Relevant bibliographies by topics / Ethnographic study / Dissertations / Theses
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Dissertations / Theses on the topic 'Ethnographic study'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Stoffle, Richard W., Jessica L. Medwied-Savage, and Katie Beck. "Anza Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 2011. http://hdl.handle.net/10150/294834.

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2

Stoffle, Richard W. "Anza Ethnographic Study Presentation." University of Arizona Libraries, Special Collections, 2011. http://hdl.handle.net/10150/294836.

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3

Elder, Hanlon Teresa J. "Circle justice, an ethnographic study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0020/MQ49148.pdf.

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4

Hanlon, Teresa J. Elder, and University of Lethbridge Faculty of Arts and Science. "Circle justice : an ethnographic study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1999, 1999. http://hdl.handle.net/10133/106.

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This thesis examines the presence of community in Blackfoot Justice Circles through ethnographic, qualitative methods. Five Blackfoot Justice Circles, observed in 1996-1997, and an Innu Healing Justice Circle, are compared in structure, roles and content. The Innu circle data is found as a report and recorded as an appendix to R. v. Sellon (1996). Seven in depth interview held with circle leaders and prominant circle participants generated data used to describe and define current perceptions of traditional concepts among circle leaders on a Blackfoot reserve. Theoretically the work arrives at a principle of justice according to a concept of authentic morality expressed through problem-solving and care. The principle is collectively based on the ideas and works of Menno Boldt, Herman Bianchi, Elliot Studt, John McKnight, Carol Lepannen Montgomery, John Braithwaite, Howard Zehr, and Ruth Morris as well as peacemaking concepts. The study explores transformative justice, as differentiated from restorative and retributive justice.
xii, 258 leaves : ill. ; 29 cm.
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5

Stoffle, Richard W., and John Amato. "Big Springs Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 1998. http://hdl.handle.net/10150/292681.

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6

Stoffle, Richard W. "Spring Mountains Ethnographic Study Photographs." University of Arizona Libraries, Special Collections, 2013. http://hdl.handle.net/10150/304999.

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7

Stoffle, Richard W., and John Amato. "Hoover Dam Bypass Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 2000. http://hdl.handle.net/10150/292673.

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8

Gilgoff, Betty L. "An ethnographic study of home schooling." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29714.

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The study is an ethnographic study of home schooling in the lower mainland of British Columbia. It was conducted to increase understanding of the growing home schooling movement in the province. The information gained is valuable in assessing recent legislative changes in the new British Columbia School Act (1989) and the resulting policy changes with regard to home schooling. The purpose of the study was primarily exploratory. The design was based on two propositions: (1) that it may be possible to build characterizations of home schooling families and, (2) that these characterizations, or portraits, may include certain reactions to the policy changes. To examine these propositions the study focused on the following four main questions: 1. Why are some families in urban areas in British Columbia choosing to home school their children? 2. What does home schooling mean to these families? 3. How are these home schooling families reacting to the new legislation on home schooling? 4. What alternatives, if any, would the home schoolers prefer? The analysis of the study presents the finding from two different perspectives. It first provides three portraits based on stories of "committed home schoolers", those who have reached a level of certainty and comfort with home schooling as an alternative to a school system. From the characterizations developed three ideal styles are determined and diagramed. A second perspective examines the stories of "situational home schoolers", those who have moved into home schooling because of dissatisfaction with the public school system. The conclusion of the research uses the division of home schoolers into committed and situational groups to examine recent legislative and policy changes relevant to home schooling. Although the research is limited in its design as it is based on replication logic rather than sampling logic, it has developed theories about patterns which may exist amongst home schoolers. These theories strongly suggest that government policies with regard to home schooling need to be developed with an understanding of the individualistic nature of each home schooling situation.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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9

Stowell, Marie. "Becoming a teacher : an ethnographic study." Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/34716/.

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This ethnographic study of the professional studies year of a Bachelor of Education course in a College of Higher Education aims to understand teacher education as a process of professional socialisation. The study starts from the recognition that our present understanding of the process of teacher socialisation is limited - theoretically, conceptually and empirically - despite considerable recent developments in the sociological understanding of school and classroom processes. By taking an interactionist/ethnographic approach to the study of the process of becoming a teacher, attention is drawn to the negotiated character of professional socialisation, and the similarities and differences in student teachers' experiences and perceptions of what it is to be a teacher. The study is concerned with the social processes and experiences of teacher education the subjective perceptions, feelings, interests and understandings of individuals and their creative and strategic adaptations in response to perceived circumstances. The study finds student teachers actively constructing perspectives, strategies and identities as potential teachers, a process involving conflicts and contradictions, taking place within a social context which imposes constraints on individual action Conceptualising the professional socialisation process as a critical phase of 'survival' in which student teachers must learn to cope, the study documents the necessity for strategic negotiation, accommodation and resistance to ensure success in the teacher education course. The particular difficulties of initial encounters with pupils and student teacher's relationships with teachers on school experience are discussed. The study also examines the power relations involved in teacher education, particularly those concerning the 'hidden pedagogy' of control and its relation to assessments of teacher competence.
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10

Bray, Joy Dean. "An ethnographic study of psychiatric nursing." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274299.

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11

Buchalter, E. "Ideas in science : an ethnographic study." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1436721/.

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This thesis investigates ideas in science. Ideas are explored as an analytical category and examined as an indigenous concept to scientists. This study identifies ideas in science as thoughts or plans, and seeks to understand the main characteristics of ideas as well as explore what factors affect the extent to which they can develop in a laboratory environment. This ethnographic study is based on fifteen months of participant observation in biomedicine laboratories at one of the oldest and most prestigious universities in the world. The resulting data is evaluated using Actor-Network Theory (ANT) in order to demonstrate how ideas are dynamic and best thought of as networks that are acted upon by scientists’ beliefs (Chapter 5), experimentation (Chapter 6), discussions (Chapter 7) and the institutional settings within which science takes place (Chapter 8). This thesis argues that understanding what ideas in science are, and what factors shape and influence them, is a vital part of recognising and appreciating what it means for scientists to ‘do’ science. This study demonstrates the dynamism of ideas in science by explaining how: scientists’ use of the word ‘belief’ acts on how ideas develop; experimentation justifies idea developments and scientists’ discussions facilitate the sharing and connection of ideas. Chapter 8 places the dynamic ways that ideas develop (explained in Chapters 5, 6 and 7) within what is shown to be a stifling institutional context that values ideas as static objects (for example, as delivered and communicated in publications or funding proposals). This friction, it is argued, forces ideas to become institutionally ‘frozen’ and incentivises incremental shifts in thinking.
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12

Hughes, Christina. "An ethnographic study of the stepfamily." Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/109974/.

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This thesis is an ethnographic study of the stepfamily that was conducted between May 1985 and July 1986. The main methods of social investigation were participant observation, unstructured interviews and documentary evidence. The study examines the role of myth and its importance in the stepfamily from the view point of the stepparent. Special consideration has been given to consider the gender implications of step-parenthood and remarriage and the place of myth in the structuring of gender and stepfamily experiences. An opening chapter surveys the theoretical background to the study. Chapter Two introduces the families who took part in the study and contextualises their concerns. There are further chapters which examine the myth of the wicked stepmother, the importance of reciprocity in stepparent-stepchild relationships, the gender experience of second marriage and myth construction in the stepfamily. Chapter Seven serves as a summary and concludes that myth has a dual function in stepfamily life. Specifically, myths impose constraints on the stepmother's freedom of action which is not evidenced for stepfathers. Nevertheless, through the construction of myths within the stepfamily, myths serve a legitimating role for both stepparents which form the basis of step-parental perception. Appendices A and B are concerned with the research process and, given the personal nature of the research to the researcher, stand as an integral part of the thesis. In Appendix A two issues are considered. The importance of biography in the research process and the methods employed. Appendix B sets out the aides memoires used for unstructured interviews. Finally, Appendix C contains stepfamily trees and serves as a presentation device to indicate the various stepfamily relationships.
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13

Koven, Mikel J. "An ethnography of seeing : a proposed methodology for the ethnographic study of popular cinema /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/NQ42479.pdf.

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Papadopoulou, Kyriaki. "Digital Technologies in Museums : An ethnographic study." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59643.

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This thesis follows a research at the Mineralogy and Petrology Museum of the University of Athens (Greece). The purpose of the research is to examine how digital technologies can support museums in attracting new visitors during the economic crisis, and provide design suggestions. The research was conducted under the interpretive paradigm using the ethnographic methodology and the participatory design approach. The staff, volunteers and artists related to the museum participated in interviews, thinking aloud sessions and a workshop. In addition, several observations were conducted during guided tours of visitors. The data were analyzed through thematic analysis. The findings provided themes of identified issues and opportunities concerning the implementation of digital technologies in the museum, such as the underlying policies of the University of Athens, the role of the museum in society, material in the collections that attracts visitors, the importance of the staff in guided tours and the technologies currently being used. Suggestions were put forward during the workshop and were elaborated later on. The thesis aspires to contribute to studies that concern the sustainability of cultural establishments that are being afflicted by the economic crisis currently veils Europe.
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15

au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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16

Leiserson, Sara. "Caring in physiotherapy work, an ethnographic study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq22894.pdf.

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17

Wilkie, Alex. "User assemblages in design : an ethnographic study." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/4710/.

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This thesis presents an ethnographic study of the role of users in user-centered design. It is written from the perspective of science and technology studies, in particular developments in actor-network theory, and draws on the notion of the assemblage from the work of Deleuze and Guattari. The data for this thesis derives from a six-month field study of the routine discourse and practices of user-centered designers working for a multinational microprocessor manufacturer. The central argument of this thesis is that users are assembled along with the new technologies whose design they resource, as well as with new configurations of socio-cultural life that they bring into view. Informing this argument are two interrelated insights. First, user-centered and participatory design processes involve interminglings of human and non-human actors. Second, users are occasioned in such processes as sociotechnical assemblages. Accordingly, this thesis: (1) reviews how the user is variously applied as a practico-theoretical concern within human-computer interaction (HCI) and as an object of analysis within the sociology and history of technology; (2) outlines a methodology for studying users variously enacted within design practice; (3) examines how a non-user is constructed and re-constructed during the development of a diabetes related technology; (4) examines how designers accomplish user-involvement by way of a gendered persona; (5) examines how the making of a technology for people suffering from obesity included multiple users that served to format the designers’ immediate practical concerns, as well as the management of future expectations; (6) examines how users serve as a means for conducting ethnography-in-design. The thesis concludes with a theoretically informed reflection on user assemblages as devices that: do representation; resource designers’ socio-material management of futures; perform modalities of scale associated with technological and product development; and mediate different forms of accountability.
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18

Blacker, Huw. "Relationships, Hostels and Practice : An Ethnographic Study." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527599.

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19

Ravenhill, Megan Honor. "The culture of homelessness : an ethnographic study." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2665/.

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The thesis argues that homelessness is complex and synergical in nature. It discusses the life events and processes that often trigger, protect against and predict the likelihood of someone becoming homeless (and/or roofless). It argues, that people's routes into homelessness are complex, multiple and interlinked and are the result of biographical, structural and behavioural factors. This complexity increases with the age of the individual and the duration of their rooflessness. The thesis explores the homeless culture as a counter-culture created through people being pushed out of mainstream society. It argues, that what happened to people in the past, created the nature of the homeless culture. Furthermore it is argued that any serious attempt at resettling long-term rough sleepers needs to consider what it is that the homeless culture offers and whether or how this can be replicated within housed society. The thesis goes on to demonstrate that there are immense, complex, multi-dimensional difficulties to be faced by those exiting rooflessness. These difficulties arise from complex structural, behavioural and emotional factors that are inextricably entwined within people's lives and, at times, negate positive influences or exacerbate existing problems. It is argued that the current system inadvertently actively discourages and/or prevents people from leaving homelessness and fully re-integrating back into housed society. Radical changes are needed in the way we perceive and tackle rooflessness. The thesis concludes with a discussion of the types of policies and interventions that could prevent rooflessness from occurring or would actively promote meaningful reintegration back into housed society.
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Griffiths, Jane. "An ethnographic study of district nursing work." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307664.

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21

Braithwaite, N. J. "Shoe design : an ethnographic study of creativity." Thesis, Nottingham Trent University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629250.

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The empirical focus of this thesis is the creative practice of a select number of contemporary British based high fashion women's shoe designers. The research responds to an existing gap in theoretical debates on fashion, in particular shoes, as to what creativity in design entails. Based upon a twenty month long ethnography with twenty three shoe designers and other informants, my thesis contributes original knowledge of what shoe designers do to create shoes. Through a holistic approach to the study of creativity, the research demonstrates that ideas are not always the starting point of creativity. The designers work as individuals and thus their creative process cannot be reduced to the strict linear sequence that design discourse can assume. My work contributes to material culture by demonstrating, in the context of shoe design, what materiality actually is. The thesis reveals the inspirational and agentic properties of the materials of shoe design, just as the practitioners act upon the materials so do materials act upon them. Through the study of materials creativity is presented as an embodied practice where the practitioner exists in a dialogue between materials, creative processes and forms. By showing how materials give life to shoes, I have produced a significantly mc e dynarric approach to material culture. The research has encompassed the creative network surrounding the shoe designer and reveals the complexity and relationality of the creative process. I have shown that creativity in shoe design moves beyond the realm of the individual to encompass a network of humans and materials. Inherent in the study of this practical process was the difficulty for designers to verbalise their creativity and in order to overcome this barrier, a phenomenological approach was required. This was achieved by learning to design and make shoes. The final part of the thesis traces my journey through the learning of these practical processes and in so doing reflects back upon the ethnographic findings. What emerges from my research is that creativity in shoe design is a sensorial, material and embodied process for these practitioners of shoe design.
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22

Taylor, Elizabeth Rose. "Therapy on stroke units : an ethnographic study." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/therapy-on-stroke-units(5f47840f-0913-4dcd-911d-6367e8540b39).html.

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Background: Guidelines and audit have been widely adopted as quality improvement strategies in healthcare. A recent stroke guideline states that 45 minutes of each relevant therapy, 5 days per week, should be provided to patients deemed appropriate. National audit data suggest variation across teams in the proportion of patients deemed appropriate, and the quantity and frequency of therapy provided. Reasons for these variations are unknown. Aim: To investigate the ways in which policy, professional judgement and patient need influence the delivery of therapies in stroke units (SUs) in the era of the 45 minute guideline. Method: An ethnographic study, including participant observation and interviews, was conducted in three SUs. Results: Drawing on theoretical concepts of audit society and street level bureaucracy, the study found that the 45 minute guideline was limited in its ability to influence delivery of therapies. The attempt to standardise therapy time was undermined by variation in the roles and remits of SUs and therapists, and varied understandings of ‘what counts’ as therapy. Thus they had different approaches to assessing therapy needs, and adopted different audit reporting practices. In line with the claims of street level bureaucracy, therapists developed routines of practice to simplify and manage their caseloads. In one example, the audit had become a way of categorising patients’ need for therapy and justifying resource allocation. The thesis identifies the role of ‘Street Level Leaders’ in guiding therapists’ attitudes and practices. The thesis provides empirical data to support the theoretical concept of audit society, showing how changes to therapy standards and practice took place in a wider economic and social context. Conclusions: The 45 minute guideline was one of many factors influencing delivery of therapy and was diversely interpreted and implemented. The study’s findings suggest that, in the context of the quasi-marketisation of healthcare, audit may become a tool of commissioner-centred, rather than patient-centred care. Ongoing engagement between strategic leaders, patients and clinicians is needed, to ensure that quality of care does not become secondary to ‘playing the numbers game’.
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23

Buttacavoli, Matthew. "An Ethnographic Study of Translators and Technology." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405431440.

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24

Chedekel, Esther Davids. "An ethnographic study of a senior center /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944213426.

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25

Ackerley, Jane. "Adult children of alcoholics: An ethnographic study." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291909.

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This study explored the cultural knowledge of the adult who identified, through remembrances and behavior, their childhood experiences with an alcoholic parent. Ethnographic interviews were conducted with four adult children of an alcoholic father. Data were analyzed for relevant domains of meaning and cultural themes. Four cultural themes were identified from the data: (1) A lot of negative things happen when you have an alcoholic parent, (2) There are ways to take care of an alcoholic, (3) You learn to live with secrecy, (4) We sometimes make the same mistakes but we try not to. Recommendations for nursing practice based on the experiences of the adult child of an alcoholic are presented as well as recommendations for further research.
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Hadley, Charlotte. "An ethnographic study of allotmenteering : practising sustainability?" Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34557/.

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In an era where global climate change, ecological degradation and the depletion of natural resources have become increasingly prevalent, the need to identify ways in which we can pursue more sustainable ways of living and conserve an ecological balance has become of great importance in society. The pernicious effects that society’s (global) food production and consumption practices have on the environment is one prominent area of concern. Much of the existing literature that has explored environmentally responsible consumption has been preoccupied with developing an understanding of the environmentally responsible consumer, the social, symbolic and political significance of environmentally responsible consumption and the potentiality of alternative food systems to alleviate the environmental consequences of our globalised food system and other issues concerned with sustainability on a broader level. Conversely, very few studies have drawn attention to everyday practices and the ways in which consumers engage with environmental issues on an everyday, practical level. This is crucial to gaining an insight into the ways in which we can envisage change and naturalise more environmentally responsible ways of living into routine, everyday consumption practices. To remedy this gap, this thesis explores the practice of allotmenteering from a practicetheoretical perspective and attempts to advance our understanding of the ways in which consumers engage with environmental issues on a day-to-day basis. Based upon an ethnographic approach, this study develops a rich, in-depth understanding of embodied, (mainly) skilled practitioners, processes of ‘doing’ allotmenteering and other practices embedded in the practice of allotmenteering. This study contributes to the field of environmentally responsible consumption by demonstrating how allotmenteers engage in environmentally responsible consumption patterns unintentionally. More specifically, it shows how these consumption patterns transpire through allotmenteers’ close intimate engagement with nature and through the ways in which they personally invest themselves; their time, energy and effort into processes of nurturing and domesticating nature. Thirdly, it shows how the practice of allotmenteering has the potential to trigger more unsustainable consumption patterns. These findings have implications for the ways in which we understand and make sense of environmentally responsible consumption.
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Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study." Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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28

Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /." Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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29

Otero-Boisvert, Maria. "Funding the academic library: An ethnographic study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84749/4/Maria_Otero-Boisvert_Thesis.pdf.

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This thesis is an ethnographic study of social psychological theories of influence and persuasion in higher education decision making processes. It focuses on the academic library and the budget allocation process in one study site. The findings show that influence tactics such as liking, reciprocity and social proof are important elements in the interpersonal relationships which impact decisions. The researcher was able to determine and propose practical applications for academic library administrators and library and information science educators.
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30

Adams, Sandra K. (Sandra Kay). "An Ethnographic Study of Outstanding, Veteran Elementary Teachers." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc935662/.

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The purpose of this study was to describe outstanding, veteran elementary teachers using an ethnographic approach. This qualitative study was conducted in a suburban independent school district in northeast Texas serving approximately 17,000 students. The data collected focused on five outstanding, veteran elementary teachers who had at least twenty years of uninterrupted teaching service. Data were collected through interviews, classroom observations, and the administration of the Mind Styles (Gregorc,1982) inventory. The findings of this research were as follows. This study found that many factors were responsible for retaining outstanding, veteran elementary teachers in the work force. These included adequate preparation, a strong personal commitment, a successful initial teaching assignment, a development of skills and abilities inside and outside the teaching field, and professional accomplishments throughout the teaching career.
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Gee, Nicholas. "An ethnographic case study of a residential field study centre." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/33503/.

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Jones, Gary. "Ethnographic descriptions of English corners in Shanghai." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1293.

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This study explored the phenomenon of English Comers (EC) in Shanghai. These are informal communities formed for the purpose of practising English. In 1978, just after the death of Mao Ze Dong and the fall of the 'gang of four', many eager Chinese people gathered together to practise their oral English in the Shanghai People's Park. Many of these were old men and had been educated in English at missionary schools in Shanghai in the early 20th century. Today we see many successors to such groups in the ECs which meet in different locations throughout the city and which comprise people ranging from young children through to octogenarians. The persistence of the English comer phenomenon over more than 20 years suggests that, despite Shanghai's massive modernization, there is still a perceived need for language learning support at a community level. It seems that for many Chinese learners today the use of English in an informal setting is an important support to the learning of the language. In this study, the ECs were explored on the basis of questionnaires, interviews, observations and ethnographic descriptions. The focus of collecting data was from 20 informants from four ECs in Shanghai. Also four other ECs were visited and ethnographic observations were recorded. To supplement the description of ECs in Shanghai I interviewed four English native speakers and six Chinese English teachers. The research into ECs in Shanghai demonstrated benefits and limitations lent by context to EFL. The major benefits for the local Chinese were that the EC communities provided places to practise their spoken English, make friends, and exchange information. The limitations with the corners were firstly the lack of fluent and accurate English speakers and secondly the low level of English language competency to which the learners had access in a society that demonstrates massive modernization
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Azios, Michael. "The College Experience of Stuttering| An Ethnographic Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10608465.

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This dissertation focused on the impact of stuttering within the university setting. Data were gathered and examined using a qualitative research methodology. This research design used several data collection procedures including participant observation, ethnographic interviews, and artifact analysis. These procedures captured the use of communicative strategies and barriers as they unfolded in authentic interactions within the university. They also served to illustrate how other social partners perceived PWS (persons who stutter) in the classroom and other relevant university contexts.

The results of these data were examined using categorization of the context and culture of each environment, conversational strategies employed during social interactions, and the coping and supportive devices used during authentic interactions. The views, reactions, and affective reactions of PWS were also explored and discussed. Patterns emerged from the data that uncovered the types of strategies that PWS employed to overcome communicative barriers within the university setting. This study provides further evidence in support of strategies that consider the context within the university when examining PWS and the value in exploring the real-time behaviors that are implemented by PWS as they negotiate social action within these contexts. This study has important implications regarding the value of qualitative research paradigms in investigating social access and inclusion in PWS in the university setting and exploring the usefulness of partner and advocacy training in universities and other educational institutions.

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Eldridge, Amy. "Transcending childhood an ethnographic study of early adolescence /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1991. http://www.icsw.edu/_dissertations/eldridge_1991.pdf.

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Thesis (Ph. D.)--Institute for Clinical Social Work, 1991.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Barrios, Leoncio. "Family and television in Venezuela : an ethnographic study /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11302240.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Jensen Leichter. Dissertation Committee: William C. Sayres. Includes tables. Includes bibliographical references (leaves 220-227).
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Prosser, Jon David. "The nature of school : an ethnographic case study." Thesis, University of York, 1990. http://etheses.whiterose.ac.uk/4247/.

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37

Boyce, Isabella Davidson. "Communal responses to paedophilia : an ethnographic case study." Thesis, London School of Economics and Political Science (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429626.

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38

Crosby, Christopher James. "Conservative evangelicalism and the environment : an ethnographic study." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620498.

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While there has been a long running debate concerning the relationship between the Christian faith and environmental attitudes and behaviours, the topic has been neglected empirically, especially in relation to qualitative research. This thesis addresses this gap and presents the results of fieldwork that included participant observation and forty in-depth qualitative interviews. The goal of this thesis is to present findings about the environmental attitudes and behaviours of four conservative evangelical congregations in North Wales, U.K., to further understanding about how Christian beliefs and interpretation of the Bible are formative in this process. To aid in this a modified ‘four voices of theology’ of Cameron et al. (2010) is used as an analytical template and to conceptualise results.
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Laffan, Carmel. "An ethnographic study of a Victorian Secondary School." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/3efb8e8a0f6f57d632f7b6de032d499f7af9caf853eaa11270da7900d2eff1ca/1147729/64952_downloaded_stream_177.pdf.

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This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study.;These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively.;Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
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40

Hoeflinger, Marilyn S. Morris. "An ethnographic case study of Christian home schooling /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195326108.

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Washington, Terran Lee. "Homelessness: An Auto-Ethnographic Study and Visual Reflection." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594646913401077.

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42

Lemos, Justine Alexia. "Bracketing lasya an ethnographic study of Mohiniyattam dance /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=22&did=1874931051&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270076813&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Accompanying CD-ROM includes Mohiniyattam practicing and performance. Includes bibliographical references (leaves 418-464). Issued in print and online. Available via ProQuest Digital Dissertations.
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43

Simon, Julie Hope. "An ethnographic study of sign language interpreter education." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186736.

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The field of sign language interpreting and interpreter education is rapidly changing to meet the needs of deaf and hearing consumers. It is not sufficient to teach merely the techniques of interpreting and to produce large numbers of interpreters who work mechanically. Interpreters must understand issues of bilingualism, biculturalism, and second language learning because they work in cross-lingual, cross-cultural settings and are responsible for ensuring successful communication among all parties involved. To accommodate these changes within the profession, it is important to understand how community members and prospective interpreters perceive the profession of interpreting. This ethnographic study focuses on students' and community members' attitudes, ideas, and beliefs about American Sign Language, American Deaf Culture, the deaf community, and the interpreting profession. A case study approach utilizing several ethnographic data collection methods is presented to assist interpreter educators and other interested persons to understand how the profession is perceived. Several themes that emerged from the data pertaining to attitudes, language fluency, bilingualism, biculturalism, and second language acquisition are analyzed and discussed in terms of their implications for interpreter preparation programs, policy, and future research.
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Stoffle, Richard W., Rebecca Toupal, Vlack Kathleen Van, de Valdes Rachel Diaz, Sean O'Meara, and Jessica Medwied-Savage. "Native American Ethnographic Study of Tonto National Monument." Bureau of Applied Research in Anthropology, University of Arizona, 2008. http://hdl.handle.net/10150/271212.

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Tonto National Monument was established by President Theodore Roosevelt on December 19, 1907 in order to protect and preserve the cliff structures and other archeological sites that were deemed places of “great ethnographic, scientific and educational interest” for future generations. The land that encompasses Tonto National Monument has been used by Native American peoples for at least 10,000 years. For the purpose of addressing their consultation responsibilities under the federal law and mandates, the National Park Service contracted with the Bureau of Applied Research in Anthropology (BARA) at the University of Arizona (UofA) to complete a Native American site interpretation study at Tonto National Monument. The purpose of this study is to bring forth Native American perspectives and understandings of the land and the resources. This study has helped to foster relationships between the Monument and the tribes. Close relationships with contemporary tribes hold the potential of learning more about the Monument’s cultural history and its continuing significance to Indian peoples. This increased awareness of contemporary Indian ties to the Monument, and to the surrounding region, will help the NPS design interpretative programs and manage resources in a culturally sensitive manner.
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Stoffle, Richard W., Vlack Kathleen A. Van, Phillip Dukes, Sola Stephanie De, and Hannah Johnson. "Solar PEIS Native American Ethnographic Study Photographic Collection." Bureau of Applied Anthropology, University of Arizona, 2013. http://hdl.handle.net/10150/301158.

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46

Barton, Thomas David. "Nurse practitioners : redefining occupational boundaries? : an ethnographic study." Thesis, Swansea University, 2005. https://cronfa.swan.ac.uk/Record/cronfa43031.

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This research project investigated aspects of the cultural and professional perceptions and experiences of individuals involved in the organisation, education and practice of the clinical role of the nurse practitioner. The study also examined the implications of that clinical role for the stability and nature of occupational boundaries, specifically the boundary between the professions of nursing and medicine. The project's focus on occupation, profession and culture ran a natural course in directing the methodological development. That development was grounded in the qualitative paradigm, and in concepts of cultural (anthropological) investigation. Practitioner ethnography was the methodological approach utilised in the design of this research project and it is evident throughout the data and findings. Over a two-year period, a sample of student nurse practitioners who were undertaking a clinical degree programme, was observed. Data were also collected from other individuals involved in the degree programme: teachers, physician mentors and senior academics. No predetermined framework or structure was imposed on the data prior to the analysis. The data were systematically analysed and structured, leading to the inductive identification of sub-themes. These were refined to five broad interconnected transition themes. These themes were then further structured and analysed by comparing and contrasting them within the conceptual framework proposed by Van Gennep (1960) in his work on the symbolic rite of passage. Finally, four broad processes emerged that reflected the events observed within the data. The theoretical framework of transitional rite of passage was used to conceptualise the findings regarding the lived experience of the sample. The findings have revealed that the overall sample experience took the form of a rite of passage and that this process was central to the evolution of new career structures and identities associated with advanced nursing practice. Overall, the nurse practitioner degree programme involved a series of transitions and reappraisals of identity, but ultimately it left them located within the nursing profession.
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Neves, Silvia Ritzmann Madeira. "Foreign language acquisition through interaction : an ethnographic study." reponame:Repositório Institucional da UFSC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76197.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2012-10-16T08:10:51Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T20:03:51Z : No. of bitstreams: 1 101664.pdf: 1816835 bytes, checksum: 55ad29cf9997e01ca723d7720575265a (MD5)
Pesquisa em sala de aula, através de método etnográfico, para a observação da ocorrência de aspectos relevantes da hípotese interativa para a aquisição da língua estrangeira, onde a aquisição está relacionada aos momentos de negociação de significado entre os participantes. Estuda as atividades que favorecem a ocorrência de negociação de significado e a influência da mudança de código (code switching) entre L1 e L2 na interação do grupo. O estudo propõe implicações dos resultados para as aulas de língua estrangeira.
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Janssen, Catherine Jo. "An Ethnographic Study of The Moth Detroit StorySLAM." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1461.

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The Moth Detroit StorySLAM is one of many storytelling events staged in urban bar environments. Unlike the increasingly aged audiences attending the National Storytelling Festival and similar story festivals, the Detroit StorySLAM consistently yields at capacity crowds of college students and young professionals. Participants were informally interviewed during the September, October, and November slams of 2010 and the January 2011 slam. In addition to conducting these interviews, the researcher was a participant observer—throwing her name into the hat and being twice called to the stage. Data are presented as a thick description organized according to Richard Bauman's 6 situational factors of the performance event. Until now questions about the nature and meaning of storytelling have been largely considered from the storyteller's perspective. By redirecting those questions to the listeners, this study reveals the ethos of hundreds of story enthusiasts—an undisputed admiration for the revelation of authentic, individual truths.
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Lahti, Sherrie (Sherrie Lyn). "An Ethnographic Study of the Filial Therapy Process." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332646/.

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Utilizing ethnographic methodology, this study examined and described the filial therapy process to provide an in-depth understanding of the process, the relations in progress, and effects on the parent, child, and parent/child relationship. This study supports filial therapy as a viable option for educating parents in effective parenting and training as agents of change. The results appear to be generalizable to other parents engaged in learning filial therapy since previous research reported similar findings.
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Leung, Tze-tuen Stella, and 梁子端. "Promoting learner autonomy through a drama project: an ethnographic study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29664548.

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