Dissertations / Theses: 'Social constructivist'

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Löbler, Helge, Markus Maier, and Daniel Markgraf. "Analysing commercials' success from a social constructivist perspective." Paper as presented at the ICRM 2005, St. John's / Canada, 2005. https://ul.qucosa.de/id/qucosa%3A17060.

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From a social constructivist perspective (SCP) we analyse TV-commercials’ success. We address the following questions: Does the customer co-create meaning, and, more specific, is a commercial more successful if a customer plays a co-creating role? If so, both the customer and her experience, as well as the commercial, play a significant part in explaining the commercial’s success. As independent constructs to explain commercials’ success we used storytelling, indicating the commercial’s part, and experiential conclusiveness, indicating the customer’s part. We found support that the customer and seller via the commercial co-create meaning and coordinate their activities.

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黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.

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Steenkamp, Maria Magrieta. "The transition into womanhood : a feminist, social constructivist analysis." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/20421.

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Thesis (MA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: To address the research question of how young women themselves experience the transition into womanhood, by looking at the articulated subjective experiences of young women involved in negotiating the process of 'becoming a woman'. The research question was approached from a post-modern feminist and social constructionist perspective, using qualitative methodology. In-depth interviews were conducted with two groups of young women - five white, middle class students who are involved in the Women's Mental Health Research Project (WMHRP) as interviewers, and five coloured, working-class young women who would be interviewees in the WMHRP. These two groups of participants were recruited from different social backgrounds in order to investigate contextual variations in their identity negotiation processes. Transcripts of the interviews were analyzed according to constructivist grounded theory protocol (Charmaz, 2003; Henwood & Pidgeon, 2003). Three main categories were constructed from the data, namely 1) the girl/woman dichotomy, 2) the "woman imperative", and 3) different processes experienced. In chapter one, an introduction is provided which discusses the importance of the research question to feminist and developmental psychologists, and highlights the paucity of research on the topic within these areas. Chapter two examines the empirical literature surrounding the research question, which highlights the marginalization of the transition into womanhood by psychological researchers. Anthropological studies of 'rites of passage' are also briefly discussed. In chapter three the theoretical framework that informed the present study is discussed, namely 1) social constructionism, with its focus on discourse and its rejection of essentialism, and 2) feminism, with its emphasis on gendered identity, difference and power. Concepts central to the present study, namely development, gender, and identity are also discussed in this chapter. Chapter four provides an explanation of the methodology and methods that were used in the present study, while chapter five presents the results and a discussion of the results. Finally, chapter six consists of a discussion of the conclusions that can be drawn from the findings, as well as their implications for research and practice.
AFRIKAANSE OPSOMMING: Hierdie studie spreek die vraag aan van hoe jong vroue self die oorgang na vrou-wees ervaar. Dit word ondersoek aan die hand van die subjektiewe belewenisse van jong vroue midde-in die proses van vrou-word, soos deur hulself geartikuleer. Die navorsingsvraagstuk is benader vanuit 'n post-moderne feministiese en sosiaalkonstruktiewe perspektief, deur gebruik van kwalitatiewe metodologie. In-diepte onderhoude is met twee groepe jong vroue gevoer - vyf hoofsaaklik blanke studente uit die middelstand wat betrokke is by die "Women's Mental Health Research Project" (WMHRP) as onderhoudvoerders, en vyf kleurling jong vroue uit die werksklas, met wie die onderhoude gevoer is. Hierdie twee groepe deelnemers is uit verskillende sosiale agtergronde gekies ten einde kontekstuele variasies in hulle identiteitsvormingsprosesse te kan ondersoek. Transkripsies van die onderhoude is ontleed aan die hand van konstruksievisties-gefundeerde teorie protokol (Charmaz, 2003; Henwood & Pidgeon, 2003). Drie hoof-kategoriee is uit die data gekonstrueer, naamlik die meisie/vrou dikotomie, die verskillende prosesse beleef, en die "vrou imperatief'. In hoofstuk een, wat die onderwerp inlei, word die belangrikheid van navorsing vir feministiese en ontwikkelingsielkundiges bespreek, en word die skaarste aan navorsing oor die onderwerp uitgelig. Hoofstuk twee bied 'n bespreking van die empiriese Iiteratuur rondom die navorsingsvraagstuk, wat die marginalisasie van die oorgang tot vrou-wees onder navorsers in die sielkunde onderstreep. Antropologiese studies oor inisiasie-rituele word ook vlugtig bespreek. In hoofstuk drie word die teoretiese raamwerk wat die studie inlig bespreek, naamlik 1) sosiaal-konstruksionisme, met fokus op diskoers en die verwerping van essensialisme, en 2) feminisme, met klem op geslagsidentiteit, differensiasie en mag. Konsepte sentraal tot hierdie stud ie, naamlik ontwikkeling, geslag en identiteit word ook in hierdie hoofstuk bespreek. Hoofstuk vier bied 'n verduideliking van die metodologie en metodes wat in hierdie studie aangewend is, terwyl in hoofstuk vyf die navorsingsresultate en 'n bespreking daarvan, aangebied word. Hoofstuk ses as slothoofstuk bestaan uit 'n bespreking van die gevolgtrekkings waartoe aan die hand van die navorsingsbevindinge geraak kan word, sowel as die implikasies daarvan vir navorsing en die praktyk.

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Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.

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Deniz, Mustafa. "Reforming The European Union Budget: A Social Constructivist Policy Approach." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612606/index.pdf.

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The budget of the European Union has accomplished a significant role for European integration in the history of the Union. However, it has not resulted into anticipated developments compatible with the Union&rsquo
s institutional policy reform process in the last decades. The budget has emerged as a consequence of path dependent developments in its historical progress, which has dragged the European Union to a critical stage. It is rather challenging for the Union now to sustain the current structure of the budget, since it exposes some disadvantages to continue with this structure in an enlarging and deepening Union. In spite of various reform proposals, there is no appropriate theoretical ground for the budgetary politics of the European Union to be channelled through strengthening the link between the Union and European citizens. This thesis attempts to approach the existing problems associated with expenditures and revenues of the current budget from the social constructive policy perspective, in line with the major question of &ldquo
how the budget can be made more socially constructive by utilizing expenditures and revenues?&rdquo
The study has three major objectives. Firstly, it presents a historical evolution of the European Union budget in order to explore path dependent developments inherent to its historical progress. Secondly, it offers a critical analysis on the expenditure and revenue sides of the budget. Thirdly, it introduces a social constructivist policy approach on this subject as an alternative to the most prevalent approach of fiscal federalism.

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García, Chávez Tania Guadalupe. "Perspectives on community policing : a social constructivist and comparative analysis." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3459/.

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Community policing is one of the more significant recent developments in policing and the notion has been widely discussed and applied around the world. This thesis examines its various conceptions as discussed in the literature and in practice, with particular emphasis being given to the role of trust between police and citizens in this context. The investigation adopts a constructivist and qualitative comparative analysis based in two countries: Mexico and the UK (with two case studies in each country) and with data primarily collected through interviews with samples of police and citizens. Key findings are that: The variety of conceptions about community policing highlight the complex nature of the notion and the many factors shaping its varied practices. Police assumptions as to what constitutes good practice in community policing and what success might look like, deserve to be re-examined. The social constructions that police and citizens hold about community policing provide valuable sources of insight which challenge some of the conventional understandings regarding policing priorities. Trust is a vital ingredient for successful community policing and needs to be based as much on the police trusting citizens and communities as the other way round.

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Raghavan, Prasannakumary. "Social constructivist mathematics education in a Ciskeian secondary school classroom." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.

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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.

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Hogan, Paula Jaye. "A constructivist study of social work's involvement with HIV/AIDS." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1079.

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Arruzzo, Kristi L. "The effect of a constructivist social studies unit on student attitudes toward social studies /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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Leisey, Monica Rene'. "The Multiple Meanings of Domestic Violence: A Constructivist Inquiry." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1182.

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Spurred by the work of the Battered Women's Movement, domestic violence has been responded to since it emerged as a problem in the 1970s. At first the response was providing places for victims to stay and recover from the violence while also providing opportunities for consciousness raising and empowerment work. As domestic violence became a more recognized problem, policies were created and enacted to end the problem. Through the 1980s and 1990s, changes in federal policies in regards to domestic violence were incorporated. The criminal justice system began incorporating such policies as mandatory arrest and no-drop prosecution policies as well as using batterer intervention programs (BIPs) to provide services to those accused of domestic violence charges.In Virginia, domestic violence advocates, batterer intervention program service providers and members of the criminal justice system worked together to create coordinated community responses with the stated goals of safety for domestic violence victims and accountability for perpetrators of domestic violence. The coordination, however, seemed to be fraught with difficulties, as domestic violence advocates, BIP providers, and the criminal justice system continued to struggle with the implementation of the standards. It seemed that although all three groups were able to agree upon the goals of accountability and safety, there were underlying issues of difference that were not being considered.The participants of this inquiry had congruent understandings of the term domestic violence; however their understandings of the social problem domestic violence were quite different. Because the way a social problem is understood influences policy as it is created, implemented, and experienced, it is important to strive for clarity concerning the social problem to which the policy is responding.This inquiry is an exploration of the multiple understandings of the social problem domestic violence as understood by those who participated in the inquiry. The tentative findings, or lessons learned, are not to be understood as generalizable findings, but as the unique, co-created understandings of the multiple meanings of the social problem domestic violence as understood by the participants and the inquirer.

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Cavusoglu, Ebru. "Volunteer subtitle translator organizations as a model for a social constructivist approach." Doctoral thesis, Universitat Autònoma de Barcelona. Programa de Doctorat en Traducció i Estudis Interculturals, 2021. http://hdl.handle.net/10803/672597.

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El punt de partida d’aquest estudi és la suposició que les organitzacions de voluntaris són exemples d’un enfocament social constructivista en la formació de traductors. Aquesta premissa es basa en la idea que hi ha una comunitat de traductors voluntaris que han participat activament en el procés de traducció i alguns d’ells fins i tot han començat a treballar com a professionals per a canals de televisió i agències a Turquia. La base del meu estudi de recerca se centra principalment en l’aspecte col·laboratiu de l’Enfocament Constructivista Social i que aquesta mateixa característica col·laborativa es pot trobar en el fòrum d’organitzacions de subtituladors voluntaris en línia. A l’analitzar dues plataformes d’organitzacions de subtituladors voluntaris i també l’Enfocament Constructivista Social en la formació de traductors, s’extreuen característiques similars per permeten inferir si les organitzacions de traductors voluntaris poden ser un exemple d’Enfocament Constructivista Social en la formació de subtituladors. El corpus d’aquest estudi està format per dades extretes de dos llocs web diferents d’organitzacions de traductors voluntaris en línia (www.turkcealtyazi.org / https://www.planetdp.org/). A més, defineixo les principals característiques del model constructivista social en la formació de l’traductor i analitzo les seves aplicacions a l’aula per poder identificar la pràctica d’aquesta proposta formativa en un entorn real. Les organitzacions voluntàries de subtitulació també són analitzades i descrites a partir de secció del fòrum. Els punts similars de cada plataforma permeten l’encreuament des del punt de vista tant del procés de subtitulació com de la col·laboració que s’hi estableix. Les dades empíriques es recullen i s’analitzen les mostres seleccionades de tots dos llocs web en el marc de l’enfocament social constructivista i els aspectes que defineixen la bona pràctica de subtitulació, tots ells extrets de la secció del fòrum dels llocs web analitzats. La relació persona a persona en la comunitat de voluntaris en línia es pot observar analitzant la secció de fòrum i les dades proporcionades es comparen i s’analitzen per saber com s’estableix el procés de traducció i com millora la qualitat des subtítols elaborats pels traductors voluntaris gràcies a la col·laboració / cooperació en línia. Després de recollir dades sobre les característiques de la plataforma en línia, aquestes dades es comparen amb el model de l’Enfocament constructivista social en la formació dels traductors per conèixer les similituds pel que fa a les relacions entre els membres, el procés de subtitulació, la distribució de tasques, etc. . S’analitza en profunditat la relació entre les organitzacions de voluntaritat en línia amb la formació de traductors.
El punto de partida de este estudio es la suposición de que las organizaciones de voluntarios son ejemplos de un enfoque social constructivista en la formación de traductores. Esta premisa se basa en la idea de que existe una comunidad de traductores voluntarios y que han participado activamente en el proceso de traducción y algunos de ellos incluso han comenzado a trabajar como profesionales para canales de televisión y agencias en Turquía. La base de mi estudio de investigación se centra principalmente en el aspecto colaborativo del Enfoque Constructivista Social y que esa misma característica colaborativa se halla en el foro de organizaciones de subtítulos creados por voluntarios que trabajan en línea. Al analizar dos plataformas de organizaciones de traductores voluntarios de subtítulos y también el Enfoque Constructivista Social en la formación de traductores, se extraen características similares que permiten observar si las organizaciones de traductores voluntarios pueden ser un ejemplo de Enfoque Constructivista Social para la formación de subituladores. Mi corpus para este estudio consta de dos sitios web diferentes de organizaciones de traductores voluntarios en línea (www.turkcealtyazi.org / https://www.planetdp.org/). Además, defino las principales características del modelo constructivista social en la formación del traductor y analizo sus aplicaciones en el aula para poder identificar posteriormente la práctica del mismo en un entorno real. Las organizaciones voluntarias de subtituladores también son analizadas y descritas con respecto a su sección de foro. Los puntos similares de cada plataforma permiten el cruce desde el punto de vista tanto del proceso de trabajo de subtitulado como de la colaboración. Los datos empíricos se recogen analizando las muestras seleccionadas de ambos sitios web en el marco del enfoque social constructivista y los ítems de la buena práctica de subtitulado extraídos de la sección de foros de los sitios web indicados. La relación persona a persona en la comunidad de voluntarios en línea se puede observar analizando la sección del foro y los datos proporcionados se comparan y analizan para conocer en profundidad el proceso de traducción y la mejora de los traductores voluntarios gracias a la colaboración / cooperación en línea. Después de recoger datos sobre las características de la plataforma en línea, estos datos se comparan con el modelo del enfoque constructivista social en la formación de traductores para conocer las similitudes en cuanto a las relaciones que se establecen entre los miembros, el proceso de subtitulado, la distribución de tareas, etc. Se analiza en profundidad la relación entre las organizaciones de voluntariado en línea con la formación de traductores. Estos datos permiten establecer de qué manera la organización de voluntariado en línea es similar a un modelo constructivista social en la formación de traductores.
The starting point of this study is the assumption that volunteer organizations are examples of a social constructivist approach in training translators. This assumption is based on the idea that there is a community of volunteer translators that have been actively involved in the translation process and that some of them have even started to work as professionals for TV channels and agencies in Turkey. The basis of my research study primarily focuses on the collaborative side of the Social Constructivist Approach to teaching and the same collaborative feature in the forum of online volunteer subtitle organizations. By analyzing both platforms of volunteer subtitle translator organizations and also a Social Constructivist Approach in translator training, similar characteristics are extracted to see if volunteer translator organizations can be a model for a Social Constructivist Approach to translator training in subtitle translation. My corpus for this study consists of two different websites of online volunteer translator organizations (www.turkcealtyazi.org / https://www.planetdp.org/). Further, I define the main features of the Social Constructivist model in translator education and analyze its applications in classroom settings, then to be able to identify the practice of it in a real setting. The volunteer subtitling organizations’ forum sections are also analyzed and described. Common features of each platform allow cross-referencing from the viewpoint of both the subtitling work process and collaboration. Empirical data is collected through analyzing selected samples from both websites in the framework of the social constructivist approach and items of good subtitling practice were extracted from the forum section of the websites. Person-to-person relationships in the online volunteer community can be observed by analyzing the forum section and the data provided is compared and analyzed to reach an idea about the translation process and the improvement of the volunteer translators with regards to collaboration/cooperation in the online volunteer organization. After collecting data on the features of the online platform, it is compared with the model of the social constructivist approach in translator education to find out the similarities in terms of the relations between members, the process of subtitling, the distribution of tasks, and so on. It is expected that this data will map the ways in which the online volunteer organization is similar to a social constructivist model in translator training.
Universitat Autònoma de Barcelona. Programa de Doctorat en Traducció i Estudis Interculturals

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Bailie, Lawrence Craig. "The migration of the term "civil war" : a social constructivist explanation." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1006022.

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Although the occurrence of wars between states has been in decline, the same cannot be said of conflict within states – especially when considering the innumerable ‘Civil Wars’ said to have occurred since the end of the Cold War. In this context the use of the word ‘innumerable’ is qualified more by the variance in how ‘Civil War’ is understood as a concept (leading to different claims as to how many conflicts of this kind may have occurred over a period of time) and less by their large number. Claims regarding the occurrence of ‘Civil War’ suggest this type of conflict to be the dominant form at least since the end of World War Two. This prevalence in the face of a decline in inter-state warfare has afforded greater interest to ‘Civil War’ as a topic of inquiry. The understanding that ‘Civil Wars’ have with time increased in their occurrence and changed in their nature comes under investigation in this thesis and is seen as problematic in that the means by which a phenomenon is measured (i.e. through its nature) must be fixed so as to measure the frequency of that phenomenon. Using Social Constructivism as a theoretical lens of inquiry, sense is made of this understanding and, furthermore, the true meaning behind the claim that ‘Civil War’ has changed is revealed. The empirical evidence that accompanies this theoretical work exists in the American Civil War of 1861–1865 and the debate over the conflict in Iraq following the U.S. invasion in 2003. This debate is used as a means by which to bring the contestation over the notion of ‘Civil War’ to the fore, while a comparison of this conflict with the quintessential American Civil War reveals the migration of the term.

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Tanil, Gamze. "Norwegian elite perspectives on European integration : a social constructivist fusion perspective." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526807.

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Hummel, Myriam [Verfasser]. "Inclusive education in situated contexts : a social constructivist approach / Myriam Hummel." Hannover : Gottfried Wilhelm Leibniz Universität Hannover, 2018. http://d-nb.info/1172414688/34.

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Melonas, Alexander Paul. "Situated Animals: A Critique of Social Constructivist Excesses in Political Theory." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/321722.

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Political Science
Ph.D.
In this dissertation I explore the ramifications of political theory being freed from two opposed extremes of biologism and social constructivism because, ultimately, the human animal is both a biological creature and capable of becoming. While it has been highly significant for humanistic scholars to challenge the governing authority of the "hard sciences" as the prime site of legitimacy in modern scholarship, the position of critique has transformed into one of outright and unqualified hostility. I resist this commitment to show that work at the intersection of the human biological sciences and political theory need not amount to political conservatism or pessimism. To this end, I address two questions with the aim of (re-)situating the human animal as a common property in political theory. First, I explore and challenge the commitments that inform the strict social constructionist thesis. This move leads to a second consideration: what questions are open if we see the problem not as biology, but as biological determinism? I make four arguments in this dissertation. First, I use Ernst Cassirer to show that "human" and "animal" can be integrated in a philosophical anthropology in a constructive way, one that avoids the reductionism implied in the term "animal" (or biological creature) and the naiveté of conceiving of human beings as though they are distinct from or wholly independent of nature. Second, I use Marxist materialism to integrate the human biological sciences with a meaningful theory of human freedom. Third, I work at the intersection of contemporary political theories of identity and the human biological sciences to reconcile the effects of "predispositions" with the effects of our social identities. I do so in a way that resists essentialism. Finally, I use feminist scholarship to argue that the human biological sciences cannot be used to justify hierarchy, or rather, that "hard science" doesn't in any meaningful sense say anything at all about equality.
Temple University--Theses

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Wise, Amelia. "A social constructivist perspective on achieving successful career change at thirty-something." Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/791905/.

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Becker, Jo Ann Edith. "A constructivist study of the social and educational needs of homeless children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/888.

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Ulusoy, Hasan. "A Constructivist Analysis Of Turkey&#039." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606664/index.pdf.

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ABSTRACT A CONSTRUCTIVIST ANALYSIS OF TURKEY&rsquo
S FOREIGN AND SECURITY POLICY IN THE POST-COLD WAR ERA Ulusoy, Hasan Ph.D. , Department of International Relations Supervisor : Prof. Dr. Hü
seyin Bagci October 2005, 388 pages The thesis is about how the foreign and security policy of Turkey is constructed in a realist world where states follow rationalist policies according to how they see and perceive this world. The main argument is that Turkey&rsquo
s foreign and security policy has shown an unbroken continuity of a pragmatic and consistent nature guided by rationality that functions in conformity with how the state perceives the outside material world, through the lenses forming its own identity. As the focus is on the identity analysis, the thesis has utilized the constructivist approach in its conventional form. Conventional constructivism, which provides not alternative but complementary explanations to the world run by political realism without rejecting the realist-dominated mainstream scholarship, serves to understand how the material world where realist parameters dominate through rationalistic behavior of states is constructed and thus how the foreign polices of states are formulated. It focuses on the examination of the lenses through which states perceive and construct the world outside. These lenses simply shape the identity of the state in question. Building on this theoretical tool, the thesis seeks to provide alternative explanations to the consistency and continuity of Turkish foreign and security policy, in the post-Cold war era till the Iraqi crisis in 2002. It is based on the examination of the lenses forming the identity of the state that has governed the foreign and security policy in general and in respect to the collective identity-building of the state as regards (collective) security in particular. The assertions of the thesis are as follows: contrary to the arguments of mostly critical studies, in the Turkish foreign and security policy there exists no identity crisis despite the plurality of identities stemming from the multi-dimensionalism in this policy. These identities (sub-identities) may differ depending on the composition of ideational and material factors therein. Yet, they exist in harmony with each other under the guidance of the state (upper) identity. Furthermore, in respect of collective security efforts, arguments regarding Turkey as a security consumer causing instability are also related to identity: that is, the lack of sufficient collective identity which leads to such perceptions about Turkey. As to the methodology, the thesis is mainly based on the discourse analysis of the official documents, debates, policy papers on the foreign and security policy, as well as speeches/interviews and articles of state personalities who play roles in this policy. This is because such sources reflect the understanding of both the state organs and state personalities (civil and military officials, statesmen and politicians) about the outside world that shapes the lenses (identities), through which Turkey perceives the world in its foreign and security policy.

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Baharom, S. "Designing mobile learning activities in the Malaysian HE context : a social constructivist approach." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/28385/.

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The introduction of mobile learning in higher education institutions (HEIs) in Malaysia is an instinctive course of action in response to the high increase in rates of mobile phone ownership amongst higher education (HE) students. Mobile learning encapsulates learning opportunities undertaken with the usage of the students’ mobile phones. This study aims to explore how mobile learning activities, developed using social constructivist learning principles, can support undergraduate students learning in the context of the study. It identifies the learning opportunities that the different mobile learning activities provide as well as exploring issues and challenges in implementing these mobile learning activities. The results derived from this research are used to inform the development of pedagogical design guidelines for engaging Malaysian HE students via mobile learning activities to support a specific course. As depicted by interpretive paradigm upon which this study is founded, the students’ voices are emphasised as it is justified that the students’ participation is essential to move the technology in directions that they prefer. The methodology is design-based research (DBR) which emphasises the need for cyclic intervention and analysis as part of the research process. Hence, there were two stages of data collection which were designed to explore the students’ perspective on the mobile learning activities. The methods of data collection include a questionnaire (145), students’ blog posts (145) and online interviews (9). The study was implemented with two cohorts of student teachers over a period of two years. The findings of this study indicate that Malaysian HE students are prepared to accept mobile learning to support their study. However, educators must also be wary of issues such as the students’ familiarity in using the selected mobile application. There are several types of mobile learning activities which could be offered namely; contextual, reflective, collaborative, multiple-medium, communication and learning-management. This study contributes to the body of knowledge by providing a) conceptual benchmarks for future studies in the area of mobile learning and learning design, b) a rich insight into the mobile learning development in Malaysian HEIs, c) social constructivist pedagogical guideline considerations, and d) tactical advice for HE practitioners in considering mobile learning.

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Canuel, Michael Joseph. "Modeling Social Constructivist Methodologies in Professional Development for Online Teachers| A Narrative Inquiry." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746027.

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Teachers who are called upon to teach in a virtual high school environment require preparation and support as well as an effective professional development process to help them adapt to a different educational dynamic. The virtual school reality demands that educators do more than transfer traditional classroom pedagogy and learn the various functionalities of the technologies utilized in the delivery process. Research shows that conventional professional development programs have had limited effectiveness in altering teachers’ classroom practice especially for online educators, and that ideally modeling the desired outcomes within the process itself has been most effective. While current research also calls for improved professional development for online instructors, the characteristics of such a professional development program are not fully-explored or characterized, and failure to define these characteristics increases the probability that online instructors will continue to arrive inadequately prepared. This qualitative research that is in the form of a narrative inquiry identified and analyzed the essential components of a professional training program for online teachers who were subsequently expected to modify their online classroom practice. The key participants in the case study were the administrators and teachers of a virtual high school in the province of Quebec and all of the participants were former classroom teachers who have been employed by the LEARN Virtual School. The findings of this study focused on identifying key components of a professional development program that incorporated key principles of social constructivism and the impact the program had on the online teachers’ practice. The study highlights the importance of active learning, collaboration, and metacognition in any program for teachers transitioning to the virtual environment and that teachers benefit enormously from modeling for one another.

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Roura, Planas Sergi. "Engaging second language teachers in videoconference-integrated exchanges : towards a social constructivist perspective." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15673.

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The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual “virtual exchanges” for their students (hereafter referred to as “eTandem videoconferencing”). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachers’ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Young’s theoretical model (2003) of teachers’ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents experienced by these teachers. Hugues' model (2009) of the expanded critical incident approach provides the methodological framework. In line with her model, the study has created a multifaceted word picture of these teachers, further characterised by a condensed set of critical findings. The teachers’ accounts reveal several incidents that inhibited or supported the teachers’ development in terms of how they planned the learning environment regarding the physical space, the virtual setting and the social environment and in terms of how they mediated the implementation of the exchanges towards a more interactive approach. In doing so, this investigation adds to the knowledge base available to educators and researchers by offering greater understanding about these SL teachers’ particular experiences.

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Walters, Randi Maines. "Treating the abusive man: A constructivist inquiry." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1233.

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Singletary, Jon Eric. "A Constructivist Inquiry of Church-State Relationships for Faith-Based Organizations." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/1089.

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Faith-based initiatives have the potential to alter church-state relationships as they remove barriers to the public funding of human services in organizations that promote the role of values, beliefs, and other characteristics of faith. In seeking to "level the playing field" for these faith-based organizations, faith-based initiatives suggest moving away from past practices, where "religious" organizations utilized public funding for the delivery of "secular" human services, and toward the public funding support of organizations whose human service activities are based on faith in a more thoroughgoing manner.This research inquires into meanings assigned to opportunities and risks related to the public funding of faith-based organizations, as articulated by a variety of stakeholders, from government officials to the leaders of faith-based organizations. The guiding research question, What are the meanings of church-state relationships for faith-based organizations?, asks the leaders of faith-based organizations in one Virginia locality, as well as other local, state, and national stakeholders, about their understandings of various aspects of the church-state relationships that develop when faith-based organizations utilize public funds for the provision of human services.The findings of this inquiry, presented in a narrative case study report, and the implications of this case study provide a richer understanding of the multiple meanings that faith-based organizations assign to relationships with government programs, government agencies, and the use of public funds. The multiple meanings of church-state relationships that are offered by diverse research participants provide valuable insights into the complex phenomenon of faith-basis organizations providing human services with government monies. The interpretations offered in this dissertation provide greater knowledge of the role of faith as a basis for publicly funded human services, and furthermore, this knowledge may find value in its recognition of the implications of faith-based, publicly funded human services.

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Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.

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Crisanto, Jaime Antonio, and Russ Eldrige. "A constructivist study of the family preservation program in Riverside County, California." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1080.

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Carroll, Debra 1952. "Children's use of personal, social and material resources to solve a music notational task : a social constructivist perspective." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102794.

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In this inquiry, I examined how young children use their personal, social and material resources to solve a music notational task. I asked 13 children, ages 5-9 to notate a song they learned the previous week, sing it back, explain what they did and then teach the song to a classmate the following week. I used Lightfoot and Davis' concept of portraiture as a qualitative research methodology to collect, code, analyze and interpret my data. Data included the children's invented notations and videotaped transcripts of their actions as they created their notations and taught the song to a classmate. Sociocultural Vygotskian developmental theory, activity theory and Bakhtin's dialogic theory provided the interpretive lens through which I examined how the children used their resources as mediational tools to complete the task.
Findings revealed that children who had no previous music training used increasingly sophisticated representational strategies to notate a song, and that they were able to refine their notations when singing the song from their notation, teaching the song or when prompted by an adult or a peer. I concluded that the peer-peer situation was a motivating force for triggering a recursive process of reflections-on-actions and knowing-in-action. Classmates' questions, comments and their singing played a critical role in moving the children to modify their notations and their singing, verbal explanations and gesturing in ways they did not do alone or with me.
Analysis of the children's notations, verbal explanations and teaching strategies provided insights not only into what they knew about music, but also their appropriation of the cultural conventions of writing and their aesthetic sensibilities, as gleaned from their choice of symbols, colours and how they presented their symbols on the page. Interviews with parents, teachers and school principal provided contextual background for interpreting the children's notations and how they approached the task. This study shows the value of adopting a social constructivist approach to teaching the language of music. It also demonstrates that researching the products and processes of children's invented notations from a social constructivist perspective enables more detailed portraits of children's musical and meta-cognitive understandings.

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Charbonneau, Irène. "Social Presence and Educational Technologies in an Online Distance Course in Finnish Higher Education : A Social Constructivist Approach." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-187068.

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Educational technologies are increasingly integrated into higher education, in the form of distance online education for instance. This is an example of how globalization reconfigures education (Carnoy & Rothen, 2000, as cited in Peters, Besley, & Besley, 2006, pp.50). However, the development of online distance education is not without challenges, including the lack of sense of belonging and the feeling of isolation among students, leading to dropouts. Even if there is no deterministic effect of online environments on social interactions, being online undoubtedly reshapes social behaviors. These issues are addressed in this study by examining social presence, defined as the sense of being there with others in a mediated environment (Heeter, 1992), taking an online distance course on Global Education Development in Finland as a study-case. The research aims to analyze how social presence is performed and negotiated through educational technologies. It is grounded in social constructivism to circumvent determinism that prevails in many research works on social presence and educational technologies. Social constructivism brings out human agency while recognizing the effect of the “socio-historical norms, values, beliefs, and perspectives that individuals bring into online learning environments” on the way educational technologies are used and social presence performed (Öztok, 2016, as cited in Öztok, 2013, pp.1). This research pursues a qualitative comparative methodology complemented with basic descriptive statistics. It draws from multiple data sources as it analyzes observations of interactions, survey questionnaires, course material, learning diaries, and six semi-structured interviews with students. The findings explore three dimensions of social presence: subjective, physical, and collective presence. They reveal that broader academic norms, more than educational technologies themselves, shape the representations of subjective presence. The results also verify that text-based online discussions provide more space for students to participate in discussions than webinars using online video-based technologies, but are also paradoxically negatively perceived by students. The analysis of collective presence demonstrates that it emerges from a shared group identity among students and instructors, rather than from sharing sensory inputs, developing interpersonal relations, or sharing personal background information at a group level.

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Harju, Linda. "Communicating Culture : Can cultural studies, from a social constructivist perspective, enhance students' communicative competence?" Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77721.

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Denna uppsats har som syfte att undersöka om kulturstudier kan öka den kommunikativa förmågan, sett ur ett social konstruktivistiskt perspektiv. Frågeställningarna är som följer: Är kulturstudier integrerat i engelska 5 kursen? Finns det en relation mellan kunskap om kultur i engelsktalande områden och länder och kommunikativ kompetens? Anser eleverna själva att kunskap om kultur ökar deras kommunikativa kompetens? Vald metod är kvalitativ intervju samt innehållsanalys av ämnesplanen för engelska 5. Resultatet visar att kulturstudier inte är integrerat i engelska 5 kursen, samtidigt som elever ända har erfarenheter i form av kunskap om kultur i engelsktalande områden och länder. Dock kan endast i två av fallen en tydlig relation mellan kunskap om kultur och elevernas kommunikativa kunskap härledas. Fyra av fem elever anser att deras kommunikativa förmåga ökar tack vare kunskap om kultur.

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O'Leary, Christine. "Developing autonomous language learners within the HE curriculum : a postmodern and social constructivist perspective." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535960.

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Miao, I.-Wen. "The social constructivist approach to the 'sovereignty' of the Republic of China on Taiwan." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402506.

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Kelly, Gloria Katherine. "A constructivist second year study of the social and educational needs of homeless children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1078.

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Shin, Elizabeth. "Constructivist learning environments in digital storytelling workshops| An interview with Joseph Lambert." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100913.

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Storytelling is an effective means of imparting knowledge, beliefs, and traditions. In its multimedia form, digital storytelling has been made popular by the digital storytelling movement led by the Center for Digital Storytelling established in 1998. While digital storytelling has existed for a few decades, its use in education has been researched relatively recently over the past fifteen years (Holtzblatt & Tschakert, 2011). As a result, it is important that continued research is done in order to understand how students are learning through digital storytelling. The constructivist environments created through digital storytelling classes and workshops need to be researched in order to gain a deeper understanding of students’ learning processes and to ascertain how to continue to create effective learning environments for them. In this study, the researcher endeavored to determine how the use of digital storytelling exercises is providing quality, learning experiences for students by examining the process of creating digital stories through the lens of social learning theory. This was done by analyzing data from an in-person interview conducted with the founder of the Center for Digital Storytelling, Joseph Lambert, the examination of another published interview from Lambert’s (2013) book, Digital Storytelling: Capturing Lives, Creating Community , as well as other publications. Utilizing Honebein’s (1996) seven pedagogical goals of constructivist learning environments to design the categories of coded data, the researcher created a set of guidelines that served as a framework of assessing to what extent digital storytelling workshops created constructivist learning environments. By analyzing the themes that emerged from the data, the researcher concluded that Lambert’s digital storytelling work at the Center for Digital Storytelling, reflected all seven essential characteristics of constructivist learning environments in a significant manner, thereby indicating that the workshops at CDS were indeed constructivist environments.

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Steinfeld, Martin Henry. "Free movement of persons and social constructivism? : a social constructivist perspective on the emergence of the concept of EU citizenship prior to its formal establishment in the Treaty on European Union." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709133.

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Didden, Kathleen Albright. "Child Care Decision Making Among Parents of Young Children: A Constructivist Inquiry." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1695.

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Cooper, Gillian M. "Forensic clients' everday experiences of anger : implications for a social constructivist theory of 'disordered' anger." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31177.

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The 'everyday experiences' of anger of three groups of men were compared. The groups were comprised of a sample of: 1) male outpatients of a forensic psychology service whose anger was seen as being 'disordered', 2) male outpatients of a forensic psychology service whose anger was not seen as being 'disordered' and 3) a group of men who were not clients of a forensic service. The tendency of the three groups to break the rules of anger (as outlined by Averill's social constructivist theory of disordered anger) was compared. This was done using a semi-structured questionnaire based on one devised by Averill for use in an study of 'everyday anger experiences' and the State Trait Anger Expression Inventory (Spielberger et al, 1985). The results indicated that the forensic-angry group, in comparison to the other two groups, was angry more frequently, that their anger was more intense, that they became more physically aroused and that they were more likely to become physically aggressive and/or take their anger out on a third party. Also, the forensic-angry group made less attempt to control their anger. The findings are discussed in relation to a social constructivist theory of 'disordered' anger.

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Mueller, Sabine. "The mature learner : understanding entrepreneurial learning processes of university students from a social constructivist perspective." Thesis, Robert Gordon University, 2012. http://hdl.handle.net/10059/789.

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Entrepreneurship is identified as a highly complex (Neck and Greene 2011), unpredictable (Kuratko 2004), dynamic (Cope 2005) and constantly evolving (Anderson 2000) phenomenon that is embedded into and emerges from its social and cultural context (Jack and Anderson 2002; Rae 2001). Consequently, entrepreneurial learning is understood as a social learning process (Korsgaard and Anderson 2011) of profoundly experiential nature (Krueger 2007). The thesis addresses the development of entrepreneurship education and discusses the discrepancy between the large quantity of educations and their limited ability to respond to its current needs (Gibb 2005). A closer look is taken at the concept of learning and how the major learning theories contribute to understanding and enabling learning processes. It is argued that social constructivism (Gergen 1999) provides a good explanation of the entrepreneurial learning process (Chell 2000; Fletcher 2006; Rae 2006) as it considers knowledge to be constructed by the individual based on her experiences with the world. But when looking at entrepreneurship students in a university context a question emerges. If learning is based on knowledge from lived experiences, how can university students, who do not possess entrepreneurship experience, learn to be entrepreneurial? Based on a constructivist methodology (Gergen 1999) the research question is investigated in the scope of a qualitative study with 4 entrepreneurship education programmes in Europe. Semi-structured interviews to explore general aspects on learning were held with altogether 54 learners and 19 lecturers. To analyse data, a constructivist approach to Grounded Theory (Charmaz 2000) was chosen. The results demonstrate that constructivism provides a good explanation of learning – especially in a higher education context. But while entrepreneurs seem to construct knowledge through experiencing practice, students seem to learn through experiencing knowledge in the scope of the education. Thereby, they use and develop certain personal qualities. First of all, the learning process requires a high level of responsibility for their learning which functions as a driving force to engage with new knowledge. Information is gathered and knowledge is ‘experienced’ through social exchange with peers and lecturers; and new knowledge schemes are built through critical and independent reflection on their learning. Thus, entrepreneurial learning emerges as an iterative process, altering discussion and critical reflection of knowledge. It brings about a personal development that concludes on a stage where learners successfully integrate their seeking for both social integrity and individuality. This stage seems to mark their individual readiness for entrepreneurial activities and may be considered as a stage of personal maturity – or entrepreneurial maturity – a stage where all previous qualities are harmoniously reconciled.

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黃{214268}唱 and Yu-cheung Wong. "Constructivist online learning environment for social work education: an evaluation of students' learning processand outcome." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244956.

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Russell, Mark C. "Appropriating Wittgenstein: Patterns of Influence and Citation in Realist and Social Constructivist Accounts of Science." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36573.

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In this thesis, I draw attention to patterns at the intersection of (a) interpretations of science in two journals (Philosophy of Science, and Social Studies of Science) and (b) references to Wittgenstein's writings. Interpretations of science can be classed according to the degree to which they support a realist or social constructivist understanding of the entities described by current scientific theories. By tracing the intellectual traditions from which these interpretations emerged, I develop an abstracted classification of these positions. Since this classification does not meaningfully map onto the positions articulated by the writers sampled here (which is telling about intellectual histories generally), I develop a new, more promising scheme of classification. I find that Wittgenstein is appropriated more often in support of social constructivist views of science, but that reasons for this support are generally weak. Using a novel measure of content which I call "appeal-to-authority," I show that there is a significant difference between these journals in their use of Wittgenstein's writings. But there is a subtle methodological argument at work here as well. I show that methods of analysis which rely exclusively on intellectual histories, bibliometrics, and globablizing statements about the products of science suffer serious limitations. In short, this thesis reflexively shows that the methods upon which it is based allow room for considerable bias and manipulation, and thereby implicates many bodies of work built upon these methods.
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Ahn, Keum-Hee. "A study of mediating factors influencing an art teacher's instructional practices : a social constructivist perspective /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214939594.

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Campbell, Colin. "A social constructivist analysis of civil-military relations : US-Mexican bilateral military relations, 2000-2008." Thesis, University of Liverpool, 2008. http://livrepository.liverpool.ac.uk/1189/.

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This thesis looks at the nature of civil-military relations in the post-Cold War and the post-9/11 era through the theoretical lens of social constructivism. The study looks at the inter-relationship between the respective civil-military relations and US-Mexican bilateral ties from a constructivist perspective, with the aim of deconstructing the ideational structures of civil-military relations within the state and the state based international system to promote stronger organic structures for civilian control over the state agents of violence. The aim of thesis is to provide a theoretical model to both unite the theoretical rationale for the humanisation, indeed demilitarisation, of security concerns within the Western Hemisphere and in particular the US and Mexico. Hence, creating a novel theoretical model for the understanding and explanation of civil-military and bilateral relations.

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Garratt, Lesley. "The development, implementation and evaluation of a social constructivist web-based English language learning module." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700587.

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Schoeneman, Andrew C. "Community Collaboration in Virginia Legal Aid Programs: A Constructivist Grounded Theory Investigation." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3873.

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Legal aid programs comprise a robust national infrastructure attempting to alleviate and reduce poverty. Since their proliferation as part of the War on Poverty, these organizations have provided individual civil legal assistance and engaged in collective legal and political strategies to advance systemic change. Starting in the 1980s, however, public policies have been enacted to cut funding and restrict the ability of federally funded legal aid programs to engage in collective and systemic advocacy. As a result, the ability of programs to work alongside low-income communities has been compromised. The histories and core commitments of legal aid and social work are linked. As a profession social work is concerned broadly with efforts to address poverty and specifically with the self-determination and empowerment of those experiencing poverty directly. In this study a constructivist grounded theory design was used to examine the process of collaboration between legal aid attorneys and client community members. The sample for the study included 28 attorneys, client community members, and other stakeholders affiliated with three legal aid programs. Based on 28 interviews and two focus groups with these participants, a conceptual framework entitled Collaborating for Justice in a Legal Aid Context was constructed. Findings suggest that both primary stakeholder groups were motivated to act by the unequal access to advantage in the world around them. Once affiliated with legal aid, they were constrained by scarcity of resources but nonetheless acted creatively to collaborate as well as to enhance collaborative capacity. Collaboration occurred in different timeframes, and this temporal element suggested ways that individuals and organizations can extend and deepen collaboration. Collective activities, informal interaction, and boards and advisory groups all played roles in facilitating collaboration between legal aid programs and their client communities. Through these actions, participants and their affiliated organizations were able to move from circumstances of scarcity to circumstances of generativity and development. Implications for education, practice, and policy are discussed.

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Stasaityte, Edita. "Identity and Security in Europe: A Constructivist Study of Germany, Great Britain, Sweden and Lithuania." Thesis, Linköping University, Department of Management and Economics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1255.

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This study examines different national constructions of contemporary European identities. The assumption is made that the construction of states'identities and identification of threats is a mutual process. For this reason special attention is paid to the construction of threats, embedded in a specific structure of the securitisation process. The author tries to answer to the questions of how identities are reproduced through the discourse on security and what information the analysis of national identities'constructions of Germany, Great Britain, Sweden andLithuania can provide about the contemporary ideas of a collective European identity using combination of Alexander Wendt's theoretical framework for analysing states'identities and the Copenhagen school's securitisation approach.

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Acikalin, Mehmet. "The influence of computer-supported instruction (CSI) on the principles of constructivist pedagogy in the social studies curriculum." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155699345.

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French, Lisa Rebecca. "Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103196.

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The long-held notion that gifted students prefer to work alone is reported in several general textbooks on gifted children. However, studies addressing this issue are mixed and certainly not conclusive. Earlier studies disagree on whether those gifted children who claim a preference for working alone do so as a function of grade and maturational stage, sex, or personality characteristics commensurate with increasingly higher IQs. The current study re-examines this notion through the lens of motivation through social-constructivist theory. Two hundred and forty-seven American school-identified gifted, high achieving, and non-identified (i.e., non-gifted, regular education) students in grades 4 through 12 participated. The measure used in this study was a survey comprising items used in past learning style-related research, items adapted from a personality index and an interest profile, as well as locally-developed open-ended questions regarding preferred learning conditions, learning-related personality characteristics, and perceptions of support in their learning. Participants also had the opportunity to offer ideas about ideal learning situations, and their beliefs on why some children versus others might prefer to work alone. Finally, this study attempted to confirm the hypothesis that those gifted students who feel adequately supported by those in their environment will be less likely to indicate a preference for working alone, compared to those who do not feel supported. Although some indication of a preference of gifted students to work alone was present, this preference was not strong because it varied based on how the question was posed. Moreover, sex and grade-related differences were noted. Perhaps most interestingly, in support of the hypothesis of the study, those participants who reported feeling least supported by others reported the strongest preference to work alone. Implications of these findings on classroom curriculum, future career functioning, and mental health are discussed.

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Wruk, Dominika [Verfasser], and Michael [Akademischer Betreuer] Woywode. "The creation and spread of management knowledge - A social constructivist perspective / Dominika Wruk. Betreuer: Michael Woywode." Mannheim : Universitätsbibliothek Mannheim, 2013. http://d-nb.info/1034490575/34.

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Helme, Marion Frances. "Appreciating metaphor for participatory practice : constructivist inquiries in a children and young people's social justice organisation." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269996.

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Van, der Walt Andre. "Social capital effects on migrant micro1entrepreneurial opportunity creation in rural poor emerging markets : a constructivist approach." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59791.

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South Africa's microentrepreneurial context is characterised by poor resources, and dominated by migrant microentrepreneurs, with a high reliance on social capital. Access to social capital is determined through the frequency of interactions, together with the strength of ties which are regulated by bonding and bridging social capital. The purpose of the research is to explore the effects of social capital on migrant microentrepreneurial opportunity creation in uncertain environments. A constructivist approach was taken which recognised entrepreneurial opportunity as produced by social construction that could not be separated from the entrepreneur or the context. Effectuation embodies qualities closely related to a constructivist perspective in uncertain environments, and the principles of effectual logic were applied to the data. A qualitative research design was followed which allowed understanding the participants in their natural environment, grounded in interpretivism. The findings were analysed and four themes emerged that were linked in a virtuous cycle of social development. The virtuous cycle described the microentrepreneur's identity, knowledge and social structures, in the context of microentrepreneurial opportunity creation. The data supported views in literature regarding constructivism, effectual logic and social capital, and also contributed by uncovering the virtuous cycle of micro entrepreneurial growth in which social connections were recognised as the main driver of opportunity creation. South Africa's microentrepreneurial context is characterised by poor resources, and dominated by migrant microentrepreneurs, with a high reliance on social capital. Access to social capital is determined through the frequency of interactions, together with the strength of ties which are regulated by bonding and bridging social capital. The purpose of the research is to explore the effects of social capital on migrant microentrepreneurial opportunity creation in uncertain environments. A constructivist approach was taken which recognised entrepreneurial opportunity as produced by social construction that could not be separated from the entrepreneur or the context. Effectuation embodies qualities closely related to a constructivist perspective in uncertain environments, and the principles of effectual logic were applied to the data. A qualitative research design was followed which allowed understanding the participants in their natural environment, grounded in interpretivism. The findings were analysed and four themes emerged that were linked in a virtuous cycle of social development. The virtuous cycle described the microentrepreneur's identity, knowledge and social structures, in the context of microentrepreneurial opportunity creation. The data supported views in literature regarding constructivism, effectual logic and social capital, and also contributed by uncovering the virtuous cycle of micro entrepreneurial growth in which social connections were recognised as the main driver of opportunity creation.
Mini Dissertation (MBA)--University of Pretoria, 2017.
ms2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Bermejo, Emilio Russ Layon. "A constructivist inquiry of the bicultural experiences and social support systems of Southeast Asian refugee youth." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1193.

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Marazopoulos, Christos. "Constructing the Western Balkans : understanding the European Commission's regional approach from a constructivist perspective." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607143.

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The thesis traces the construction of the Western Balkans since the end of the armed conflict in 1995. The term Western Balkans has become a commonplace in international politics that refers to a recognisable region on the European map – ignoring that it does not constitute a historical formation of European and Balkan politics. Most contemporary analysis focuses on functional aspects of economic cohesiveness and security interdependence. However, this thesis argues that the concept of Western Balkans is better understood as a social construction, externally-driven. The argument is that the Western Balkans is what the European Union makes of it. By taking a macro-historical perspective, we look at the long and special ties that the EU has had from the time of Yugoslavia to the Western Balkans until the mid-2000s. What we uncover is a special and consistent involvement of the European Commission into the regional affairs. The Western Balkans starts as a small organisational department within the institutional structure of the external relations' portfolio to become a regional identity question for the local populations. Also, the thesis points to the Commission’s actions as not just the outcome of micro-calculations but part of a social context of competing world-views; and, finally, this is the reason that the end-product of the Western Balkans resembles more a messy amalgam rather than a rational design.

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Dissertations / Theses on the topic 'Social constructivist'

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