Browsing by Subject "ryhmä"
Now showing items 1-6 of 6
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(2018)Tutkin pro gradu -työssäni järjestölehden merkitystä harrastusidentiteetin rakentajana ja sitä, miten lehti pyrkii luomaan suhdetta lukijoihinsa. Tarkastelen sitä, kuka teksteissä pääsee ääneen sekä sitä, minkälaisia paikkoja lukijalle tekstissä osoitetaan. Aikakauslehtijutut ovat lähtökohtaisesti moniäänisiä: niissä kuuluvat niin haastateltavien, toimittajan kuin muidenkin toimijoiden äänet. Harrastelehtien ensisijainen tehtävä on usein yhteishengen luominen. Pro gradu -tutkielmani on laadullinen teksti- ja diskurssianalyysi, ja aineistoni koostuu kuudesta Suomen Partiolaisten Partio-lehden ja kuudesta Pääkaupunkiseudun Partiolaisten Heppu-lehden jutusta. Järjestölehtiä ja niiden merkitystä harrastajien tai jäsenten identiteetin rakentajana ei ole aiemmin tutkittu laajasti. Tutkielmani teoreettisena taustana toimii erityisesti teoria sosiaalisista ryhmistä sisä- ja ulkoryhminä. Sen mukaan ihmisryhmät tuotetaan diskurssissa ja ne ovat tarkasteltavissa diskurssina. Kun ryhmä tuotetaan kielellisesti, sen ajatellaan olevan paikannettavissa kielellisiin rakenteisiin. Teorian keskeiset käsitteet ovat sisäryhmä ja ulkoryhmä. Sisäryhmä tarkoittaa yksilön omaa ryhmää, ulkoryhmä puolestaan ryhmää, johon yksilö ei kuulu. Sisäryhmään sisältyy ajatus positiivisesta yhteisöllisyydestä ja positiivisista ryhmäominaisuuksista. Ihmiset luokitellaan erilaisiin ryhmiin kategorisoimalla heitä. Lähestyn tutkimuskysymyksiäni tarkastelemalla eri referointikeinojen avulla, keiden äänet kuuluvat aineistonani olevissa teksteissä. Tutkielmani mukaan toimittaja tuo suorilla sitaateilla tekstiin haastateltavansa omaa ääntä ja siten haastattelutilanteen autenttisuutta ja ainutlaatuisuutta. Sitaateilla rakennetaan myös yhteenkuuluvuutta oman jäsenistön kanssa. Samalla toimittaja osoittaa tekstissä muun muassa nollapersoonan avulla lukijalle paikkoja, joissa tämä voi samastua partiolaisten kokemuksiin. Usein toimittaja saattaa olla myös yksi kuvaamansa partiotapahtuman osallistujista, joka yhdistää juttujen eri ääniä ja lähteitä. Tutkielmani vahvistaa, että järjestölehtien tehtävä on tukea jäsenten mielissä positiivista kuvaa harrastuksesta. Yksi merkittävä sisä- ja ulkopiiriläisyyttä luova tekijä on aineiston jutuissa käytetty, harrastusidentiteettiä tukeva kieli ja partiotermistö. Partiolehtien jutuissa partiolaiset näyttäytyvät positiivisina, toiminnallisina, yhteisöllisinä, osaavina, vastuullisina ja oikeamielisinä. Partiolaiset kuvataan usein myös muiden auttajina. Partiolaisuus näkyy sisäryhmän toiminnassa tavoiteltavana piirteenä. Ulkoryhmät kokevat harrastuksen puolestaan kiehtovaksi, mutta ajoittain hieman oudoksi toiminnaksi. Muita partiolehtien muodostamalle tekstilajille ominaisia piirteitä ovat tutkielmani mukaan juttujen opetuksellisuus sekä tietynlainen kotikutoisuus, joka liittyy toimittajien harrastajataustaan: kirjoittajat ovat pääsääntöisesti nuoria, eivät ammattitoimittajia.
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(2020)The purpose of this study was to find out what handicrafts and group participation mean for young girls and why the participation of the group is perceived as important. The study also aims to describe what crafts look like in social youth work and what significance it has for girls to be only among girls. Previous research has shown that group activities play a role in strengthening self-knowledge and confidence. Participation in group activities increases the young person's own activity and agency (Ståhlberg, 2019). Previous studies have also shown that making handicrafts has mental and physical effects that increase well-being (Pöllänen, 2017). The aim of the study was to find out the meanings of handicrafts, participation in a group and Girls' House activities for the girls participating in the study. The study was conducted at the Girls' House. It is an open place for all those who define themselves as girls and women. The subject of the study was the Open Handicrafts group, which met at the house once a week. The participants in the group were 14-25 years old. The researcher herself acted as a group supervisor during the study. The research material was collected using ethnographic methods by observing the group, as well as interviewing four girls who visit the house regularly. The interviews were semi-structured thematic interviews and the interviews were transcribed into text. Qualitative content analysis was used to analyze the data with the aim of finding similarities and differences in the themes and meanings of the study. The research reveals that there is a demand and need for a place for girls. Many meanings for being among girls were found. Some of the girls felt impressed with the growth of their own identity and peer support helped them grow into women. For many girls, participating in a handicraft group was more of a daily activity than a hobby. The group was often perceived as more important than making handicrafts. The Girls' house is perceived as a reliable and safe place to get peer support from other girls and women.
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(2023)Working in groups, and developing children’s group experiences and group skills, are a crucial part of primary school (Trach, Lee & Hymel, 2018). Grouping is a part of group’s developmental process, where a group gets to know one another and becomes functioning, tight, and safe for its members (Jauhiainen & Eskola, 1994; Karlsson & Riihelä, 2004). According to earlier studies, focusing on the exercise and doing one’s own part in that, working together, and using collaborative skills are important to children when working in small groups (Cera Guy, Williams & Shore, 2019; Ladd, Kochenderfer-Ladd, Visconti & Ettekal, 2012). Based on database searches of the thesis, grouping has only been studied little from the perspective of children. At child-focused research children are listened, considered, and participated into making the research (James & James, 2012). This thesis adds understanding and knowledge of grouping, shows children’s views on groups and so develops small group actions at school. This thesis studied what children think is a good small group and how it relates to the concept of grouping. The data of this study was collected at a third-grade class in Greater Helsinki by observing a few classes with small group studying and by interviewing 11 pupils. The data was analyzed with content analysis. Codes found from the data were first grouped to 12 theme categories. After that theme categories were typified to five categories which depict phenomena that occur in groups. ATLAS.ti, Microsoft Word and digital notepads were used as a practical aid with the analysis. As the results of the study was stated that according to children, groups are joint spaces where it is salient to be together, do together and plan together. Important elements were also enjoyment in a group, a common goal, safety, sense of belonging, interaction and things that relate to performing the exercise. Challenges at groups were similar to those Cera Guy and colleagues (2019) found. Challenges were, for example, related to goofing around in groups, group size and collective decisions. Being a member of a group was understood to be a relatively permanent feature. However, children thought that a group and its members could change for example if somebody changes their mind or a member talks to others about their behavior. Children’s concepts about good small groups had many similarities with grouping’s central parts and features. Therefore, grouping may refer to becoming good groups. According to what children said to be the challenges in groups, it would be good to support small groups at schools by supporting especially interaction skills and conflict solving, setting a common interesting goal, and focusing on a task.
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(2020)Tiivistelmä - Referat – Abstract Objectives. The aim of this study was to obtain more information about grouping and its different dimensions in the first two grades of elementary school. The development of the group and its stages have previously been studied mainly in adults and adolescents. The aim of this study is to examine classroom teachers' perceptions of grouping and the methods used for grouping in the context of first two grades of elementary school. School satisfaction has also been studied in the past, but the research has focused mainly on young people. As no research can be found and lower primary education is a relevant time for grouping, the research was limited to lower primary teachers. The purpose of the study is to find out how classroom teachers understand grouping, its methods and their own pedagogical role in this process. In addition, the purpose is to map the benefits and challenges of grouping and the impact of grouping on school satisfaction. Bruce Tuckman's model has been used as a theoretical basis, as it best suited the nature of the study. In addition to the new research data, this research is also intended to provide understanding for grouping both classroom teachers already working in the field and those still studying. Methods. The study was conducted as a qualitative research in which 4 class teachers who worked in the first two grades of elementary school in the Helsinki metropolitan area were interviewed. A theme-based individual interview was used as the data acquisition method. Inductive content analysis and data quantification were used as the analysis method of the study. In addition to data-driven reasoning, the study also used theory to support research findings. Results and conclusions. Class teachers felt that grouping and their own role in the process were very important. The effect of grouping and school satisfaction was also seen as significant. The most important method of grouping were named plays and games, changing seats, and the daily maintenance of grouping. The main benefit was that teachers felt successful in pair and group work, and the challenges were again associated with shyness, undesired behavior and the general language problems. It would appear, that school satisfaction is influenced by the teacher and the level of class grouping, which in turn affects class group dynamics and atmosphere, which also affect school comfort. A grouped class in which students feel safe would also seem to predict better motivation to study and a willingness to come to school, which in turn promotes learning and maintains school satisfaction.
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(2017)Objectives. As a special education teacher, I consider the welfare of the students in school to be important. Forming the class into a group of students that can work well together and have positive atmosphere to support learning. Research has shown that emphasizing courage has improved the social relationships between students and it is assumed to also support the group processes in the class. The research question of the study is to see how can courage as a character strength support the group processes in the class. The objective of the study is to figure out how the students experience courage and how courage appears during group work in drama lesson. Methods. The study was qualitative case study. The target group of the case study was a third grade special education class of ten students. The empirical evidence of the study was gathered from three different source materials: sociometric measurements done at three different points during the research period, student interviews, and drama lessons in small groups. The analysis was based on group theories of social psychology, positive psychological definitions of courage and the fields of learning in drama education. Results and Conclusions. The students of the special education class that were observed in the study proved to be brave and compassionate. They showed a growth mindset towards the idea of increasing and developing their courage. These qualities supported the interaction among the students in the class. Drama as a cooperative learning method supported the development of student interaction, a positive atmosphere, and proved to be effective for teaching and improving character strengths.
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(2022)The purpose of this research was to study early childhood education meetings from the perspective of leadership and group processes. The research also clarified what factors leaders combined together with good meeting. The subject of this research is valid and current because there is no previous research from this specific area. Groupwork forms an essential part of working in early childhood education. It is important to see how leaders can make use of the information about group processes. Organizational research have shown that for example using facilitation can accomplish good outcomes. The aim of this research is to give an information to early childhood leaders on how they can plan even better meetings and use the time best way possible. The research was carried out as a case study. The research sample was six early childhood education leaders from the same city in the Helsinki metropolitan area. They were chosen in random. The leaders were interviewed by using a half structured interview. Interviews took place in the summer 2021. The interview material was then transcripted. The research methodology used was theory-driven content analysis. According to this research the most important meaning of the meetings is pedagogical development. Meetings offer employees a chance to impact their work and share professional knowledge. Good meeting is a combination of inner and outer factors. Inner factors were communication, participation and autonomy. Atmosphere and structure were the outer factors which made communication and participation possible. Leaders planned topics of the meetings but not how those contents should be processed. Group work was guided by using some methods like small group discussions or by leading the conversation into specific direction. Leaders also utilized different roles and leading styles. Some of the results can be identified as facilitation. For example giving responsibility to the employees and encouraging them to come up with the answers by themselves. By utilizing group processes and ways to lead the group, leaders can make a solid ground for learning and self-oriented community in early childhood education. This could partially be the answer to the challenge that most of the leaders in this research mentioned; there is not enough time for the meetings and professional dialog in early childhood education.
Now showing items 1-6 of 6