learners to respond to the ever changing nature of social work practice. These are explored in the practice development component of this thesis and through the development of a new model of pract
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Butts, Elsa Bernice. "African American Women's Understanding of How Family Values Contribute to Social Aggression." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6310.
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Researchers have found that social aggression has increased among African American females. Researchers have reported that the family value systems of many African American families endorse aggressive behaviors. Beliefs of fighting verbally and physically for self-worth and equality have been embedded in the socialization process for some African American females. It is important to explore the influence of family values on socially aggressive behaviors among this population. The purpose of this phenomenological study was to explore the lived experiences of African American females in early adulthood and to understand how their socially aggressive behaviors are influenced by their family values. The theoretical framework for this study was social learning theory along with aggression, a subset of social learning theory. The research question was designed to explore how African American females in early adulthood experience and perceive social aggression and family values. Ten African American females were interviewed. Moustakas' method of data analysis was used to identify 4 themes: common family values, learned socially aggressive behaviors, acting out, and handling conflict. Understanding the behaviors and experiences of African American females with socially aggressive behaviors could result in positive social change, first, by increasing knowledge about the origins of socially aggressive behaviors among this population and then by improving guidance and counseling for African American females involved in socially aggressive behaviors.
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Pulido, Monica Victoria. "Exploring the values, the attitudes, and the experiences of Mexican-Americans toward education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2279.
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Lawrence, Yuven Lafen. "Traditional culture, science education and changing values among the Nso people of North West Cameroon." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388397.
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Guerra, Ana. "Millennial Consumption Values in Artificial Intelligence : An exploratory study of millennial consumer values in artificial intelligence." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39611.
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Artificial intelligence is rapidly progressing and could be the next technological revolution we see. The idea of AI is no longer farfetched and is becoming more present; individuals are showing a very diverse set of opinions regarding AI. We are currently being the first generation of people to be introduced to AI assets. As this striving new topic is developing the research existing today regarding AI is predominantly based on a technical perspective, and a gap concerning consumer values and AI, applied on millennial’s consumer values is present. The purpose of this study is to explore Millennial consumption values regarding AI with the use of The Theory of Consumption Values as a base theory. When concluded the study will add value to the field and will benefit from future research. The purpose of this study is conducted from a consumer perspective. The study is of qualitative method and the primary, empirical data is gathered through 19 semi structured interviews with millennial. An abductive approach is taken. The finding s of this study show results of the exploration of millennial consumptions values on AI. Furthermore, the study also showed the most important consumption value regarding AI and the one most talked about. Lastly, additional values were found as well as extensions to existing consumption values.
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Schelble, James Terence. "The marketization of education in Hungary education and social mobility in theory and practice /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274264.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Central Eurasian Studies, 2007.Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2851. Adviser: Mihaly Szegedy-Maszak. Title from dissertation home page (viewed April 8, 2008).