Dissertationen zum Thema „Grounded, phenomenological case study“
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Onslow, Christopher E., und University of Lethbridge Faculty of Education. „The transformational healing journey from universal shame : a phenomenological-grounded theory inquiry“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/1290.
Der volle Inhalt der Quelleix, 196 leaves ; 29 cm
Biss, Andrew. „Towards an existential phenomenological family therapy model of working with issues of alcohol abuse : a grounded theory study“. Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/21804/.
Der volle Inhalt der QuellePandit, Naresh R. „Towards a grounded theory of corporate turnaround : a case study approach“. Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543933.
Der volle Inhalt der QuelleCullum, Princess. „Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc849695/.
Der volle Inhalt der QuelleCullum, Princess M. „Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849695/.
Der volle Inhalt der QuelleSalafatinos, Chris. „Activity-based costing : a review with grounded theory-based case study“. Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21509.
Der volle Inhalt der QuelleReno, Deborah L. „Exploring the Process of Civic Engagement: A Phenomenological Case Study“. NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11032003-090341/.
Der volle Inhalt der QuellePasters, William C. „The Narrative Achievement of Teaching Practice: A Phenomenological Case Study /“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487928649986674.
Der volle Inhalt der QuelleCranfield, Desiree. „Knowledge management and higher education : a UK case study using grounded theory“. Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191855/.
Der volle Inhalt der QuelleStrong, William Eric. „A Grounded Case Study of Parental Perceptions Surrounding Formalized Special Education Processes“. DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6919.
Der volle Inhalt der QuelleBrens, Madeleine May. „Excluded adolescent females engaging in the arts : a phenomenological case study“. Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648153.
Der volle Inhalt der QuelleSchad, Michael L. „A Teacher’s Adoption of Maker-Centered Learning: A Phenomenological Case Study“. VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6090.
Der volle Inhalt der QuelleStevenson, Susan P. „Place advocacy at Snowshoe Mountain Resort a case study of a destination ski resort /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4473.
Der volle Inhalt der QuelleThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 29, 2009) Vita. Includes bibliographical references.
Masters, Carin-Lee. „Clay sculpture within an object relational therapy: a phenomenological-hermeneutic case study“. Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002524.
Der volle Inhalt der QuelleRussell-Fry, Nancy L. „A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110.
Der volle Inhalt der QuelleMorton, James R. Jr. „SUPERVISORS’ EXPERIENCE OF RESISTANCE DURING ONLINE GROUP SUPERVISION: A PHENOMENOLOGICAL CASE STUDY“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1404.
Der volle Inhalt der QuelleTunceren, Li-Lee. „Community College Second Language Students’ Perspectives of Online Learning: A Phenomenological Case Study“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7102.
Der volle Inhalt der QuelleKruger, J. C. „Adaptation of Luborsky's Core Conflictual Relationship Theme (CCRT) method a phenomenological case study /“. Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10222007-110453/.
Der volle Inhalt der QuelleJames, Adrian. „'From Thanatos to Eros' : a phenomenological case study of post-graduate drama students“. Thesis, City University London, 2010. http://openaccess.city.ac.uk/8724/.
Der volle Inhalt der QuelleWinn, Linda C. „Combat veterans' perspectives on a dramatherapy journey : a phenomenological mixed methods case study“. Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702160/.
Der volle Inhalt der QuelleChen, Xiaoqing. „A phenomenological understanding of tourism management : a case study of a Chinese village“. Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=237055.
Der volle Inhalt der QuelleIbenne, Samuel K. „Information experiences and practices of paediatric physicians in Nigeria : a phenomenological case study“. Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23428.
Der volle Inhalt der QuelleWinn, Linda C. „Combat veterans’ perspectives on a dramatherapy journey: a phenomenological mixed methods case study“. Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/702160/1/Winn_2016.pdf.
Der volle Inhalt der QuelleMak, Shuk-han Nancy, und 麥淑嫻. „An exploratory study of the experience of being help in marital casework setting: a phenomenological approach“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569592.
Der volle Inhalt der QuelleMyers, Ryan. „International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies“. University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079960471653.
Der volle Inhalt der QuelleSchreiner, Sherry Lynn. „How teachers experience change| A phenomenological case study of a district-wide curricular reform“. Thesis, Colorado State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635675.
Der volle Inhalt der QuelleThe purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me.
Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was hearts in the game. The shadow of hearts in the game was loss of passion and loss of efficacy. Hearts in the game means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keephearts in the game. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.
Harrison, Aline E. „The Far Reaching Impact of Transformative Learning: A Critical Ethnographic Case Study“. [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002549.
Der volle Inhalt der QuelleGauweiler, Cher N. „Imagination in action a phenomenological case study of simulations in two fifth-grade teachers classrooms /“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001315.
Der volle Inhalt der QuelleHenderson, DeAnna L. „A Phenomenological Case Study of the Impact of Autism Spectrum Disorders on the Sibling Relationship“. Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273190650.
Der volle Inhalt der QuelleLush, Craig L. „The act and activities of invention : an autobiographical phenomenological case study of a visualizing inventor /“. Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-11082006-133630/.
Der volle Inhalt der QuelleManandhar, Prabin. „A grounded theory approach to comparing rural change processes : a case-study of three villages in Nepal“. Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427061.
Der volle Inhalt der QuelleFroneman, Carmen Michelle. „Dating in the dark: a phenomenological study of the lived experience of online relationships“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/5462.
Der volle Inhalt der QuelleBleiler, Sarah K. „Team-Teaching Experiences of a Mathematician and a Mathematics Teacher Educator: An Interpretative Phenomenological Case Study“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3980.
Der volle Inhalt der QuelleAnderson, Ingrid Mari. „Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study“. PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2080.
Der volle Inhalt der QuelleTutlewski, Wiktor Jan. „Management development and training in Hong Kong : a case study of a multinational corporation : a grounded theory approach“. Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/10230.
Der volle Inhalt der QuelleSteele, Robin I. „A hermeneutic phenomenological study of/in transformation : an embodied and creative exploration of therapeutic change through psychophonetics psychotherapy“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/630.
Der volle Inhalt der QuelleBurns, Jacqueline. „Critical Skills for Supervisors of Information Technology Project Managers in Government| An Interpretative Phenomenological Analysis Case Study“. Thesis, Robert Morris University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108949.
Der volle Inhalt der QuelleA company or government is only as good as its most qualified employees. This qualitative interpretative phenomenological study sought to understand what skills are needed to supervise government information technology (IT) project managers through their lived experience. Fifteen participants in the field of government IT were interviewed. They included five senior managers, five supervisors, and five project managers who worked as IT government contractors or employees were interviewed. The participants’ responses revealed that different groups disagreed as to what skill sets were essential in supervising government IT project managers. The findings of the research highlighted that the senior managers and supervisors valued skills from a macro-level perspective, while project managers valued skills from a micro-level perspective. The results of the study indicated that the different groups of IT employees—senior management, project managers, and supervisors—deemed different skill sets as essential. There was a consensus regarding the importance of communication skills as all groups included aspects of communication in the top-five essential skills. However, the rating number allocated to these skills and the definition of the terms differed between the participants and across the groups. The results of the study brings to light the importance of developing appropriate position training for government IT supervisory positions.
Brooks, Becky A. „It is Still a Hearing World: A Phenomenological Case Study of Deaf College Students' Experiences of Academia“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303932231.
Der volle Inhalt der QuelleBajamal, Huda Fuad. „Saudi third culture kids: A phenomenological case study of Saudis' acculturation in a Northeast Ohio elementary school“. University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1490145541205146.
Der volle Inhalt der QuellePrater, Amberle M. „First Responders in Rescue-Based Work: A Phenomenological Case Study of Rural Rope and Rappel Rescue Workers“. Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521107236072826.
Der volle Inhalt der QuelleWoosnam, Kyle Maurice. „Place Attachment as an Interactional Process: A Case Study of Isle au Haut, Maine“. Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/43599.
Der volle Inhalt der QuelleMaster of Science
Babri, Maira, und Dorp Mishka vom. „The Commercialization Debate : A Contextual Study of Microfinance in India“. Thesis, Umeå University, Umeå School of Business, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33202.
Der volle Inhalt der QuelleWithin the field of microfinance, there has been an ongoing debate about whether microfinance institutions should be commercialized. One side argues that a business that very much can earn profits at the same time as it helps the poor, is not justified to receive charity, but should be run with the risks and benefits of any other profit-seeking business.
The other side argues that the outreach to the ones who most need microfinance, is severely hampered if firms are profit-seeking; arguing that they only target the individuals who allow them to make profits.
This study is a case study based on India, one of the world’s largest nations, and home to millions of people living below the poverty line[1]. Microfinance is widespread in India, and with one of the researchers speaking Hindi, India became our choice of case study. A grounded theory methodology is applied in order for us to learn as much as possible about the context of microfinance in India. Within the context, we look for the mission and the impact of the various institutions. Analysis is done through the constant comparison method; with comparisons within and between different organizations. Each organization is individually analyzed to find recurring themes, always being open to the emergence of new themes. Then, the organizations are compared with others of the same legal form, and finally with all other forms of organizations.
Several different kinds of institutions are identified, working directly or indirectly with providing small loans to low-income individuals. These institutions include banks, local area banks, section 25 companies, NGOs, and cooperative societies. Each one of the institutions has, by law, different areas of restriction and the study finds that the missions of the various organizations can be linked to their legal form; the mission indicating which form they currently operate under or which legal form they are striving to achieve. The major difference between the various legal forms is their methods of accumulating finances, and how they manage their revenue. Although banks actually earn profits, they have not yet been fully commercialized, as they are restricted from attracting mainstream international capital.
The conclusions indicate that in India, microfinance has not reached the point where it has been fully commercialized, but rather the passion for their work and visions of the founders very much guide the work of the various organizations. This can be seen in the missions that guide the organizations and the services provided to fulfill the mission. Commercialization is however, far from a non-issue. If legislation regarding IPOs is changed, the level of commercialization and competitive scene for microfinance in India could change dramatically.
[1] Can be measured in different ways, but used here symbolically, indicating a very low amount; discussed in more detail in the paper.
Chen, Ku-Yun. „An ESL Learning Center: A Critical Case Study“. Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1374848356.
Der volle Inhalt der QuelleFloyd, Robyn A. „A Phenomenological Study of the Student Achievement Gap in a Midwestern Suburb“. Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1182530693.
Der volle Inhalt der QuelleYoung, Cheryl. „FROM SECLUSION TO INCLUSION: A COMPARATIVE CASE STUDY OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN MIDDLE SCHOOLS“. Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3139.
Der volle Inhalt der QuelleEd.D.
Department of Educational Studies
Education
Curriculum and Instruction
Holler, Joseph C. „A phenomenological case study of finding meaning through the developmental nature of a doctoral program in organization change“. Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700739.
Der volle Inhalt der QuelleThis phenomenological case study of finding meaning explored the developmental nature of Pepperdine University’s Doctor of Education in Organization Change (EDOC) program through graduates, who as students, found deep, visceral, and life changing meaning. The primary request of participants, identified as co-inquirers, was to: describe in as much detail as possible how meaning was found through their participation in the EDOC program. Detailed storied descriptions from 10 graduates were gathered through interviews. Anecdotes were gathered by email from other graduates concerning the meaning found, relational experiences, and vivid program experiences. In my analysis of data, I explicated the structure (the relationship among the most invariant constituents of the phenomenon) and meaning (implications) from their lived experience. Though particulars differed, the interview data revealed a structure surrounding each of the ten co-inquirers as being (a) self-aware learners who joined the program with assumptions concerning the challenging nature of the learning experience; (b) a socially constructed environment that facilitates the formation of relational sets and community engagement; (c) deep and rich dialogic relationships among participants within the learning community; (d) co-constructed learning through collaboration with faculty and fellow students; (e) abundant free-space in learning enabling the transcendence of boundaries to personal growth; (f) an immensely helping and caring environment; (g) significant opportunities to challenge and broaden worldviews through program experiences; and (h) consistent validation of progress toward personal, educational and life goals. In coming to understand the phenomenon for finding meaning, I used descriptive phenomenology and given my presence as a student in the program being studied, I offered my own observations. I framed propositions from the study’s findings for progressive educators and organization development professions. Meaning found led to life changes such as improved personal and professional effectiveness, a deeper sense of self and self-worth, a clearer view of the world, and an ability to enact what had been taken from the experience; a significant educational outcome in addition to cognitive competencies, field knowledge and application. Those who have experienced the program came away with a deeper sense of purpose and far reaching capabilities to serve.
Rayford, Debra D. „A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio“. Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1334597826.
Der volle Inhalt der QuelleTheriot, Alyson A. „A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School“. ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2498.
Der volle Inhalt der QuellePhillips, Michele. „Exploring the Role of Corporate Social Responsibility and its Influence on Branding: A Grounded Theory Case Study of Hydro Ottawa“. Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32396.
Der volle Inhalt der QuelleWatson, Ian R. „Eastern and Western learning theories in transnational higher education : an interpretive phenomenological analysis case study of a Malaysian college“. Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36240/.
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