本文データは平成22年度国立国会図書館の学位論文(博士)のデジタル化実施により作成された画像ファイルを基にpdf変換したものである / Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(教育学) / 甲第6636 / 教博第14号 / 新制||教||58(附属図書館) / UT51-97-H20 / 京都大学大学院教育学研究科教育方法学専攻 / (主査)教授 坂野 登, 教授 天野 正輝, 教授 子安 増生 / 学位規則第4条第1項該当

本文データは平成22年度国立国会図書館の学位論文(博士)のデジタル化実施により作成された画像ファイルを基にpdf変換したものである / Kyoto University (京都大学) / 0048 / 新制・論文博士 / 博士(教育学) / 乙第9491号 / 論教博第69号 / 新制||教||58(附属図書館) / UT51-97-H328 / (主査)教授 坂野 登, 教授 天野 正輝, 助教授 子安 増生 / 学位規則第4条第2項該当

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This thesis considers a critical aspect of marketing: choice and decision-making in a context experiencing change and marketisation – HE. Its aim is to explore the HE choice process from parents’ perspective, at a time of increasing parental involvement. Much of the literature on choice and decision-making takes a quantitative approach with an underlying assumption that choices are rational. Contrastingly, there is a body of literature which looks at under-represented groups. My study responds to this by adopting an interpretivist approach, informed by aspects of phenomenology, which captures the accounts of 16 parents’ lived experiences of this choice process and of the meanings that they attribute to them. It examines their experiences holistically, recognising the situated and extended nature of this process and noting that it is a choice made with and for someone else. It also considers parents’ different approaches to involvement and the various roles they play. Participants experienced this process as parents, not as consumers. Choice in an HE context is about relationships and relationship maintenance. Participants described working hard to avoid conflict and trying to be persuasive and occasions when they worked as a team with their child. This relationship also often influenced the type and degree of involvement they had. Working with their child generated a range of emotions. This relational aspect is missing from much of the marketing literature which privileges individual choice. It matters because not only are many choices intra-relational, but also in the context of HE, assumptions are made that this choice is ‘rational’ and approached from a consumer perspective and that providing more information will result in ‘better’ choices. However, this is a highly complex experience which is all about the relationship at a crucial phase, resulting in parents working hard to maintain it, including by being prepared to compromise.

This phenomenological case study focuses on the emotional experiences of adult learners on an online undergraduate degree course at a regional Caribbean university. It examines four major elements as they relate to online learning environments: perceptions of the learning environment; perceptions of the learning process; descriptions of emotional experiences; and manifestations of behavioural outcomes. Online learning as an instructional strategy for adult learners has gained global acceptance because it can accommodate those who work, and have family responsibilities and other social obligations. A qualitative design was used to facilitate the collection of data, using interviews as the primary instrument and documentary sources as secondary data. A special effort was made to retain the voice of the ten participants, all full-time employees pursuing undergraduate degrees at the University of the West Indies Open Campus. It was a purposeful sample for a phenomenological study. The findings show that both positive and negative emotions formed part of the learning experience in online learning and also influenced the learning. Negative emotions did not necessarily impede learning, as is implied by many studies. In this learning environment, despite the presence of many negative emotions and little support from instructors, the majority of participants survived the learning experience and some achieved good learning outcomes; for others, the consequences were failure, repeats and low grade point averages. The findings were that positive emotions encouraged students to persist, but that negative emotions did not necessarily deter them. In fact, the majority of the students remained highly motivated and seemed to strive even harder. This suggests that, more than being an impediment, negative emotions lead to positive outcomes, yet this is not automatic. It depends primarily on what the students bring to the learning environment; that is, a capacity to survive, determination, persistence, willingness to take hard knocks and not to give up, and openness to new experiences. Those students who survived were distinguished by their attitudes to the realities of online learning; they developed strategies to cope as they focused on their short- and long-term goals. It is recommended that instructors use diverse technology applications in delivery episodes to provide opportunities for social interaction and stimulation. Online collaborative learning (OCL) based on constructivism could provide a framework for adult learners, especially in developing nations where resources are limited, in order to avoid the emotional shock of having to adjust to the new online environments. This study adds to the ongoing empirical and theoretical contributions to the emotional dynamics of adult learning in online environments in higher education.

The theoretical model of another author, dealing with gas reactions, producing CO, H2 and N2 within an interdendritic cell during solidification, has been developed to the extent that it can be applied to steels containing up to 0.5% carbon, deoxidised with silicon and manganese. The total gas pressures (= PCO + PH2 + PN2) developed in a number of steels, all onthe borderline betv/een being porous and solid, aiid containing various amounts of CO, and have been computed. It has been shown that the gas pressures in steels of borderline porosity fall within discrete ranges, which can be used to predict other borderline compositions. The model has been applied to the production of ladle balanced steels. Good agreement has been found between plant data and predicted results from the model. An attempt has also been made to account for blowhole nucleation and growth in terms of the computed gas pressures developed during solidification. The model has the advantage over others so far described in the literature in that it deals comprehensively with the effect of hydrogen and nitrogen in promoting blowholes in steel ingots.

Transition from preschool to first grade primary school has been an important topic for worldwide researchers concerned about the promotion of an effective adaptation process for children entering primary school. Studies have highlighted the importance of this process for children’s academic and personal development. The main aim of this study was to explore the perceptions of transition between preschool and first grade primary school held by teachers, headteachers and parents in the public education system in Mexico City. A questionnaire was developed based on previous transition studies and administered to a sample 15 preschool and 15 primary school teachers. A semi-structured interview was conducted with five parents from preschool and primary school and five headteachers from preschool and primary school in Mexico City. Overall, the results revealed that teachers moderately used some practices (e.g., creating children´s portfolio), whilst some practices were rarely used (e.g., primary school visits). Teachers rarely carry out activities with families and other teachers. Teachers’ reported children´s problems mostly focused on behaviour and following directions. Working in the same school for a number of years, predicted more family involvement in school matters. Preschool teachers who attended more specialised courses reported more children´s problems. Parents and headteachers are aware of this transition and concerned about children’s lack of academic skills; however neither group employs a range of effective transition practices to support children. These findings are in line with the international literature, however, further research is needed to address particularities in Latin American contexts. Findings from this study open a window for further research in Mexican educational settings focused on current educational policy reforms. Implications are discussed for research, policy and practice.

Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It has an effect on 3–5% of school-aged children, and brings about difficulties in academic and social interaction in relation to both parents and teachers. The rationale behind this study is the exploration of the knowledge and beliefs of children with ADHD, their parents and teachers in relation to ADHD. An ecological framework has been used in order to achieve an understanding and to interpret data gained through this research; however, although this study considers the social model of disability, the medical one, which is recognised as the dominant framework in Saudi Arabia, was not overlooked. The results of the survey based on the responses of 58 children to the ADHD Knowledge and Opinions Questionnaires and subsequent interviews showed positive choices of evidence-based medication and psychosocial treatment, and an understanding of the range of effects of ADHD, as well as the possible handling strategies. The children were able to determine environments in which ADHD made it difficult for them to be, and also identify adults who they considered capable of assisting them with their condition. The data gained from The KADD-Q (Knowledge about Attention Deficit Disorder Questionnaire) and subsequent interviews with a sample of 40 parents and 54 teachers reveals that the levels of knowledge of parents and teachers in regard to ADHD characteristics were considerably higher than their knowledge of ADHD-related causes and treatment. Overall, the findings reveal that, whilst children, parents and teachers have some knowledge regarding ADHD, more training is required. Furthermore, the strengths and limitations of the research, as well as suggestions for future research, are discussed. The study also provides theoretical, political and practical implications for prompting knowledge of ADHD within the Kingdom of Saudi Arabia (KSA).

This empirical study endeavours to shed light on the ability of Islamic Religious Education to deliver Citizenship Education in elementary schools (pupils aged 13 to 15) in the Kingdom of Saudi Arabia. The aims of the study are to explore teachers’ and students’ perceptions of the knowledge, skills, values and attitudes that Saudi citizens need in the 21st century. As part of this, it investigates the views of Social Studies and Islamic Religious Education teachers and students with a view to understanding where in the curriculum they think Citizenship Education should best occur. The study identifies and explores the challenges and opportunities of including Citizenship Education within both Islamic Religious Education and Social Studies. The merits of each approach are discussed. There then follows a series of recommendations regarding the sort of changes to the curriculum that may be required. The research underpinning this study followed a mixed-method approach. It employed an closed-ended questionnaire with two parts of open questions completed by over 266 students (ages 13 to 15), and 20 Islamic Religious Education and 20 Social Studies teachers. Semi-structured interviews were also undertaken with nine students, and nine Islamic Religious Education and nine Social Studies teachers. The findings from this study indicate that participants linked many of the knowledge components, skills, values and attitudes associated with Saudi citizenship to the Islamic religion. Responses from the participants indicate that students’ voices are absent in school, as they are anxious about expressing their opinions and believe their sole purpose for coming to school is to acquire knowledge. In addition, this study provides evidence of different views amongst the participants that reflect current tensions in the Kingdom of Saudi Arabia regarding tolerance, outside influences, faith and extremism. Many students, for example, appeared to be intolerant towards other faiths or ideas, which is arguably not in accordance with the Islamic religion. The study argues that, as it is currently taught, Citizenship Education in the Kingdom of Saudi Arabia can be perceived as limited in comparison to Western conceptions of Citizenship Education, and that it is not meeting the needs of future Saudi citizens. The study proposes that the Kingdom of Saudi Arabia needs to change its education system to keep pace with change in the wider world and within Saudi society, and concludes by making recommendations for such change and for future research in Islamic Religious Education and Citizenship Education.

This study begins by identifying a new genre in writing for young people which has developed rapidly since the millennium, namely that of children’s literature about refugees. It questions whether these books have a role to play in understanding and validating the circumstances of refugees in the primary classroom. Taking as my starting point the UNHCR definition of a refugee as one who has a “well-founded fear” of persecution (1951), I consider the consequences of this position for children and its depiction in two commonly used books in primary schools: Mary Hoffman’s The Colour of Home (2002) and Beverley Naidoo’s The Other Side of Truth (2000). Making a vertical case study of each book, through an author/ teacher/ child trajectory, I trace the motivations and aims of the two writers, how the books are mediated by teachers in the primary classroom, and how refugee and non-refugee children read, understand and respond to them. Using a variety of qualitative methods, I present data suggesting that pupils in five classes gained valuable insight into a complicated and controversial issue. However viewing children through a refugee/non-refugee binary was reductive, not recognising the multi-layered nuances of meaning which were constructed at all ages. Furthermore, while the primary curriculum in England does not promote reading for socio-political understanding, but focuses on literacy rather than literature goals, teachers played a powerful role in mediating the texts when sharing them in the classroom, and devised a selection of stimulating resources to aid with planning for reader response and some “critical literacy”. I also conclude that, as the genre becomes ever more popular with authors, writers need to engage in robust research, give “voice to the voiceless”, and have a responsibility to their readers to present positive images of refugees’ resilience.