This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.

This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.

Background: Moving knowledge into healthcare practice and the implementation of innovations in healthcare organizations remain significant challenges. The objective of this study was to examine the key interpersonal-, organizational-, and system-level factors that influenced the implementation and use of an innovation – synoptic reporting tools – in three specific cases of cancer care. Methods: Using case study methodology, this study examined three cases in Nova Scotia, Canada, wherein synoptic reporting tools were implemented within clinical departments/programs. Three theoretical perspectives guided the design, analysis, and interpretation of the study. Data were collected through semi-structured interviews with key informants across four units of analysis (individual user, implementation team, organization, and larger system), document analysis, nonparticipant observation, and examination/use of the synoptic reporting tools. Analysis involved production of case histories, an in-depth analysis of each case, and a cross-case analysis. Results: Numerous factors – which existed at multiple levels of the system and which were often related – were important to the implementation and use of synoptic reporting tools. The cross case analysis revealed five common factors that were particularly influential to implementation and use across the three cases studied: stakeholder involvement, managing the change process, administrative and managerial support, the presence of clinical champions, and attributes of the tools themselves. Key factors distinct to one or two of the cases were: implementation approach, project management, resources, culture, leadership, monitoring and feedback mechanisms, and components of the healthcare system (e.g., care delivery structures, system infrastructure, and socio-historical context). The analyses suggested that several contextual factors, including the timing of implementation and technical requirements of the tool, contributed to the differences across cases. Discussion: This study contributes to our knowledge base on the multi-level factors, and the relationships amongst factors in specific contexts, that influence implementation and use of innovations such as synoptic reporting tools in health care. Importantly, the findings add to our understanding of several important issues that are under-developed in the existing literature in this area: organizational management; healthcare system components; interpersonal aspects of implementation, including stakeholder involvement; and the complex nature of implementation processes.

Athletes are embedded within an environment that can be conceptualized as comprising multiple nested hierarchal levels that span increasingly larger contexts—the most salient being the individual level, the club level, and the community level. Viewing the field of sport psychology broadly, it is apparent that the majority of research has been conducted at lower levels, such as athletes’ developmental trajectories (Côté, Baker, & Abernethy, 2003) and peer interactions (Smith, 2003). While sport scientists have begun to study higher levels such as successful sport programs (Martindale, Collins, & Abraham, 2007; Vallee & Bloom, 2005) and successful clubs (Henriksen, Stambulova, & Roessler, 2010a, 2010b) there is a lack of research at the community level. The purpose of this project was to conduct an integrated case study to systematically gather rich information via diverse sources to effectively understand how one successful sporting community develops athletic talent. Lockeport, Nova Scotia—a relatively small, rural, maritime community with a population of approximately 650 residents—was chosen based on athletic success. Twenty-two community residents, including athletes, parents, coaches, a grandparent, the recreation coordinator, and the mayor, were interviewed with the aim to understand how community level factors may have influenced athletic development within a recent ten year span (2000-2009). Interviews were qualitatively analyzed using the method of content analysis (Côté, Salmela, Baria, & Russell, 1993). Results supported existing athlete development research and highlighted underexplored areas. Specifically, results fell into one of three themes: (1) athletes’ developmental experiences, (2) the community influences that caused or enabled these developmental experiences, (3) and socio-cultural influences expressed by participants. Regarding developmental experiences, athletes in Lockeport engaged in large amounts of unorganized youth-led sport activities comprised of mixed-age athletes. Athletes also participated in various different organized sports, whose members remained stable throughout development. Regarding community influences, coaches created community sporting events, celebrations, and learning opportunities for youth. This was facilitated by the integration of the local high school and community. Regarding socio-cultural influences, participants expressed a sense of community and shared a collective identity, which may have facilitated the presence of role modeling and pro-community behavior apparent in Lockeport. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2011-06-29 14:45:17.508

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.

This study examines the question of whether it is possible to enter into a psychotherapeutic relationship with a person diagnosed with Dementia. A preliminary study focusing on providing short term psychotherapy to a man diagnosed with severe dementia provided the opportunity to develop the case study approach used in this study, where the research design was constructed around an account of weekly meetings over 3 years. The term ‘dementia’ is explored, along with the current treatments that are available and psychotherapy is considered in relation to them. Research is presented suggesting that education and learning may have an inhibitory effect on the onset and progression of dementia; psychotherapy is considered as a form of therapeutic education. The approach to the psychotherapy used in this study is explored, acknowledging the point that Freud highlighted with reference to psychoanalysis where he considered the technique to be individualised to each analyst rather than a generalised process. The therapist’s orientation is examined by referring to the theory that has been instrumental in formulating his approach to psychotherapy which includes existential, psychoanalytic and post-modern theoretical perspectives on practice in relation to a person with dementia. From this exploration, an approach based on the philosophy of Emmanuel Levinas emerges as the predominant influence in this study. The preliminary study highlighted the difficulties in using case study as a means of generating psychotherapeutic knowledge, especially in relation to scientific methods of research. The researcher examined a range of epistemological ideas, including aspects of the work of Plato, Aristotle, Kant Heidegger, in order to identify a basis for developing approach to researching psychotherapy using case study. A method emerged in the form of a psychotherapeutic case presentation from the therapist’s perspective utilising a phenomenological-hermeneutic approach. This approach is concerned with producing ‘meaning’s in relation to an observation rather than being preoccupied with producing ‘the’ specific meaning. The case study is presented as an illustration of an account of a series of meetings between a trainee psychotherapist and a person diagnosed with dementia, whereby the researcher and the reader can address the issue of ‘possibility’ raised by the research question. The findings of this study identify a difficulty for the therapist in this relationship to overcome preconceptions associated with the diagnosis of dementia. The account of therapy also shows how the therapist appears to be representative of other significant relationships for this person and acknowledges what Levinas calls the non-intentional which refers to glimpses of the other that allow a recognition of separation and ‘otherness’ that is not concerned with ‘knowing’. The findings were also found to have significant implications for the use of intentional research and the potential influence that it can have on what is being observed by excluding the non-intentional. The association of theory with internationality is identified in the findings and the possible impact on the practice of psychotherapy noted, particularly in relation to the prohibition of the non-intentional. The study concludes that the question of ‘whether psychotherapy is possible’ might be asked of anyone entering therapy. The diagnosis of dementia can have the effect of excluding a person from a relationship with another, and in these circumstances, it becomes difficult to offer psychotherapy.

The partition of India in August 1947 remains a watershed in the subcontinent’s history, defining the post-independence relationship between the two countries. The event was marked by the greatest migration in the twentieth century and the death of an estimated one million persons. The causes of partition and reasons for the associated violence have been examined previously. However, existing accounts tend to focus in general terms or at best has a provincial angle with respect to patterns of violence, resettlement and rehabilitation. Research in the past has also tended to stop at August 1947 without looking beyond this period. While there has been move towards examining the “lived” experience of partition, there remains a tendency to avoid locality focused case studies. A comparative India-Pakistan dimension is also missing, even in the ‘new history’ of partition. This thesis seeks to adopt a comparative case study approach. In addition to providing new empirical data, it attempts to uncover the differential experiences of violence, migration and the resettlement of partition refugees within the Punjab region. The thesis argues, firstly that localized patterns of political authority and culture impacted on the differential experience of partition related violence; Secondly, that the experience of partition and dislocation was a process rather than an event confined to August 1947. Finally, the thesis considers the extent to which the input of refugee capital and labour were locally significant in the region’s post-partition urban economic development. The thesis adopts a comparative history methodology with the use of three case studies, namely Malerkotla, and Ludhiana in East Pubjab and Faisalabad, formerly Lyallpur in West Pubjab. The themes explored include the differential experience of partition violence through a comparison between the Muslim Princely State of Malerkotla and the neighbouring British administered districts of the Ludhiana district. Some comparative insights into the role of the state and communal violence are also drawn by means of a brief examination of the circumstances in the Sikh ruled Princely state of Patiala. Patterns of urban migration are also explored, shedding new light on the motives behind places of resettlement. Again, a comparative history methodology is used. Finally, the role of refugee capital and labour in post-independence Indian and Pakistan Pubjabs are examined through the study of Ludhiana and Lyallpur. This approach represents the most sustained comparative examination of partition and its aftermath to date based on locality case studies.

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.

This research explores the determinants of inter-partner learning in alliances. The potential for organisations to learn from their alliance partner is well recognised in the literature. The Knowledge Based View of the Firm (KBV) posits that an organisation’s knowledge base, especially its tacit knowledge base, is a source of sustainable competitive advantage. Three key determinants of inter-partner learning are: intent to learn, transparency (i.e. willingness to share knowledge) and receptivity (i.e. capacity to learn). These three concepts are used to guide a single case study of an alliance between a National Sport Organisation (NSO) and a Professional Sport Franchise (PSF). Data was obtained through semi-structured interviews with key informants at both organisations. Each individual transcript was colour coded in relation to each of the four research questions. All relevant quotes were then copied into separate files for each organisation and categorised by research question. The results of the study suggest that 1) despite historical conflict, the relationship between alliance partners is becoming increasingly positive; 2) intent to learn was low in both organisations but higher in the NSO; 3) the NSO was more transparent than the PSF; and 4) receptivity was low for both organisations. Key conclusions of the research are that the NSO and PSF are failing to take full advantage of the opportunities presented by their relationship, but intent, transparency and receptivity remain useful concepts to explore inter-partner learning.

Supportive work programs for people with disabilities have historically included sheltered workshops; while social enterprises are now more commonly found in policies and programs providing opportunities to address social, environmental, or economic challenges through revenue generating activities for this group. I began this thesis as a person who works at Haley Street Adult Services Centre Society in Nova Scotia, Canada and who is part of the changing provision from sheltered workshops to social enterprises. My primary research question is what is a non-profit, community-based organization working with people with disabilities, and a history of sheltered workshops, response to the current social enterprise movement? The study provides a case study analysis on Haley Street Adult Services Centre Society and its woodshop and thrift store programs for people with disabilities. The research includes interviews and focus groups with 19 participants (7 staff, 12 program participants) that work in the agency social enterprises as well as an organizational financial analysis. A thematic analysis of the interview and focus group transcripts resulted in the emergence of four themes that explore different aspects of social enterprises that support persons with people with disabilities. The themes included community engagement, demonstrating individual and agency capabilities, improved individual well-being, and agency social-economic tensions. Social enterprise at Haley Street is an integral part of its identity and emergence in the community. The profitability of social enterprise at Haley Street appears to be secondary to the social well-being and engagement of participants. The current research found that sheltered work and social enterprises are comparable entities, with sheltered work a subgroup of social enterprise. / Graduate