Thesis (M.S.M.)--Regis University, Denver, Colo., 2005. / Title from PDF title page (viewed on Mar. 27, 2006). Includes bibliographical references.

Thesis (M (Political Policy Studies))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2007. / Title from PDF p. 9 (viewed on May 25, 2007). Includes bibliographical references.

Akademisk avhandling--Filosofi--Lund, 1981. / Bibliogr. p. 186-191. Index.

Academic diss.--Faculty of humanities--Åbo--Academy, 1987. / Bibliogr. p. 198-203. Index.

No description available.

Indisponible / Unavailable

Notre étude s’inscrit dans le courant de réforme du système éducatif tunisien. Elle s’inscrit également dans le courant des analyses des pratiques effectives à des fins compréhensives et celui de la didactique comparée. Elle vise à analyser et comprendre les pratiques ordinaires d’enseignement de la chimie dans deux classes terminales tunisiennes lors de l’enseignement de la variation du pH au cours de la réaction entre acide et base. Egalement, elle se focalise sur les continuités et les discontinuités dans l’avancée des savoirs, entre différents registres sémiotiques, entre champs empirique et théorique, entre niveaux microscopique et macroscopique. Sur le plan théorique, nous avons combiné des descripteurs empruntés à la théorie de l’action conjointe en didactique et d’autres descripteurs spécifiques des savoirs concernés. Nous avons filmé deux enseignants l’un expérimenté, et l’autre quasi-novice dans l’enseignement à ce niveau. Les vidéos ont été retranscrites, structurées, puis analysées. Ces analyses ont permis d’établir que les enseignants observés construisent seuls les savoirs dans la classe et les exposent linéairement, seul l’enseignant expérimenté y revenant dessus pour les approfondir. Par ailleurs, l’action didactique du professeur expérimenté est caractérisée par une continuité dans l’avancée du savoir. A l’inverse, l’enseignante novice crée à son insu une multitude de discontinuités dans cette avancée. Nous avons aussi inférés certains de déterminants de l’action didactique. Ainsi, l’action des enseignants peut se comprendre en référence à l’institution « classes de terminales » dans laquelle ils enseignent. Elle peut également se comprendre au regard d’un point de vue sur l’apprentissage selon lequel les élèves apprendraient à partir d’un exposé cohérent des savoirs et d’un point de vue sur les savoirs scientifique selon lequel ces derniers ne se discuteraient pas. Ces éléments pourraient être pris en compte dans la formation des enseignants. / Our study belongs to the trend of changes in the Tunisian educational system. It also belongs to the stream of teaching practices analysis. It aims at describing and understanding ordinary chemistry teaching practices linked to the teaching of the variation of pH during the titration of the reaction acid base. It also focuses on continuity and discontinuity during knowledge progress. The study is based on the joint action theory in didactics and on descriptors related to knowledge at stake. We have filmed two teachers, one is experienced, and the other is novice. Videos have been transcribed, structured and analysed. We have shown that the observed teachers build knowledge alone, and propose it linearly. Only the experienced teacher deepens them. Moreover, the experienced teacher’s action is characterized by the knowledge continuity while the novice teacher creates in his discourse many discontinuities. Finally, their viewpoint on learning, in the nature of chemistry knowledge, the grade of the class they teach in determines their action. These elements could be used in teacher training.

No description available.

Research suggests that adolescent recovery from substance use disorders is a complex and dynamic process requiring multiple resources at intersecting ecological levels. The recovery capital framework is one model that allows for the modeling of these different resources, but has only been studied among adult populations. Thus, the present dissertation explores the relevance of recovery capital for adolescents and also incorporates a demonstration of exploratory methods for social scientists studying similar complex issues and populations. The first paper presents a latent class analysis to distinguish whether adolescents who are in need of treatment have different patterns of recovery capital. The results suggest that there are five qualitatively distinct classes of recovery capital among this adolescent population and that demographic characteristics are predictive of the type of recovery capital class to which an adolescent belongs. The second paper uses data from an ongoing observational study to address whether recovery capital resources predict attendance at a recovery high school (RHS), one form of community recovery capital, using four different quantitative approaches: logistic regressions, SEARCH, classification trees, and random forests. The results of this study indicate that predictors of RHS attendance are diverse, represent factors in multiple recovery capital domains, and are not necessarily linked to higher levels of recovery capital. Additionally, the different exploratory approaches highlight potential important variable interactions for future research to explore. The final empirical paper uses the dataset in paper two to demonstrate the utility of data mining approaches as compared to traditional logistic regression approaches for covariate selection prior to propensity score estimation. The results suggest that logistic regressions produce the best balance on included covariates, yet the random forest method retains the largest sample and identifies key interactions that are important to include in propensity score estimation. Together, these three studies highlight the applicability of the recovery capital model as an ecological framework specific to addiction and recovery for understanding adolescent recovery processes, while also identifying gaps in the current recovery capital model. In addition, these studies demonstrate both the utility and potential challenges of utilizing exploratory quantitative methods to study complex social science research questions.