As práticas verdes vêm constantemente sendo discutidas devido a sua importância para as empresas e para a sociedade. Porém, ainda não se chegou a um consenso sobre todos os seus benefícios, quer sejam ambientais ou econômicos. Cada vez mais os estudos demonstram a capacidade de geração de valor das práticas verdes para as empresas e para a sociedade. Portanto, imagina-se que as mesmas irão influenciar a sua aplicação em segmentos que hoje não têm uma utilização mais efetiva de práticas ambientalmente corretas. O objetivo dessa pesquisa é medir o valor das práticas verdes na percepção dos executivos de organizações manufatureiras e de serviços. O método escolhido foi a pesquisa survey, realizada a partir de um instrumento previamente proposto, contendo 5 variáveis e 25 itens. A pesquisa survey foi realizada em duas etapas: estudo de pré-teste e estudo final. Diferentes técnicas estatísticas foram empregadas para refinar o instrumento, como Análise de Confiabilidade, Análise Fatorial Exploratória e Análise Fatorial Confirmatória. Como resultado desse refinamento emergiu um modelo teórico de pesquisa final contendo 5 variáveis, sendo as dimensões de Estratégia, Custos, Crescimento, Marca e Riscos em 25 itens, onde foi verificado que a variável Marca não se confirmou, pois não teve validade estatística no modelo testado. Também como contribuição para as empresas e sociedade, o modelo teórico de pesquisa final se mostrou adequado para avaliar o valor das práticas verdes para organizações. A principal contribuição da pesquisa para a prática gerencial é o mapeamento da percepção dos executivos a respeito dos benefícios que as práticas verdes proporcionam às suas organizações e um novo modelo representando o valor das práticas verdes. / Green practices are constantly being discussed due to their importance for business and society. However, a consensus on all its benefits has not been reached yet, whether on environmental or economic field. Increasingly, studies have demonstrated the ability to generate value of green practices for companies and society . Therefore, it is thought that they will influence their application in segments that currently have a more effective use of environmentally friendly practices. The objective of this research is to measure the value of green practices in the perception of executives of manufacturing and service organizations. The method chosen was the survey research conducted from a previously proposed instrument, containing 5 variables and 25 items. The survey was conducted in two stages: a pre-test study and a final study. Different statistical techniques were employed to refine the instrument, as Reliability Analysis, Exploratory Factor Analysis and Confirmatory Factor Analysis. As a result of this refinement a theoretical model for the final survey containing 5 variables has emerged, with the dimensions of Strategy, Cost, Growth, Brand and Risks with 25 items , which found that the variable Brand was not confirmed, it had no statistical validity in the model tested. Also, as a contribution to business and society, the theoretical model for the final survey was adequate to assess the value of green practices for organizations. The main contribution of the research for management practice are mapping the perceptions of executives about the benefits of green practices to their organizations and provide a new model representing the value of green practices.

Thesis advisor: Lauri Johnson / The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspective to study how leaders build supports for refugee students because of its high national rankings and the adoption of new Multiple-Tiered Systems of Support (MTSS) for all students (Massachusetts, 2019). This heuristic case study, nested within a group study of inclusive leadership practices in a Massachusetts school district, included interviews with 16 district and school leaders, informal observations of a high school and elementary school with a large population of “newcomer” students, and document review of school websites, newspapers, archives, achievement data, memos, and policy statements. Findings indicated that school leaders use inclusive practices to support the needs of their refugee students by (I) Identifying Barriers to Learning, (II) Aligning Structures with Universal Design for Learning, and (III) Committing to Equitable Access for All. Implications of this case study highlight how leaders might balance equity and access in response to the forced migration of millions of students arriving in their districts. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Objective Safety-net clinics such as health department family planning (HD) and federally qualified health centers (FQHCs) provide free or low-cost contraceptive care to low-income and uninsured populations. Integration of contraceptive focused training within safety-net clinics is essential to deliver comprehensive, patient-centered contraceptive care. In SC, HDs receive Title X funding, which requires providing training to staff. However, due to different funding policies, trainings may be less available to FQHC staff which creates gap in care. This study examined perceptions of impact of trainings on overall performance and patient care among safety-net clinics in South Carolina (SC) that received externally funded contraceptive trainings for healthcare providers and clinic staff. The key focus of this study was to identify the perceptions of training among clinical staff and providers in HDs and FQHCs in SC. Our study showed that when equal funding opportunities were provided, it expanded the opportunity of positive impact. Method Key informant interviews were conducted among 58 individuals, 31 HD and 27 FQHC clinic staff and system leaders in 2019. Interview questions assessed the respondent’s perception of trainings on overall performance and patient care. Formal informed consent was obtained before the interview and participation was voluntary. Interviews were conducted privately via phone by study staff at East Tennessee State University. The interview recordings were transcribed and coded with QSR International’s NVivo 12 qualitative data analysis software. A codebook was developed, and inter-rater reliability and consensus coding methodologies were utilized to ensure consistency of coding. Results The majority of HD and FQHC respondents identified improved quality of services and infrastructure as positive impacts of provided trainings (N=14 and N=12, respectively). Additionally, four respondents from FQHC sectors mentioned that training increased capacity for contraceptive provision. Challenges with staffing capacity such as not having time for training were mentioned as a negative perception among both sectors. Perception of impact of training on patient care were positive among most respondents (N=44). Most respondents from both sectors indicated improved capacity for patient counseling as a positive impact of training (N=26). Two FQHC respondents mentioned that training led to implementing best practices. Conclusion Positive perception of contraceptive training on overall performance and patient care have been identified throughout this study. Federal funding provides support for training implementation but restrictions in funding due to policy changes and different funding mechanisms limit some clinics. Although external funding provides support; this does not ensure the sustainability of trainings after completion of the funding period which can create gaps in care and contraceptive provision. Future research should focus on training sustainability models such as Train-the-Trainer to ensure continuity of positive impact in local and state levels.

The new DEC Recommended Practices Family monograph is available! This Ignite session will highlight some of the articles illustrating ways the RPs can be put into practice. Monograph authors will briefly present the unique features reflected in their articles, resulting in a lively discussion of the similar and distinctive themes in partnering with each and every family.

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Background: Breastfeeding protects against a variety of adverse health outcomes for mothers and babies. Global best practices, known as the Baby-Friendly Hospital Initiative (BFHI), have been developed to support the initiation and exclusivity of breastfeeding during the post-delivery hospital stay. The aims of this study were to explore the literature related to the impact of the BFHI on breastfeeding disparities in the U.S.; compare the impact of exposure to these best practices on exclusive breastfeeding rates in Appalachian and non-Appalachian hospitals; and to understand knowledge, perceptions, and barriers to breastfeeding of postpartum mothers receiving care in a Northeast Tennessee OB/GYN clinic and regional International Board Certified Lactation Consultants’ (IBCLCs®) knowledge, perceptions, and barriers to implementation of the BFHI. Methods: A scoping review was completed to explore literature related to exposure to the BFHI and breastfeeding disparities using the Levac, Colquhoun, and O’Brien methodology. A linear regression analysis of Maternity Practices in Infant Nutrition and Care (mPINC) breastfeeding best practice scores and breastfeeding rates at discharge was conducted comparing this relationship in Appalachian and non-Appalachian hospitals. Finally, a qualitative study was conducted using semi-structured interviews and thematic analysis to gather information from postpartum mothers and regional IBCLCs®. Results: The BFHI has been found to reduce both geographic and racial/ethnic disparities in the U.S., but there are limited studies examining this topic. While there was a significant negative relationship between Appalachian hospitals and exclusive breastfeeding rates at discharge (p=0.0003), there was no significant difference in the relationship between total mPINC scores and exclusive breastfeeding rates at hospital discharge between the two designations (0.4539). Furthermore, both postpartum patients and regional IBCLCs® reported that support, education, and self-efficacy were all necessary to assist mothers on their infant feeding journey. Implications: These findings highlight the need for studies examining the impact of the BFHI on breastfeeding disparities. Research also needs to be conducted to better understand breastfeeding rates in economically distressed, rural areas of the country. Ultimately, risk-stratified interventions supporting the specific needs of a population should be identified or developed to support and empower postpartum mothers to achieve their infant feeding goals.

Executive summary This study explores the learner centred teaching practices in secondary schools in Tanzania. The basis of this research emanated from the problem of the poor performance of secondary school students in Tanzania. The performance of students in national examinations has declined over the past years. This trend shows an increase in the number of students who are failing. The analysis of the examination results indicates that several secondary schools are in a poor situation. Poor performance signifies that many students have failed to acquire the requisite knowledge, skills, and competences to function effectively in society as well as in socioeconomic development. In general, the preceding situation proves that the quality of education has been affected and there is a need for conducting research. The literature indicates that scholars have been conducting educational research to find effective methods of improving students’ performance. To accomplish this aim researchers of IEA (International Association for the Evaluation of Educational Achievement), international organizations, and universities have been carrying out extensive studies to examine students’ performance in the areas of science, mathematics, and reading in various national and cultural contexts. Educators have produced results showing that countries such as Finland, South Korea, and Shanghai-China lead the world in terms of student performance. The factors mentioned to account for good performance include hard work by students, positive attitude of students’, effective engagement in the classrooms, schools emphasis on academic success, well-resourced schools, well-trained teachers, and favourable working conditions. In order to improve the problem of poor performance, the literature suggested researchers should mainly examine the learner centred teaching practices in the classrooms. This advice is in line with the goals of various educational programs such as World Education Forums, Tanzania Development Vision 2025, Secondary Education Development Program, and Education Sector Development Program. In addition, the process of transfer and borrowing of policies and practices from Western and European countries to different national and cultural contexts compelled the introduction of learner centred teaching practices. These practices have been supported because they put students at the center of the learning process. They focus on the interest of students and create a positive environment for learning. They facilitate active teaching and learning methods. The practices have a connection to constructivist theory which emphasizes students’ construction of meaning and understanding. The characteristics of the theory are preferred because they should improve educational research, curriculum implementation and students performance in different national and cultural contexts. Despite effectiveness of constructivist theory, educators and practitioners challenged characteristics associated with this theory. It does not provide thorough instructions on how to employ in the classrooms. It does not guide teachers on the appropriate learner centred teaching practices applied in various stages of the lesson development. It is in this background that the current study identified a research gap and area of contribution. Therefore, the purpose of this study is to explore the manner in which secondary school teachers make use of learner centred teaching practices in various stages of lesson development. Specifically, the study explored teachers’ perceptions of the learner centred teaching. It also explored the teachers’ practices and perceptions of the learner centred teaching practices in various stages of the lesson development. Likewise, the study sought to examine the kind of support teachers need to facilitate learner centered teaching practices. It should be recognized that practices and perceptions are essential for providing a thorough understanding of these practices in the classrooms. To achieve the above purpose, this study sought to answer the following research questions: 1. How do secondary school teachers in Tanzania perceive the learner centred teaching? 2. How do secondary school teachers in Tanzania employ the learner centred teaching practices in different stages of the lesson development? 3. How do secondary school teachers in Tanzania perceive the learner centred teaching practices in different stages of the lesson development? 4. What support do secondary school teachers in Tanzania need to enhance their learner centred teaching practices? Concerning the research methodology, this study consulted previous studies carried out in one country and those in various national and cultural contexts. The purpose was to examine and learn how past studies were designed, conducted, and achieved the research objectives. The researcher intended to choose the methodology that manages and controls complexities occurring during the teaching and learning in the classrooms and might affect the data collection. The methodology had to produce a thorough understanding of teachers’ practices and perceptions. This criterion compelled the study to adopt a qualitative design. Scholars insist that classroom practices be studied properly by qualitative design. This design is effective to provide an understanding of the people, contexts, practices, and interactions. This study applied the ethnographic approach to explore the learner centred teaching practices extensively and in a natural classroom setting. The ethnographic approach enabled examining cultural attributes such as practices and perceptions as manifesting in the classrooms. It facilitated the acquisition of information that produced thick descriptions of learner centred teaching practices. In sampling, this study focused to select poor-performing schools that implement learner centred teaching. Teachers were chosen purposively to provide rich information needed to fulfil the purpose of the study. The data collection was conducted between November 2014 and March 2015. Afterward, the researcher continued to capture information from teachers to enrich the database. In the period between December 2015 and January 2016, teachers were given the chance to authenticate the findings. During the fieldwork, the researcher executed a series of activities in line with ethical principles. The data collection methods applied participant observations and semi structured interviews. The data was analyzed by thematic analysis and produced findings in terms of themes. Themes have been connected to the implementation of learner centred teaching practices in the classrooms. The analysis followed steps such as organizing the data for familiarization, reading the data thoroughly, writing and coding the transcripts/texts, formulating the themes, interpreting the meaning, and doing a repetition movement between findings and the database. The main findings of the study reveal that teachers’ perceptions of learner centred teaching exhibited various views. The perceptions and practices towards the learner centred teaching in various stages of the lesson development displayed mixed practices. In this view, the findings on practices (what teachers practiced) and perceptions (what teachers reported) fall into three categories: Those aligned with the learner centred are described as discussing, demonstrating, homework, ongoing assessment, higher-order questioning, asking various questions, interactive seating arrangement, passing to groups during the discussion, teaching a small piece of content, and students presentation. Those aligned with the teacher centred are described as lecturing, reading textbooks, end of period assessment, lower-order questioning, neglecting students’ views, and traditional seating arrangement. Also, practices created by teachers include students marking for themselves, slow students acting as indicators of learning and understanding, examining notes, involving few students, performing questions on the chalkboard, watching the entire class, and remedial teaching (these were created due to various reasons). To support teachers in executing learner centred practices, improvement is needed in the aspects such as in-service training, school based training, teachers’ welfare, teaching materials, producing more science teachers, and testing students frequently. The researcher discussed findings by relating and comparing them with various research studies with reference to the implementation of learner centred teaching practices. In general, the research findings showed that teachers display similar as well as different educational practices. This study realizes the research gap and addresses theoretical and empirical contributions. Regarding theory, the literature indicated that the constructivist theory lacks clear instructions on how teachers should employ learner centred teaching practices in various stages of lesson development. This study addresses the gap by providing a broad understanding of the learner centred teaching practices applied by teachers in various stages of lesson development. To accomplish that aim, the study suggests proper constructivist and learner centred practices for guiding teachers in the classrooms (see Appendix VIII).:TABLE OF CONTENTS Page Executive summary ii-vi Zusammenfassung vii-xi Acknowledgement xii Dedication xiii List of acronyms xiv Table of contents xv-xviii List of Tables xix List of Figures xx CHAPTER ONE: INTRODUCTION 1.1 Background of the study 1 1.2 Statement of the problem 9 1.3 Purpose and research questions 10 1.4 Significance of the study 10 CHAPTER TWO: COMPARATIVE EDUCATION AND TRANSNATIONAL TRANSFER OF EDUCATIONAL POLICIES AND THE LEARNER CENTERED TEACHING PRACTICES 2.1 Introduction 13 2.2 Comparative education 13 2.3 The transnational transfer of policies and practices 17 2.4 Comparative education in Tanzania 21 2.5 Curriculum reform in Tanzania 24 2.6 The learner centred teaching practices and its empirical research in Tanzania 28 2.7 Comparative education research about the learner centred teaching 35 CHAPTER THREE: THE CONSTRUCTIVIST THEORY AND THE LEARNER CENTERED TEACHING PRACTICES 3.1 Introduction 39 3.2 An overview of the teaching theory 39 3.3 The constructivist theory and its characteristics 40 3.4 Learner centered teaching practices 53 3.5 Empirical research about the learner centered teaching practices 70 3.6 Other aspects related to the implementation of the learner centered teaching practices 75 3.7 Teacher centered practices 80 3.8 Different stages of the lesson development as applied in teaching and learning practices 83 CHAPTER FOUR: RESEARCH METHODOLOGY 4.1 Introduction 90 4.2 Overview of the background of study and the research questions and methodology 90 4.3 Research design 92 4.4 Research approach 95 4.5 Sampling methods 96 4.6 Pilot study 98 4.7 Data collection methods 100 4.8 Data analysis 107 4.9 Ethical and consent treatments 114 4.10 Quality criteria considered in this study 115 CHAPTER FIVE: FINDINGS OF THE STUDY 5.1 Introduction 118 5.2 Perceptions regarding the stages during the teaching and learning process 118 5.3 Presentation of findings that follow the stated cases 120 Teacher A 122 Teacher B 135 Teacher C 149 Teacher D 162 5.4 The learner centred teaching practices on the reflection stage 174 5.5 How students are involved in the learner centred teaching practices 178 5.6 Support to improve the learner centred teaching practices 180 CHAPTER SIX: DISCUSSION OF THE FINDINGS 6.1 Introduction 183 6.2 Overview of the discussion of findings 183 6.3 Perceptions regarding the learner centered teaching 184 6.4 Learner centred teaching practices employed in different stages of the lesson development ….188 6.5 Learner centred teaching practices employed in the reflection stage 203 6.6 How students are involved in the visited classrooms 205 6.7 Support to improve the learner centered teaching practices 207 CHAPTER SEVEN: CONCLUDING PERSPECTIVES AND RECOMMENDATIONS 7.1 Introduction 212 7.2 Concluding perspectives 212 7.3 Limitations of the study 217 7.4 Recommendations 219 References 221 Appendix I: Classroom observation schedule 248 Appendix II: Semi structured interview for teachers 257 Appendix III: Permission letter from regional education officer 273 Appendix IV: Consent letter from teacher A 274 Appendix V: Consent letter from teacher B 274 Appendix VI: Consent letter from teacher C 275 Appendix VII: Consent letter from teacher D 275 Appendix VIII: Guidelines to consider for preparing, executing and assessing the learner centered teaching practices 276 Schriftliche Erklärung 277

Social workers and other human services professionals helping families reintegrate after parental incarceration deal with multiple issues without a model of for facilitating family resilience. The purpose of this phenomenological research study was to explore the essence of the perceived role, activities, and practices of a sample of social workers and other human service professionals engaged in the use of family group conferences (FGCs). FGCs are also referred to as restorative justice, as they inform and assist human service professionals in developing clinical interventions and best practices to support reintegration, family preservation, and stabilization. The framework for this study was built around restorative justice theory, resiliency theory, and a larger social ecological theory and focused on the use of FGCs as a developing practice within family systems and the community. The primary research questions investigated the practitioners' experiences using FGCs. Data came from interviews of participants (15) drawn from professional associations and included their own case notes and reflections. The data was sorted and analyzed with the assistance of qualitative analysis software (Atlas.Ti7) to search for themes that may assist in identifying the phenomenon. The findings suggest that the FGC model should consist of a training curriculum, consistent practice, and dedicated and committed financial resources to support programs. This study impacts social change by informing human services professionals of current best practices and may provide a model of FGCs that will help implement services to families.

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This thesis examines the character of Middle Neolithic to Middle Bronze Age (3600-1200 BC) funerary and ritual practices in Wales. This was based on the analysis of chronological (radiocarbon determinations and artefactual evidence), contextual (monument types, burial types, deposit types) and osteological (demographic and pyre technology) data from a comprehensive dataset of excavated human bone deposits from funerary and ritual monuments. Funerary rites in the Middle Neolithic (c. 3600-2900 BC) sometimes involved the deposition of single inhumation or cremation burials in inconspicuous pit graves. After a hiatus in the Late Neolithic (c. 2900-2400 BC), formal burials re-appeared in the Chalcolithic (c. 2500-2200 BC) with Beaker burials. However, formal burials remained relatively rare until the Early Bronze Age (c. 2200-1700 BC) when burial mounds, which often contained multiple burials, became the dominant type of funerary monument. Burial rites for this period most commonly involved the cremation of the dead. Whilst adult males were over-represented in inhumations, no age- or gender-based differences were identified in cremation burials. Patterns in grave good associations suggest that perceived age- and-gender-based identities were sometimes expressed through the selection of objects to be placed in the graves. The tradition of cremation burials carried on into the Middle Bonze Age (c. 1700-1200 BC), although formal burials became less common. Circular enclosures (henges, timber circles, stone circles, pit circles), several of which were associated with cremated human bone deposits, represented the most persistent tradition of ritual monuments, with new structures built from the end of the fourth millennium BC to the middle of the second millennium BC in Wales.