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Skubik-Peplaski, Camille L. "ENVIRONMENTAL INFLUENCES ON OCCUPATIONAL THERAPY PRACTICE." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/23.
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Rehabilitation hospitals serve to foster a client’s independence in preparation to return home after an injury or insult. Having space in rehabilitation environments that is home-like and supportive for each client can facilitate participation in occupations and assist in learning and practicing the skills needed to transition to home. Yet, typically occupational therapists provide interventions to clients in therapy gyms with exercise and impairment based equipment. Currently the stroke population is changing and identifying the optimal rehabilitation environment is imperative to guide occupational therapy practice. This dissertation contains three studies relating to the rehabilitation environment and occupational therapy interventions. The first study focused on the perceptions of occupational therapists regarding their optimal rehabilitation environment, identifying that they would prefer to offer their clients a variety of rehabilitation environments and that there is a relationship between the environment and the type of intervention provided. A second study examined the effects of occupation-based interventions provided in a home-like environment to an individual recovering from chronic stroke with the results indicating enhanced occupational performance, resumed competence in desired roles, improvement in affected upper extremity function, and notable neuroplastic change. The final study investigated how the rehabilitation environment influenced the interventions used by the occupational therapists. The findings supported the relationship between the therapy environment and a specific intervention; working in the therapy gym with preparatory methods and being in a home-like space using occupation-based interventions. The environment influenced occupational therapy interventions and it is recommended that the occupational therapist match the client’s goals to the ideal environment for optimal intervention.
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Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices." Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.
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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.
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Ely, Bonita. "Change and continuity the influences of Taoist philosophy and cultural practices on contemporary art practice /." View thesis (Appendix 3 available at UWS Library for private study and research purposes only), 2009. http://handle.uws.edu.au:8081/1959.7/40805.
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Thesis (Ph.D.)--University of Western Sydney, 2009.A thesis presented to the University of Western Sydney, College of Arts, School of Communications Arts, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies. Thesis front, chapters, appendices 1, 2 also available online at: http://handle.uws.edu.au:8081/1959.7/40805.
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Grant, Aileen Mairi. "What influences prescribing in General Practice? : an ethnographic exploration." Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/e673593b-6bba-4f1a-b4ea-20ef3b354fc9.
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Prescribing accounts for 11% of the total NHS budget. In the UK, there is an aging population who receive nearly half of all prescriptions, with the increasing age of the population, the prevalence of long-term conditions, cost and complexity of prescribing is likely to rise. Prescribing is influenced by numerous factors such as new drugs; aging populations; polypharmacy; and increased concern about adverse reactions. Although numerous initiatives are targeted at general practitioners to encourage application of research evidence the significant variation in prescribing quality and cost is difficult to explain. Previous studies have explored the influences of type of drug, focused clinical area, guidelines and the doctor/patient relationship. No study was found which has explored the details of the prescribing process using the ethnographic approach. This ethnographic study of three different general practices, involved participant observation, documentary review and semi-structured interviews. Analysis was an iterative process conducted in Atlas.ti by borrowing on grounded theory techniques and interpretative description. Practices were selected using prescribing quality indicators developed by Audit Scotland via PRISMS (Prescribing Information System for Scotland), which collects prescribing data for all practices in Scotland. Two practices which were ranked highly and one practice which was ranked low were observed. Practices made two different kinds of prescribing decision; macro and micro. Macro prescribing decisions are strategic, influenced by EBM and practice data, and consider the „average patient?. Micro prescribing decisions are made with an individual patient, considering their unique biology, context and perspectives. Practice pharmacists were instrumental in leading prescribing quality improvement in the larger practices and had an important role interpreting practice level data in light of the changing evidence. In the high ranking practices these changes were formulated into macro prescribing policy to rationalise and standardise their prescribing. The lower ranking practice suggested practices had to value collective decision-making and consistency in their prescribing behaviour to formulate a macro prescribing policy. Consistency in prescribing behaviour was facilitated by effective communication, which was important for shared values and practice identity. Practice identity influenced practice values, communication and organisation thus had a direct impact on their macro prescribing policy formulation and implementation. GPs used mindlines when making prescribing decisions at the micro prescribing level. GPs did not refer to explicit sources when seeking information but used personal prescribing formularies. These mindlines were iteratively developed from social networks with colleagues, secondary care and patient specific information from the practice pharmacist and from past experience. Through effective communication with colleagues these mindlines were shared.In conclusion, practices made two different kinds of prescribing decision; macro and micro. Both types of prescribing were dependent on effective communication channels, organisation, values and practice identity, illustrating the importance of communication for shared values, collective behaviour and prescribing decision-making.
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Bennell, Sheila J. "ESDGC in primary schools : exploring practice, development and influences." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/esdgc-in-primary-schools--exploring-practice-development-and-influences(d8ccb63f-9389-4249-9d54-19ceb4674c43).html.
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Education for Sustainable Development and Global Citizenship (ESDGC) has received little detailed research attention, especially in Wales where it is now a key theme in the Revised Curriculum for Wales. The thesis explores issues in the development of ESDGC through case studies of five Welsh primary schools which had received positive mention for ESDGC. The schools' practice is first examined against established criteria for ESDGC. A detailed investigation follows of the influences and dynamics that had shaped their development. All schools were found to be carrying out a substantial number of ESDGC activities and taking a flexible, pupil-centred, skills-based approach; this was further encouraged by the nature of the revised curriculum. One school displayed some characteristics of transformative change. ESDGC was found to widen pupils' horizons and to give them enjoyment and motivation for learning. Although schools had begun developing ESDGC for varied reasons all had at some time been influenced by national guidance. Key factors in development included: having a supportive head teacher who gave attention to ESDGC; a knowledgeable, enthusiastic ESDGC coordinator; a collaborative ethos; being alert to, and taking advantage of, external opportunities to enrich learning. Key players had often received substantial professional development but other teachers were dependent on learning opportunities within the school. ESDGC coordinators had extensive external networks which gave them access to intellectual capital and new ideas. Where there were strong learning communities and frequent opportunities to discuss ESDGC there appeared to be greater understanding of ESDGC and a shared vision of its relevance. Several progressive models are proposed to explain the mechanisms of ESDGC development within schools and regionally. These draw on a combination of action research models, socio-historic activity theory and social network theory. Implications for national funding strategies, school networking, teacher training and educational change in general are noted.
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Stevick, E. Doyle. "Civic education policy and practice in post-Soviet Estonia, from global influences to classroom practice." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229584.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership Policy Studies, 2006."Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2935. Adviser: Bradley Levinson.
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Martin, Samuel James Louis. "The 'Lad Lit' dilemma : institutional influences on creative writing practice." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17032/1/Sam_Martin_-_eighteenth.pdf.
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This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth?
eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers.
Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.
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Martin, Samuel James Louis. "The 'Lad Lit' dilemma : institutional influences on creative writing practice." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17032/.
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This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth?
eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers.
Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.
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Lu, Ling-Ying. "Mixed-ability grouping policy in Taiwan : influences on policy and practice." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5704.
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This research aims to explore the attempted implementation of mixed ability grouping in junior high schools in Taiwan and the challenges generated by individuals and groups to this policy. The mixed-ability grouping policy in Taiwan has been disputed for nearly thirty years, but the disputes have never been examined from a wider perspective that considers the evolution of the policy and the contexts the policy process resides in. This study thus attempts to understand the process of the mixed-ability grouping policy from a contextualised, politicised, long-term perspective within which not only the ideological and practical debates, but the contexts that shape the conflicts over time, are taken into consideration. The study is grounded in an analytical framework that allows for the exploration of the politically-driven mainstream educational ideologies, the power relationships between policy actors, and the cyclical policy process. The research methods adopted consider the timeframe, the contexts, the multiple policy actors and the interactions among policy actors and between contexts and policy actors within the policy. Documentary analysis is adopted to trace the policy process, the conflicts within, and the political, cultural, economic and societal contexts of the policy from its inception to today whilst a questionnaire survey and in-depth interviews are utilized to understand the attitudes and actions of educational authorities and school educators. Case studies are conducted in two junior high schools in order to learn about the dynamics, the conflicts, and the considerations of grouping practice within individual schools. The key findings of this thesis are as follows. First, the mixed-ability grouping policy in Taiwan has existed through two different political regimes, within which the different mainstream educational ideologies and power distribution among policy actors contribute to the distinctive policy process, interpretations of disputes and patterns of conflicts. Second, although the first-line educators recognise the advantages of mixed-ability grouping regarding discipline and resource distribution, their perceptions of pupils’ ability and teaching are in line with the assumptions of streaming, which contribute to educators’ conflicting attitudes and actions towards the mixed-ability grouping policy. Third, the senior high school entry system and the actions of parents and junior high schools together shape a hidden educational market within which the ‘disguised forms’ of streaming, such as the establishment of special classes, are valued by market players. The senior high school entry examination also profoundly influences educators who internalise the values embodied in the examination and perceive pupils’ ability and their own teaching mainly in terms of examination results.
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Chadwick, Dorothy Lorraine. "What influences the practice of registered nurses in the perioperative environment? /." Thesis, University of Southampton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582660.
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This study seeks to explore what influences the practice of Registered Nurses in the perioperative environment. The term perioperative care denotes care given to patients in anaesthetics, during the surgical procedure, and immediate recovery following surgery and is generally referred to as pre-, intra-, and post-operative care. The research design was a qualitative case study involving 10 registered practitioners in the specialty of perioperative care. Case study design was chosen because of its appropriateness for exploratory study. This research took place in a teaching hospital and the area of study consisted of six operating theatres. Data were collected over one calendar year. The study focused on Registered Nurses. In order to understand more completely factors that influenced these nurses senior medical staff, senior operating department practitioners and the educational coordinator were also included. Information was obtained through individual in-depth interviews with this sample, focus group discussion with the nurses, and the analysis of departmental documentation. Analysis of the data was undertaken by thematic framework analysis and the review of departmental documentation. Study participation was voluntary, with recruitment by self-selection. Findings highlighted a variety of influences guiding the practice of participants, showing both the similarities and differences in their choice of what was important to them. Discussions of the Focus Group were able to verify information gleaned from the in-depth interviews and the review of departmental documentation. Responses in relation to the understanding of the concept of evidence identified a knowledge gap within the specialty. In spite of exhortation of professional bodies and Government Directives regarding the use of evidence to support practice, it was not found to be greatly influential. Instead leadership, teamwork, culture, and communication were the most influential perspectives for the participants of the study. The results will be circulated widely to the practice and academic communities through publication in relevant journals. They will also be disseminated to the participants and related stakeholders, such as professional bodies of perioperative practice, in the form of an executive summary.
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Stroud, James G. P. "Cultural influences in research and therapeutic practice : a counselling psychology perspective." Thesis, City University London, 2015. http://openaccess.city.ac.uk/14559/.
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This empirical study explores ‘Men’s experiences of being circumcised men’ using the methodological approach of Interpretative Phenomenological Analysis (IPA). Semi-structured interviews were undertaken with eight adult participants. The interview data was analysed using the IPA protocol (Smith, Flowers, & Larkin, 2009). From this analysis, three main themes emerged: The first is ‘Who am I? – Circumcision and my Self’ in which the participants’ experiences of male group belonging, feeling different from other men, and their perception of others are explored. The second main theme is ‘The physical experience – Circumcision and my body’ exploring how the men talk about circumcision affecting their bodies, in the way it looks, feels and in terms of how they talk about health and the impact of the procedure itself. The final theme that emerges is ‘Reflecting on the decision’ in which the men’s experiences of the choice that was made and their sense of whether it was ‘right’ are presented. The three main themes are discussed in relation to broad theories of body image, theories of identity and theories of male hegemony, drawing tentative links between these. Throughout the research process the impact of culture and context acts as a background that informs the study. The findings have implications for Counselling Psychologists who work with men who enter therapy and for whom such issues may remain unexplored. The research informs the male circumcision debate and offers a way of understanding opposing viewpoints. The quality, transferability and limitations of the study are considered together with a discussion of the findings in the light of theory and research. Areas for future research are suggested.
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Cox, Deniese C. "An Investigation of Influences on Enacted Practice in Online Vocational Education." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397597.
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The research being presented in this thesis is concerned with developing an understanding of online pedagogy within the context of Australia’s vocational education (VET) sector. In particular, this research investigated what factors influence enacted practice online. To guide this work, a conceptual model was developed from literature which incorporated conceptions of teaching, the teaching context, and enacted practice. Data and perceptions about online VET teaching were then collected and analysed, and this advanced a new, more complex model of dynamic influences found to underpin enacted practice. This model offers new insights into the unique and expanding teaching context that is online VET.
To investigate online VET pedagogy at a single host institution, three data collection stages were designed and implemented utilising a mix of methods. Analysis was completed after each stage to inform and refine subsequent stages. The first data stage was a digital questionnaire completed by 46 online VET teachers. This survey yielded quantitative data to develop an introductory understanding of online VET teachers and their pedagogy. Survey results also identified representative teachers for ongoing research participation. The second data stage observed teaching practices within 22 twelve-week online classes. The captured teaching practice artefacts revealed the range of practices enacted in this teaching context. Within the final data stage, 11 online VET teachers were interviewed. Those teachers reasoned aloud while engaging with a task to create visual representations of their idealised and enacted teaching role.
Drawing together the results from these three data stages, it was found that online VET teachers’ conceptions of good pedagogy did not wholly fit established understandings of teacher-centred or student-centred profiles. Conceptions of teaching were found to be a complex mix of both student-centred and teacher-centred ideals, and the nature of VET was found to be related to some teacher-centred conceptions. Notably, student-to-student collaborative learning, one hallmark of student-centred pedagogy online, was not generally idealised as a highly important element of pedagogy in this context. Enacted practice was found to be more teacher-centred than teachers conceived as ideal, and that lack of alignment was significant within this small study. Enacted practice was observed to be competency assessment driven. Dominant practices enacted by teachers were marking assessments, providing assessment help to students individually, and administration including proving curriculum compliance.
Enacted practice in the investigated teaching context was found to be influenced by three elements and these were categorised by the researcher as (1) conceptions of teaching: including teacher beliefs and knowledge, (2) education context nature and purpose: the perceived nature and purpose of online education, VET education, and the teacher’s role within them, and (3) teaching context: perceptions about the affordances and limitations of the teaching context. Influences within this third category, teaching context, were found to include class size, the discipline being taught, the intake model, learning materials, learning management system infrastructure, number of classes and students per teacher, organisational expectations, student preferences/needs/behaviour, teacher workload, and work location.
Critically, the three categories did not independently influence enacted practice. Instead, complex and dynamic relationships and tensions within and across categories were found. Those categories are represented at the end of this thesis in a theoretical model that represents relationships underpinning enacted practice. That model and associated findings from this research offer new information for researchers and institutions seeking to understand, support, or enhance online VET pedagogy.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Golden, Saul Manuel. "Beyond architecture : other influences on approaches to practice and shared urban space." Thesis, Ulster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685439.
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The future of the architectural profession faces continued uncertainty in the twenty-first century. Changes in the next 20 years are likely to leave the profession with a smaller and less defined centre, finely balanced between competing art and commercial roles, and those architects who are able to maintain a generalist building design/management approach. Based on existing trends, and personal experience in the profession, this thesis finds the influence of traditional practices will become limited to small scale and niche projects - should the title of architect survive continued government scrutiny. With or without title protection, the findings here suggest that the architectural field will continue to be characterised by more rather than less rapidly changing satellite functions, and roles in all areas competing for economic, Cultural, and - increasingly important in creative sectors and urban growth - knowledge capital. Relative to the increasingly contested, compromised, and privatised nature of architecture practice, this thesis focuses on debates and practice frameworks outside the mainstream of building -centred architecture. It investigates selected accounts by architects, of their practice trajectory since the late twentieth century, to reveal and analyse different approaches to architectural agency, focusing on influencing better quality shared environments. The thesis aim is to reveal a better understanding of architects' evolving professional identities and practice roles. It sets out a unique framework by which architecture and urban space can be conjointly characterised and evaluated as reciprocal outcomes of more critical and transformative practice. It contributes new knowledge about architects' personal strategies and practice frameworks that advocate greater open-ness and use-value for shared civic space, in contrast to more objectified and controlled exchange-value outcomes. The methodology combines sociological and architectural theories. It adapts concepts from key treatise including Bourdieu's agent-field analysis and Unger's philosophy of transformative vocation, interpreted with Till's proposals for critical spatial practice in architecture, and Perez-Gomez's concepts of architectural praxis as conscious applications of architects' knowledge and ethics to practice. The thesis analyses and locates architects career accounts as new practice frameworks within the background of shifting traditional architectural norms and the broad field of contemporary architecture practice. In-depth interviews with selected architects collect narratives about architects' knowledge and skill, examining them for lessons about better shared civic activity and how creative knowledge can include critical and transformative motives while satisfying more instrumental issues of survival, and also gaining esteem and influence. The analysis focuses on professional-identity claims and diverse practice approaches rather than individual projects in isolation, to examine thresholds of architectural knowledge, key moments of action, personal values, and identity. The broader context of how the professional field of architecture and its governing bodies, including the Royal Institute of British Architects (RIBA), debate practice futures is also set out and discussed. The thesis argues that different critical practice trajectories share a combination of personal intention and motivations that are conceptualised as a form of professional habitus and compared with established professional norms. It questions existing understandings of participation and place, and argues for architects to (re)balance their instrumental and transformative design knowledge in response to changing professional and social contexts. Conclusions support (re)framing architects creative knowledge toward a more socially-driven critical design praxis, to effectively engage in an increasingly globalised and interconnected urban society.
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Barcellos, Leonardo Portugal. "Cognitive reflection abilities and accounting practice: a two-way road of influences." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18418.
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This dissertation paper gathers three studies on the relationship between accounting practice and certified public accountants’ (CPAs) cognitive reflection abilities (CR-ability). The first chapter summarizes the three studies, presenting contextual information about how the research ideas and identification strategies relate to my doctoral studies. The study in the second chapter maps Brazilian CPAs’ CR-abilities to demographic characteristics, providing not only the foundational insights for the studies in the next chapters but also evidence that male and younger CPAs tend to present higher CR-abilities than female and older CPAs, as well as that employer firm size may determine CR-abilities of preparers and managers. The study in the third chapter applies a quasi-experimental approach to examine whether auditing practice is more likely to prevent CR-abilities decline than financial reports elaboration practice. The paper explores the unique counterfactual opportunity provided by the accounting setting to find that aging leads human beings to adapt information processing strategies towards Type 1 of reasoning in detriment of Type 2. But auditing practice may curb this trend. These findings make several contributions to psychology and accounting fields. The paper in the fourth chapter examines the influence of stable CPAs’ individual characteristics, i.e., CR-ability and professional experience in pressured firms, on the professional judgments behind the recognition of assets and cash flows arising from audiovisual content (AV-content). The findings suggest that CR-ability drives differential AV-content assets and cash flows classification at recognition and, ultimately, incomparable financial statements, but professional experience in pressured firms is likely to refrain such differences in the case of assets. Finally, I present my concluding remarks in the fifth chapter.
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Hill, Vikki. "Teachers' Professional Learning: Influences of their Actions to Change." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367124.
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In this study, I explored two things: (1) influences on primary school principals and teachers in the Queensland education sector intending to integrate information and communication technologies (ICT) into teaching practice, and (2) influences on primary school teachers’ collaborative work within a community of learners and in classrooms to generate knowledge of multiliterate practices for the teaching of reading. To do this, I used action research and case study methodologies to detail understandings of how the participants in my study integrated ICT and multiliterate reading practices. This investigation used a multi-method approach that incorporated multiple quantitative and qualitative grounded theory techniques to triangulate data.
The study had three contexts and phases. In Phase 1, through quantitative and qualitative survey data, I captured a snapshot of influences acting on principals and teachers to integrate ICT in a broad selection of primary school classrooms. This phase used ordinal scales of measurement, descriptive statistics, and Optimal Scaling analysis of the data obtained in the surveys to contextualise the findings of the action research project. In Phases 2 and 3, I investigated how a specific cohort of teachers from schools in one district participated in an action research project to explore the teaching of reading using a multiliteracies approach. I worked as a facilitator and action researcher in this project. Qualitative methods were used predominantly to analyse data. This included abstracting and examining critical incidents from project meeting and presentation transcripts, concept maps, and reflective journals using Fletcher’s (2004, 2008) action theory for change model. This provided a means to examine how the community of learners worked collaboratively to generate knowledge and transform teaching practices using action research cycles. It also allowed me to analyse how teachers’ espoused theories translated into theories-in-use and to identify changes in single-loop to double-loop learning as described by Argyris & Schön (1974).Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Mazer, Vickie M. "Influences of Institutional Structure, Policy, and Practice on Faculty Participation in Online Teaching." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189876.
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Online education is growing in response to demands of increased access, quality, and affordability. However, implementation and expansion are often challenged by faculty resistance, due in large part to perceived lack of quality and administrative support. This case study sought to determine how the presence or absence of quality elements, as defined by the Online Learning Consortium Quality Scorecard, in institutional structure, policy, and practice influences (motivates or inhibits) faculty decisions to teach online at Frostburg State University, a comprehensive, public university in western Maryland.
This mixed methods, sequential explanatory research collected data from three sources: an online survey of 387 faculty, a review of institutional documents, semistructured interviews with nine key university stakeholders and 13 faculty. To analyze these data, the study used descriptive statistics, logistic regression, application of the Online Learning Consortium Quality Scorecard rubric, and triangulation of data from all sources.
Findings suggest that faculty’s initial motivation to teach online was intrinsic, enhanced by extrinsic institutional factors–those within the control of the university. However, institutional factors played a more significant role in faculty decisions to continue/expand online teaching. Additionally, the findings suggest that faculty were most likely to teach online when their intrinsic motivation was aligned with the institution’s mission of online education and a shared strategic value of online education that balances the shared interests of the institution, students, and faculty.
The key finding in this study was that quality was a significant concern regarding online education. However, administrative support for online education was central to shaping faculty’s definition of quality in online education. These findings suggest that quality in online education is defined by faculty as the presence or absence of administrative support which creates institutional structure, policy and practice to support faculty to deliver quality instruction.
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Shum, Claire. "Domestic Violence Advocacy in California: Social Influences, Legal Limitations, and Client-Centered Practice." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/633.
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This project explores domestic violence advocacy in California by tracing historical, social, and cultural influences; examining the limit of the law and bias of those who uphold it; and analyzing a local domestic violence agency that provides services to survivors. Through the frameworks of anti-essentialization, and intersectionality I analyze gender roles and stereotypes ingrained in our culture. The essentialization of what it is to be a women renders women’s differences invisible, making it difficult for law and policy to address. By looking at domestic violence through an intersectional lens, the multi-layered nature women’s experiences can be revealed. However, not all laws and policies reflect this intersectional viewpoint which limits their effectiveness. The law can also be limited by those who enforce and interpret it. Those within law enforcement and the justice system are not immune to the stereotypes, and assumptions of the culture we live in. I use several women’s stories as well as advocate interviews to demonstrate the bias or attitude of indifference that can be held by law enforcement and the court system. The advocates who work closely with survivors of domestic violence use a client-centered approach to advocacy. This affirms the client’s ability and right to make her own decisions. The advocates partner the use of boundaries and self-care with this client-centered approach in order to best serve their clients.
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Shy, Leah K. "The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898905.
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Kindergarten-second grade teachers often have to navigate conflicting paradigms as they attempt to honor the developmentally appropriate practices best suited for their young learners while working within the demands of the current educational paradigm of high-stakes testing and standardization. This challenge is acutely experienced in the assessment of young children, yet little research has been done to look at how teachers in the early elementary years approach or use assessment in developmentally appropriate ways. The purpose of this study was to use a constructivist grounded theory approach to address the overarching question: How do K-2 teachers come to their conceptualizations regarding developmentally appropriate practices and strong classroom assessment practices? Thirty-five teachers were interviewed in reaching theoretical saturation. Through the constant comparative process of data generation, data analysis, and extensive memoing, the researcher generated a theory with I, They, and We phases to explain the influences on teachers. The study also revealed how teachers conceptualize assessment and the ways teachers’ knowledge, beliefs, and practices interact with each other in regard to classroom assessment and developmentally appropriate practice. The influences of school district administration, teaching colleagues, and experience through time were some of the most considerable influences. Among its implications, the theory suggests a need for more dissemination of knowledge of best practices in early elementary education. The theory also provides a framework for future research to improve assessment decisions and inferences in early elementary classrooms.
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Waters, Richard James. "Influences on professional practice : the HRD practitioner and their choice of learning style questionnaire." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8764.
Full textAbstract:
In an influential report, Coffield et al (2004) argued that the field of learning styles was dogged by increasing ‘theoretical incoherence and conceptual confusion’. Sadler-Smith (1996, 2001), Curry (1999) and Rayner (2007) echoed these criticisms and Curry (1999) commented that the learning styles literature was plagued with a plethora of published papers, many of which contained methodological and experimental design flaws. With these criticisms in mind, the question as to how HRD practitioners identified and selected a learning style questionnaire (lsq) to use in their professional practice was considered relevant. This study used a triangulated research strategy to identify and explain factors that influenced these choices and had Bhaskars’ Bases of Action model (1998) as an organising framework. The research demonstrated that from a wide range of lsqs available, that nearly 80% of HRD practitioners preferred to use one of only three of the most popular lsqs available. None of these fully met the quality criteria in Coffield et al (2004), namely demonstrating acceptable internal consistency, testretest reliability, construct validity and predictive validity. Factors driving practitioner choice were identified through the research as including: lsq brand strength, experience based habits gained through using an lsq, economic and cognitive ‘lock-in’ associated with an lsq, practitioner’s view of their own state of professional ‘mastery’ and their beliefs about how results are best delivered. Further insights included that the Myers Briggs Type Indicator was the most popular lsq and that there was only a limited knowledge of learning theories held by many practitioners. This research adds further to the debate about applied practitioners and their engagement with theory, research and evidence based practices. It offers a more dynamic model about practitioner decision making about, and engagement with, theory and research in support of their professional practice, than currently exists.
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Elliott, Susan M. "Teacher formative assessment : influences and practice case study research at the year one level." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006618/.
Full textAbstract:
This case study research investigated the formative assessment practices of four Year One teachers in one local education authority, and the influences which have shaped their skills. School-level contextual factors such as the role of colleagues, the head teacher, and experience in the classroom were investigated through interview and questionnaire. External influences on teacher practice, most specifically the influence of the National Curriculum and its assessment requirements, were also examined. The findings identified experience in the classroom and colleagues as key sources of influence on practice. The study reviewed the current understanding of formative assessment from social-constructivist perspective on learning. Research has illustrated specific elements of formative assessment practice, including the development of learning goals, communicating criteria, feedback, and the role of discourse. In this research, questioning emerged as a vital formative assessment skill. Underpinning the practice of the teachers who demonstrated the widest range of strategies were three key features. These teachers were reflective about their own daily practice, and demonstrated a problem-solving approach to teaching and learning. Lastly, they had established a collegial relationship of shared power in which pupil and teacher thinking processes and ideas could be expressed and exchanged. Theory has pointed to formative assessment as a teacher practice embedded in planning, teaching and assessing. Case study data were analysed to describe the practices of the teachers and to understand the ways in which formative assessment strategies might be linked together. A model of integrated practice is developed from the analysis, useful for teacher development and further research.
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Darracott, Rosalyn M. "The development and refinement of the practice domain framework as a conceptual tool for understanding and guiding social care practice." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86048/15/86048.pdf.
Full textAbstract:
This study identified the common factors that influence social care practice across disciplines (such as social work and psychology), practice fields, and geographical contexts and further developed the Practice Domain Framework as an empirically-based conceptual framework to assist practitioners in understanding practice complexities. The framework has application in critical reflection, professional supervision, interdisciplinary understanding, teamwork, management, teaching and research. A mixed-methods design was used to identify the components and structure of the refined framework. Eighteen influential factors were identified and organised into eight domains: the Societal, Structural, Organisational, Practice Field, Professional Practice, Accountable Practice, Community of Place, and Personal.
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Roberts, Oliver Thomas Wade. "Classroom Influences on Third Grade African American Learners' Mathematics Identities." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/27.
Full textAbstract:
Students’ mathematics identity has become a more prominent concept in the research literature (Jackson & Wilson, 2012). The experiences of African Americans are still underreported, with African American elementary students receiving the least attention. This dissertation uses a case study method to explore two learners’ experiences. The purpose of this qualitative study was to explore African American third grade students’ classroom interactions with mathematics in order to better understand factors that promote positive mathematics identities.
This research study explored the mathematics classroom influences on three third grade African American learners’ mathematics identities in a K-8 school in a north central Midwestern city in the United States. The school was classified as 100% free and reduced lunch and served approximately 900 students, with the vast majority of students classified as African American. The three student participants and their teacher were all African American. The student participants wore glasses that video recorded their perspectives. A stationary camera was also used to capture the wider classroom environment. Each student participant completed three interviews (Seidman, 2013). The teacher participant completed one interview. Additionally, the student participants completed a mathematics interest questionnaire.
Findings showed the importance of an explicit focus on the Standards for Mathematical Practice, a growth mindset, and positioning for promoting positive mathematics identities. In one case study, Janae’s experiences in lessons about fractions highlight the relevance of the Standards for Mathematical Practice, specifically attending to precision and making sense of and persevering in solving problems. In both the classroom and in interviews, she shows the importance of making sense of problems and persevering in solving them and of attending to precision. In the second manuscript, I explore Jaane and Kayla’s different experiences. Janae was positioned more positively and faces limited resistance in maintaining a positive mathematics identity. Kayla, on the other hand, regularly rejected and renegotiated the positions offered to her as she aimed for success and a positive mathematics identity. Kayla’s growth mindset and negotiation of positions offered to her in the classroom were critical factors in how she maintained a positive mathematics identity.
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Higgins, Helen J. "A study exploring the influences of training on teaching assistants' learning, behaviour and self efficacy." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10962/.
Full textAbstract:
There is a growing number of teaching assistants (TAs) in mainstream schools (DCFS, 2009) and research is inconclusive about their efficacy at improving outcomes for children, including those at risk of exclusion (Groom and Rose, 2005; Tennant, 2001). It has been proposed that TAs do not have enough training for their roles (Russell et al, 2005). However, there is debate about the most appropriate adult training methods (Merriam et al, 2007). Nevertheless, several writers suggest that training can influence self efficacy and this can improve performance (Giallo and Little, 2003). A mixed methods design was implemented. Firstly, two fixed designs evaluated TA self efficacy following training and pupil behaviour following a TA delivered anger management intervention. However, due to design and implementation issues the data produced was very limited and conclusions could not be made. Secondly, a flexible design explored factors that influenced TAs’ learning, behaviour and self efficacy. Data was collected from 14 mainstream secondary school TAs using evaluation forms and focus groups. A thematic analysis was carried out on this data. Themes regarding learning, confidence, training and self efficacy emerged from the data. The learning implied by some of the TAs referred to the acquisition and maintenance of terminology, developing different knowledge bases and the autonomy to adapt materials. Similarly, some of the TAs referred to having confidence mainly when they had some control over the situation. Training subthemes that seemed to influence TAs’ learning and confidence were confirmation/ reassurance from others, parameters of training, iterative process of training and involvement in the process. Finally, TA self efficacy seems to have been influenced by Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. In conclusion, it is important to challenge unhelpful outcome expectations, develop whole school norms and the equality of TAs in schools. Furthermore, training of TAs should involve appropriate psychological paradigms from adult learning theories.
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Doherty, Maureen Anne, and maureen doherty@cce ac nz. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030806.121232.
Full textAbstract:
Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.
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Doherty, Maureen Anne. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366704.
Full textAbstract:
Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Faculty of Education
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Luscombe, Julie. "Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17459.
Full textAbstract:
This critical autoethnographic exploration evolved following an initial curiosity concerning diversity of practice amongst (other) Lecturers when constructing feedback for mature undergraduate Registered Nurses. As an early exploration revealed that I was viewing my professional experiences as a learner and practitioner through a previously unacknowledged working class lens, I began to foreground personal experiences from which a more relational understanding of the intersecting nature of personal, professional and broader influences on practice has emerged. A reclaimed marginalised perspective provided an ethical direction for the research and for the development of a more nuanced understanding of feedback practice. Within this thesis, autobiographical writing, stories from practice and theory share a symbiotic and reciprocal relationship illustrating the intersectionality of multiple influences on practice. This layered and intertwined approach to data generation and interpretation allowed me to critically engage with my social and practice worlds incorporating the tensions and dilemmas of what it means to practice as a teacher and to be human within the academy. The theory of restorative learning (Lange, 2004, 2007) underpins the structure of the thesis, foregrounding the emerging influence of a restored marginalised perspective. The concepts of habitus, field, capital and symbolic violence (Bourdieu, 1973) have been used to think through how these restored perspectives and personal experiences intersect with professional and broader influences in practice. Through autoethnographic exploration insights emerged; the influence of a wounded learner habitus on feedback practice, a renegotiation of a privileged position in the feedback relationship and the development of trickster properties as a device to open up dialogue and reflexive spaces within my own culture in order to develop feedback practice beyond the self. In practice we are rarely encouraged to confront why we think the way we do about ourselves as teachers, particularly in relation to the social, cultural and political world around us. This thesis contributes to the ongoing scholarly conversation concerning influences on professional practice from a practitioner perspective and the role of a layered approach to autoethnography in making these perspectives accessible.
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Collins, Roz. "Seeing the point : conceptions of learning and teaching for transfer and influences on teaching practice." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/67472/.
Full textAbstract:
This research explored the relationship between lecturers’ conceptions of transferability of learning and the influence of this on their teaching practice. The central proposition was that if transferability of learning lies at the heart of teaching, then lecturers should have specific conceptions of transfer which underpin and feature in their teaching. The research was a qualitative study comparing the teaching of two different courses in similar subject areas at one university. One course had a professional vocational orientation and the other was a more generic degree programme. The main methods of investigation were semi – structured interviews, observations and focus groups. Data were analysed using a variety of processes but focusing particularly on exploring variations and internal relationships common to phenomenographical techniques. A matrix framework was produced, locating lecturers’ conceptions of teaching for transfer with observations of their practice. One of the main findings was that lecturers did hold conceptions of teaching for transfer and there was a marked difference between those held by psychology lecturers and those by social work lecturers. Secondly there was some evidence that these conceptions did influence teaching practice and that transfer techniques occurred most frequently when teachers drew on experience whether their own or those of students. These findings build upon and extend previous research associated with conceptions of learning and teaching by adding the dimension of ‘focus on transfer’. The greater the focus on transfer and this was particularly so with the social work lecturers who used more of the teaching for transfer techniques than the psychology lecturers, the more able students were to ‘see the point’ and apply their learning. Being explicit with students about why any aspect of the curriculum was relevant and how it could be applied, facilitated the learning transfer process.
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Cutts, Christopher. "Identification of influences on the quality use of medicines in general practice in rural Australia /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16591.pdf.
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Chang, Lilian Ya-Hui. "Group influences on individual learners' motivation : a study of group dynamics in EFL classrooms." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4507/.
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Attention to how groups of students at university influence an individual learner's motivation within the group is the focus of this research. The uniqueness of this research lies in shifting the focus from an analysis of the individual's experience seen as being apart from the group to considering the individual's experience in relation to the social interactions within the group. This thesis begins with the examinations of the theoretical framework, including major issues in learning motivation and group dynamics, an area that has been gaining more and more attention in second language research. Then, it discusses the selection of a mixed methods approach, the employment of three research instruments (the classroom observation, the questionnaire, and the interview), and the research procedure. After presenting the findings from each research instrument, this study will integrate all the data and present key findings from the integration. Questionnaires were administered to 127 Taiwan university students from the Applied English Department of National Kaohsiung First University of Science and Technology (NKFUST). The results from the questionnaires show that there is a slight to moderate correlation between group processes (group cohesiveness and group norms) and students' level of motivation (self-efficacy and level of autonomy). A dozen students who participated in this study were asked to give further information during semi-structured in-depth interviews. During those interviews, several students commented that their classmates are indeed important to their learning, as being around more motivated classmates positively influences their own motivation and autonomy. Other relevant findings, such as what is a 'good' and 'bad' group, the importance of a mixed methods approach, and the role of culture aspects, will also be discussed.
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Henning, Judith Davidson. "Medical Specialty Selection Influences, Satisfaction, and Idealism within the Framework of Career Counseling." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1428526833.
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Rettová, Alena. "Afrophone philosophies: possibilities and practice. The reflexion of philosophical influences in Euphrase Kezilahabi's Nagona and Mzingile." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-90995.
Full textAbstract:
The paper is divided into two parts. In the first part, the basic concepts, such as “African philosophy” and “Afrophone philosophies”, their relationship and the general context of the debate on “African philosophy” will be defined. The author anticipate her definition here and says that “Afrophone philosophies”are those discourses that are the medium of philosophical reflexion in a given culture. Thus in the second part of the paper, Alena Rettová concentrates on one specific case of a philosophical reflexion, that of reflecting philosophical influences in the late works of Euphrase Kezilahabi, Nagona (1990) and Mzingile (1991).
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Taylor, Lauren A. M. "What influences educational psychologists' assessment practice : a grounded theory mixed methods analysis using interviews and reports." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573090.
Full textAbstract:
2 Abstract Educational Psychologists (EPs) use a range of assessment methods in practice, a number of factors influence this. Studies in America and the United Kingdom have explored EPs' practice. However, little attention has been directed towards what influences EPs in their choice of different assessment methods and the reports associated with them. Previous ,'.,.1 •....• - research has predominantly focused on quantitative perceptions of EPs' practice, using national surveys and questionnaire data, which has not allowed for detailed qualitative descriptions of EP assessment practice. A dearth of research has explored assessment's written about in EP reports (Buck, 2000). Frequently, the appraisal of various assessment practices has focused on exploring stakeholders' perceptions. The quantitative content analysis allowed an added dimension by exploring assessments EPs report on. The research explored influences on EPs' assessment practice using a Critical Realist exploratory mixed methods flexible research design. Using a sequential embedded strategy, the initial qualitative level developed a Grounded Theory from 6 semi-structured interviews with EPs, (then a quantitative content analysis of their reports). Using MAXQDA-2007 software (Kuckartz, 2007) a theory named 'balancing internal and external influences' developed about perceived influences that guided EPs' practice decisions. The results indicated a balance between interrelated internal beliefs about good practice, external impacting variables and child-centred influences. Internal influences included: how EPs defined and perceived their role; perceived benefits and drawbacks of different practices; and supportive influences on effective practice. External impacting influences include: external pressures and constraints; perceptions of others in relation to the EP's role; and influences imposed by special educational needs and Local Education Authority processes. Child-centred influences 3 connect the balance between internal beliefs and external influences and include considerations when working with children with English as an additional language, with children in early years, and children with social, emotional behavioural difficulties.
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Tsiane, David Boitshwarelo. "Influences upon people's involvement in Botswana with particular reference to the concept and practice of participation." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252311.
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Rettová, Alena. "Afrophone philosophies: possibilities and practice. The reflexion of philosophical influences in Euphrase Kezilahabi's Nagona and Mzingile." Swahili Forum 11 (2004) S. 45-68, 2004. https://ul.qucosa.de/id/qucosa%3A11489.
Full textAbstract:
The paper is divided into two parts. In the first part, the basic concepts, such as “African philosophy” and “Afrophone philosophies”, their relationship and the general context of the debate on “African philosophy” will be defined. The author anticipate her definition here and says that “Afrophone philosophies”are those discourses that are the medium of philosophical reflexion in a given culture. Thus in the second part of the paper, Alena Rettová concentrates on one specific case of a philosophical reflexion, that of reflecting philosophical influences in the late works of Euphrase Kezilahabi, Nagona (1990) and Mzingile (1991).
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Elabbar, Ageila Ali. "An investigation of influences affecting Libyan English as Foreign Language University Teachers (LEFLUTs), teaching approaches in the language classrooms." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2983/.
Full textAbstract:
Abstract: In this thesis I aim to investigate the influences affecting the teaching approaches adopted by Libyan English as foreign Language University teachers (LEFLUTs) in language classrooms. The thesis explores the context in which LEFLUTs work in terms of the opportunities and challenges of teaching English in Libyan universities. In particular, the concept of two generations of teachers, Older Generation Teachers (OGTs) and Newer Generation Teachers (NGTs),resulting from significant political and cultural shifts in attitudes to the English speaking world that have occurred in Libya in recent times, is critically examined . The perceptions of teachers in one university in Libya were analysed through their responses to a series of scenarios presenting typical problems encountered by EFL teachers in the classroom. The scenarios were designed to elicit their interpretation of the situation, the kinds of knowledge and experience they drew upon and the pedagogical strategies they might employ to deal with the situation. In addition to scenarios, semi-structured interviews enabled the respondents to develop and expand on their interpretations. The design and use of scenarios represents an innovative approach to research in the Libyan context where very little work has been done to try to understand how teachers make sense of their practice and how the negotiate the challenges of the political and cultural context. The investigation of the influences affecting LEFLUTs has drawn upon the work of Shulman on the different forms of knowledge required in teaching and the absence of a well developed body of pedagogical content knowledge within the LEFLUTs community is discussed. The need for more opportunities for initial and continuing professional development (CPD), raised in the interviews is set within the context of typology of CPD that emphasises the benefits of working within a community of practice, and an approach to professional development through action research is proposed. The overarching theoretical framework for the thesis is social constructivism both in terms of understanding the dynamic influencing how the LEFLUTs make sense of their experience and also in the proposals for developing an approach to CPD.
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Marckx, Leslie Hirt. "French Baroque influences on Johann Sebastian Bach's Six suites for violoncello solo : with an emphasis on French court dance and Suite V /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/11220.
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org, stephen truscott@fullnessoflife, and Stephen Austin Truscott. "A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070722.150153.
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This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors.
Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes.
Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A persons ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.
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Bale, Vickie. "HOW MY PRACTICE OF USING MANIPULATIVES IN TEACHING MULTIPLYING AND DIVIDING FRACTIONS INFLUENCES THE STUDENTS' CONCEPTUAL UNDERS." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3215.
Full textAbstract:
This qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities that included solving problems using various manipulatives. During the activities, I made observations of their problem solving techniques and how they used the manipulatives. At the conclusion of the unit I gave them a post assessment and conducted post interviews to determine any change in their content knowledge and comfort level with using manipulatives. I concluded through my research that by giving the students a hands-on, minds-on approach to learning they were able to develop an understanding of the concepts and apply that knowledge to multiplying and dividing fractions.M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education
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Kirk, Stewart Kevin. "Influences of social workers' child protection practice in cases involving the familial sexual abuse of adolescent girls." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245875.
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Jackelman, Susan Iona. "Investigating the dual influences of theory and practice on the design and implementation of a learning programme." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003473.
Full textAbstract:
It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
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Truscott, Stephen Austin. "A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors." Thesis, Truscott, Stephen Austin (2007) A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/372/.
Full textAbstract:
This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors.
Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes.
Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors' abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person's ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.
42
Truscott, Stephen Austin. "A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors." Truscott, Stephen Austin (2007) A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/372/.
Full textAbstract:
This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors.
Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes.
Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors' abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person's ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.
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Stephen, Green. "Understanding design impact : a new framework for understanding the potential of design and enhancing future professional practice." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13055.
Full textAbstract:
Understanding Design Impact: A new framework for understanding the potential of design and enhancing future professional practice. Design is widely recognised as an important driver for economic performance. However, the value of design has proved resistant to quantification despite research attention since the early 1980s. Correlation between design investment and impact has been demonstrated, but not causation. There is considerable interest from policy and professional bodies in what is described here as ‘Design Impact’. Impact can be measured, for example, by return on investment, increases in profitability or cost reductions. However this only crudely captures the economic impact of a design ingredient. Increasingly, social and environmental impacts are also of interest. The design profession sees the potential for better articulation of design impact as a means to increase their influence. The context has been explored through a series of descriptive and prescriptive studies including analysis of 45 DBA Design Effectiveness Award case studies, 304 undergraduate design projects from two institutions over a three year period together with interviews and workshops with senior design professionals and design academics. A new Understanding Design Impact framework is the overall outcome and contribution to knowledge from the work. This bridges between theory and practice and is a powerful basis for placing consideration of design impact at the heart of design activity. A design impact ontology has been developed as a robust foundation to the framework which resolves issues with underlying concepts. An initial version of this ontology is published in The Design Journal and is claimed as a supporting contribution to new knowledge. So too are new ontological classifications of factors which have considerable influence on design impact: Design Influences and Authority and Motivation and Path. These provide fresh perspectives and are worthy of further research consideration. A number of routes are identified for the further development and dissemination of the framework.
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Willems, Christiaan H. "Music, Mime & Metamorphosis: Interdisciplinary intersections, interactions and influences between music, mime and corporate communication." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/37953/1/GraduationCitation090627.pdf.
Full textAbstract:
This doctoral thesis comprises three distinct yet related projects which investigate interdisciplinary practice across: music collaboration; mime performance; and corporate communication.
Both the processes and underpinning research of these projects explore, expose and exploit areas where disparate and apparently conflicting fields of professional practice successfully and effectively; intersect, interact, and inform each other - rather than conflict - thereby enhancing each, both individually and collectively.
Informed by three decades of professional practice across: music; stage performance; television; corporate communication; design; and tertiary education, the three projects have produced innovative, creative, and commercial viable outcomes, manifest in a variety of media including: music; written text; digital, audio/visual; and internet.
In exploring new practice and creating new knowledge, these project outcomes clearly demonstrate the value and effectiveness of reconciling disparate fields of practice through the application of inter-disciplinary creativity and innovation to professional practice.
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McClure, Lachlan John. "Planning for climate change adaptation in a neoliberal context: Influences and responses." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95113/1/Lachlan_McClure_Thesis.pdf.
Full textAbstract:
This thesis explores how planning policy and practice is responding to the challenge of climate change, particularly in contexts where neoliberal rationales and practices frame decision making. It documents patterns of devolving government responsibilities and experiences of market based mechanisms before reporting on institutional and professional responses to these conditions. The research centred on a qualitative case study and involved thematic content analysis of policy documents and informant interviews. The contribution of the research and thesis is to establish the outlook for climate change adaptation under neoliberal conditions, and to introduce strategies for planners operating within these conditions.
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Kelly, Gregory Patrick. "Influences that affect the clinical reasoning of paediatric occupational therapists : the importance of articulating personal models of practice." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270450.
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Nyathi, Nhlanganiso. "Factors that are key influences to effective interprofessional collaborative child protection decision making and practice : social workers' perceptions." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701350/.
Full textAbstract:
Social work practitioner knowledge and understanding of interprofessional collaborative child protection decision making and practice is critical to addressing the incessant concerns about failings of social workers in their statutory lead role and to informing ongoing social work policy reforms regarding new directions for practice and training. This study investigated what social workers perceive as key influences to effective interprofessional collaborative child protection practice as well as the social workers perceptions of decision making during this process. Combining elements of two systems models, Social Care Institute for Excellence (SCIE) learning together systems model (SCIE, 2012) and Falkov’s systemic family focussed model (Falkov, 2013), a constructivist-interpretivist qualitative research design was adopted. Two qualitative research methods were employed: semi-structured interviews were conducted with 16 social workers and direct, non-participant, observations were carried out at 20 child protection meetings. Findings were later compared using a triangulation protocol to explore convergence between the two strands of data, and to ensure rigour and trustworthiness in the study. This study found that the effectiveness of interprofessional collaborative child protection decision making and practice, as perceived by social workers, and the systematic identification and the systemic understanding are determined by four factors: multi-level relationship influences; multi-level organisational influences; external influences and decision making influences. Multi-level relationship influences are located at three different spheres: professionals’ relationship influences; lead social workers’ relationship influences and family members’ relationships influences. The multi-level organisational influences are also located within the interaction of three organisational levels: professionals, lead social workers and family members. Within each of these influences are ‘barriers’ and ‘enablers’ which can also be systematically identified and systemically understood. A number of key contributions to knowledge and originality were identified including: the development of a visual unified systemic conceptual model illustrating the systemic interaction between the various influences; evidence of the centrality of multi-level relationship influences; evidence of the use of discretional intuitive multiple professional judgements and decision making criteria iv The main conclusion that can be drawn from this study is that research focused on social workers’ knowledge and understanding of interprofessional collaborative child protection decision making and practice, as the lead professionals, proposes a conceptual model for the systematic identification of child protection concerns and the systemic understanding of this process, with some degree of discretion in professional judgement and decision making.
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Nyathi, Nhlanganiso. "Factors that are key influences to effective interprofessional collaborative child protection decision making and practice: social workers’ perceptions." Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/701350/1/Nyathi_2016.pdf.
Full textAbstract:
Social work practitioner knowledge and understanding of interprofessional collaborative child protection decision making and practice is critical to addressing the incessant concerns about failings of social workers in their statutory lead role and to informing ongoing social work policy reforms regarding new directions for practice and training. This study investigated what social workers perceive as key influences to effective interprofessional collaborative child protection practice as well as the social workers perceptions of decision making during this process.
Combining elements of two systems models, Social Care Institute for Excellence (SCIE) learning together systems model (SCIE, 2012) and Falkov’s systemic family focussed model (Falkov, 2013), a constructivist-interpretivist qualitative research design was adopted. Two qualitative research methods were employed: semi-structured interviews were conducted with 16 social workers and direct, non-participant, observations were carried out at 20 child protection meetings. Findings were later compared using a triangulation protocol to explore convergence between the two strands of data, and to ensure rigour and trustworthiness in the study.
This study found that the effectiveness of interprofessional collaborative child protection decision making and practice, as perceived by social workers, and the systematic identification and the systemic understanding are determined by four factors: multi-level relationship influences; multi-level organisational influences; external influences and decision making influences. Multi-level relationship influences are located at three different spheres: professionals’ relationship influences; lead social workers’ relationship influences and family members’ relationships influences. The multi-level organisational influences are also located within the interaction of three organisational levels: professionals, lead social workers and family members. Within each of these influences are ‘barriers’ and ‘enablers’ which can also be systematically identified and systemically understood. A number of key contributions to knowledge and originality were identified including: the development of a visual unified systemic conceptual model illustrating the systemic interaction between the various influences; evidence of the centrality of multi-level relationship influences; evidence of the use of discretional intuitive multiple professional judgements and decision making criteria
iv
The main conclusion that can be drawn from this study is that research focused on social workers’ knowledge and understanding of interprofessional collaborative child protection decision making and practice, as the lead professionals, proposes a conceptual model for the systematic identification of child protection concerns and the systemic understanding of this process, with some degree of discretion in professional judgement and decision making.
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Brown, Rachel. "Alcohol and new university students : an investigation into multi-level influences on student drinking behaviour and organisational practice." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/90413/.
Full textAbstract:
Starting university is often associated with increasing levels of alcohol use, resulting in a range of negative outcomes in student populations. Current and historical attempts to moderate consumption have had limited success, often lacking consideration of the full range of influences associated with the behaviour, including the role of the university context. Reflecting socio-ecological approaches emphasising the intersection of personal and social influences, this study considers the role of alcohol in the social processes of first year students undergoing transition. Through organisational analysis, it further examines the development of alcohol processes within the university context providing the setting for transition and the enactment of alcohol behaviour. A case study of one university was conducted using mixed qualitative methods, specifically semi-structured interviews, document analysis and observations of campus alcohol practices. It was established that multi-level influences act to pre-institutionalise students by reinforcing conceptions of identity that normalise excess alcohol use, experienced alongside pre-transition anxieties centred around peer group formation. Post-arrival, alcohol acts to provide commonality for new students, reducing anxiety and facilitating the development of social groups. University processes which present social opportunities as central to initial institutionalisation, act to support the normalisation of heavy alcohol use. This means that safe drinking messages currently attempted within this context contrast with student needs to successfully adapt to their new role, resulting in limited impact. Findings indicate that a multi-level approach to identifying the complex interaction of individual, interpersonal and organisational factors affecting student alcohol use can provide new insights into intervention development, informing effective practice through the identification of barriers and facilitators to strategic planning and delivery.
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Sobolewski-McMahon, Lauren Marie McMahon. "THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICES." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499089403680548.
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