This study investigates African-American college students’ beliefs about foreign language learning, foreign language anxiety, motivations for language learning, and the extent to which the racial composition of a campus environment plays a role in those factors. 571 students across four universities completed three survey instruments: modified versions of the Beliefs About Language Learning Inventory (Horwitz, 1986), the Academic Motivation Scale (Vallerand et al., 1992) respectively, the Foreign Language Classroom Academic Scale (Horwitz et al., 1986), and three open-ended questions on being African-American and learning a foreign language. Findings noted that one of three motivation factors for language learning was significantly different for campus environment. Post-hoc analyses indicated that participants at HBCUs were less likely to be the least motivated by short-term extrinsic goals for learning a foreign language than those at a PWI. African-American participants reported higher levels of foreign language anxiety than mixed groups of participants in previous studies and there were no significant differences in foreign language anxiety regarding campus environment and gender; but, there were significant differences for academic classification and the individual universities. Two of three motivation factors correlated with foreign language anxiety. Long Term Intrinsic: Discovery and Satisfaction—had a positive relationship with anxiety only at Predominantly White Institutions (PWI), whereas, Short Term Extrinsic: Minimal Investment had a negative relationship with foreign language anxiety at both PWIs and HBCUs, This factor also had the highest relationship with anxiety. The beliefs analysis indicated that African-American college students across campus environments displayed more similarities in their beliefs about foreign language learning than differences. Findings also noted few differences when compared to prior studies with other language learner groups. The belief category “African-American Expectations,” noted that African-Americans strongly believe that they are capable of learning a foreign language, and that learning a foreign language would benefit them in the future. The open-ended questions provided a wide range of perspectives to several of the beliefs about language learning, as well as motivation and anxiety from African-American college students. One major theme that emerged from the analysis focused on pressures African-American students face in the foreign language classroom. / text

This study investigates how the Biblical teaching on death and the resurrection can provide the appropriate doctrinal challenge to the problem of the pervasive and persistent fear of death amongst the Luo people of Kenya. It therefore examines the Luo traditional beliefs and customs surrounding death in order to establish its contribution to the fear of death, even amongst some Luo Christians. A Biblical-theological study of death and the afterlife provides the doctrinal antidote necessary to rescue and transform a people under bondage to fear, thus outlining the basis for hope in a life beyond physical death through the doctrine of the resurrection. The research commences with a description of Luo traditional beliefs concerning death and dying, and outlines the related Luo customs in relation to their belief in the spirit-world. The contention is that these beliefs result in the fear of death, while the lack of Biblical understanding even amongst some Luo Christians has led to their ignorance of the Biblical teaching on death, and thus a loss of the assurance found in the resurrection of Christ. Death and the afterlife is carefully examined from a Biblical-theological perspective in order to demonstrate how the doctrine of the resurrection can function as a 'rescue doctrine' for those affected by the pervasive and persistent fear of death. The study also explores the assurance of triumph over death as an eschatological reality in keeping with Christ's work of redemption. Similarly, it is argued that triumph over evil and malevolent spirits is guaranteed. In closing, the study explores the power of the Gospel of the resurrected Christ to change lives and transform unbiblical practices and worldviews to conform to his will. It is the resurrected Christ alone who has the power to transform the moral and ethical values ingrained in any culture. / Thesis (M.A. (Dogmatics))--North-West University, Potchefstroom Campus, 2007.

The study was developed after research with older women suffering urinary symptoms showed that many had tolerated social, psychological and hygiene effects on their lives for some time. There is evidence that some symptoms in later life may originate from pregnancy and childbirth. However, whist there is evidence that pelvic floor muscle exercises can be effective in the short term, there is a paucity of research on the reasons why women tolerate symptoms in the postnatal period rather than seek help. It was also unclear what significance the interactions with health professionals had in aiding or suppressing help-seeking. The aim of this qualitative study was to use grounded theory methodology to describe women’s experiences and knowledge of urinary symptoms in the postnatal period and the perceptions of health professionals. Fifteen women were interviewed in the postnatal period, and one woman was interviewed twice. From the interviews and observations of antenatal clinics and postnatal groups three categories emerged; messages women receive, seeking and understanding information and responding to the messages. Views and knowledge of health professionals were obtained through two focus groups of five. From the analysis of the findings the following five categories emerged; clarifying pathways of care, clarifying education, improving communication, understanding actions and serious issues. The core category arising from this; overcoming barriers to facilitate empowerment, revealed barriers that women and health professionals must overcome in order to approach the issue of urinary incontinence collaboratively. This study identified that there can be problems with communication at all levels between women and health professionals, resulting in poor communication regarding urinary symptoms and accessing treatment. Furthermore, superficial education regarding pelvic floor muscle exercises and dysfunction, both in the antenatal and postnatal periods, coupled with difficulties with disclosure on a sensitive subject could be disempowering for women and health professionals. In particular, women found the possibility of an examination so soon after delivery worrying. Normalisation was a negative but powerful influence on women, encouraged by friends and family. It is suggested that, by developing interventions that enable women and health professionals to overcome the barriers of communication and knowledge exchange, women could be empowered in relation to their physical health after childbirth to manage their urinary symptoms. Empowerment for women, therefore, with regard to postnatal urinary symptoms means being able to believe that looking after the pelvic floor is normal rather than accepting urinary symptoms after childbirth as inevitable.

Across international boundaries, linguistic and cultural diversity among pupils present teachers with pedagogic challenges. Research on teachers’ perceptions (e.g. Pajares, 1992; Woods, 1996; Farrell, 2005) suggests that the beliefs that teachers hold impact significantly on their classroom practices. This study adds to the existing body of international literature on teacher beliefs and literacy practices by exploring teachers’ perceptions about the reading literacy needs of EAL pupils and how these were met in Scottish secondary mainstream classroom contexts. In Scotland, policy specifies a Framework for Inclusion where pupils learning English as an additional language (hereafter EAL) are placed in mainstream classrooms. Schools are encouraged to play a key role in making sure that the needs of such pupils are addressed in an effort to raise achievement. A sociocultural theoretical lens was used to examine the shared and divergent beliefs and reading literacy practices of sixteen mainstream English teachers; five EAL teachers; and five head/depute head teachers across three local authorities. Participants’ responses communicated an undifferentiated understanding of the distinctive reading literacy needs of EAL pupils. The majority of teachers foregrounded reading as a set of universal skills that emphasised a knowledge of vocabulary and grammar. Ill-fitting policies and teachers’ experiences within the varying school contexts appeared to mediate how EAL pupils’ needs were constructed. Findings concerning the beliefs and practices of these teachers revealed that there was a lack of available ways of thinking about how to meet the reading literacy needs of EAL pupils effectively; such a lack impacted on the quality and number of learning opportunities EAL pupils had as they faced the reading literacy demands of mainstream classrooms. Teachers also highlighted their uncertainty about how to meet the reading literacy needs of such pupils effectively and this seemed to impact on how they constructed their identities as teachers within linguistically and culturally diverse classroom settings. In contrast, an overview of classroom literacy practices revealed that teachers enacted confident identities as they operated out of a secure knowledge base for developing reading literacy in monolingual English speaking classrooms. The study concludes with a discussion of the limitations related to the research design, and outlines the implications of the findings for policy, classroom literacy practices, and teachers’ professional development opportunities. It is argued that Scottish schools are no longer monolingual, monocultural environments, but rather cross-cultural sites. It is recommended that policy needs to reconceptualise and broaden how second language development is framed within its documents. It is also suggested that secondary classroom contexts address the importance of multidimensional critical literacy practices as a way to challenge the dominant undifferentiated constructions that permeate teachers’ beliefs about the development of reading literacy for pupils learning EAL. Such changes would position EAL pupils as legitimate participants in classroom literacy practices. The thesis concludes with a consideration of teacher identity and emphasises the need of ITE providers to provide a continuum of provision for pre-service and in-service teachers to enable them to develop the necessary knowledge and practices that would support the growing numbers of pupils learning EAL.

This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.

The present study is located within a broader problematic of how inequality is generated and legitimated within schools. It has as its centre of focus three Greek mathematics teachers who are seen as mediating forces between state curricular intentions and the learners. Having social justice as my primary motive for conducting this thesis research, I use the critical theoretic research paradigm as a guiding framework in order to investigate the teachers’ conceptions of the socio-political dimension of the assessment of pupil attainment in mathematics. Through an analysis of the socio-political role of educational assessment I argue that the investigated issue may be considered as a privileged window that can provide a broad perspective from which I can observe how the participants of this study are positioned with respect to the role of mathematics education in the reproduction of unequal class relations. To obtain answers to my assessment-related research questions, through a series of interviews I examine the teachers’ theoretical positions but in addition to that I observe their classroom cultures in the formation of which they play a protagonistic role. Through the teachers’ discourses and their annotated actions, I try to uncover the ways they respond to the contradictions and the dilemmas that might be posed to them by the given educational reality, as well as the tensions they might experience whenever they perceive the incompatibility of what they espouse and what they can achieve. Moving beyond the cognitive and psychological approaches that characterise most of research literature on teacher beliefs into the realm of ideology critique, I use Fairclough’s critical discourse analysis to depict teacher discourses as parts of social practices that are conditioned by social-historical factors and try to show what reproductive effects these discourses can have on social structures, sustaining them or contributing to their transformation.

In recent years, state and national governments have introduced major programmes to reform literacy teaching, e.g. textbook programmes in the United States; the Literacy Block in Victoria, Australia (DEET, 1997, 1998); the National Literacy Strategy (NLS) in England (Department for Education and Employment (DfEE), 1998). These programmes are largely based on the growing body of evidence about what may constitute effective literacy teaching. Following the trend, Taiwan‟s government is also recognizing that in order to meet the challenges of globalization and the desire to improve students‟ PIRST in the literacy section year–on-year, Taiwanese should be well-equipped with new knowledge and literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). One of the ways to make education and training more accessible is by providing better infrastructure, such as building new libraries and providing more books, as well as upgrading the teaching and learning practices through teacher training. There is also an urgent need to improve the declining standards in Chinese literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). In 2000, the Taiwan Education Commission proposed a Reading Project in an attempt to deal with these challenges, which included the whole language approach (MOE, 2000). This approach was the key guideline for the implementation of the aims of early childhood education for the twenty-first millennium. Therefore, many nurseries and kindergartens claim that they have applied the whole language approach as part of their teaching policy, and have treated it as an important element of their curriculum design. In order to explore the understanding of Taiwanese early year‟s teachers regarding whole language approach and its implementation, a total of 200 questionnaires were delivered to teachers at nurseries and kindergartens. 169 were completed and analyzed. In addition, three Taiwanese nursery teachers participated in an in-depth qualitative study to investigate the implementation of the whole language approach and to explore their understanding of it. During the course of the investigation, their beliefs about literacy teaching and the extent to which those beliefs are reflected in their classroom practices were examined. Their framing of the whole language approach was tracked for more than four months by means of interviews and classroom observations. The wealth of data and information collected revealed that although the whole language approach may be positively mandated on a large scale, individual differences between teachers may make the implementation of any such approach or reform more variable in its impact than researchers and policy makers would expect. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted and their concept of the whole language approach and literacy learning and teaching fluctuated. The findings also highlight the complexity of these views. The key influences on teachers‟ perceptions of literacy and literacy teaching form a continuum, ranging from a purely discrete skill-based curriculum, which reflects traditional Confucian beliefs, to social interaction, which supports the integration of the whole language approach. This range of beliefs is informed by a variety of different influences, including the experience of teachers; their personal background; their understanding of the needs of parents, as well as those of school requirements; government suggested guidelines, and, finally, cultural demands. Each of these influences represents a unique challenge to the beliefs of teachers. When drawn together, the combination of influences that emerge illustrates the complex ways in which teacher beliefs inform their pedagogical practice. What the data reveals is that the pedagogical practices of teachers were pushed and pulled by these intervening forces, along a continuum between a whole language approach and a more traditional skill-based teaching. Therefore, it is not that they were slow to adopt the utopian whole language approach in practice, nor were they reluctant to change, but that their practice was in reality always constrained by these forces. The findings also indicate that there are immense difficulties in understanding the concept of the whole language approach and a gap between the practitioners‟ espoused theories and practice. The study revealed the complex nature of learning and teaching and the core issue for implementing reform, namely, the need to bridge the gap between theory and practice. Based upon the findings of the study, implications for practice are also considered, namely, the need for government funding and subsidies to help nursery schools to mediate market forces; the restructuring of the bureaucratic and hierarchical management in nurseries; the empowerment of teachers through nurturing their pedagogical competence; support of professional career training; and the ongoing development and reformation of the philosophical underpinnings of teacher training.

This thesis introduces and explores a novel construct for studying human beliefs in social science: doxastic spaces. These flexible analytical devices are demonstrated as capturing three key properties of beliefs which are difficult to depict through other formats: the relational, relative, and reflexive properties of beliefs. The doxastic-space paradigm developed by this thesis is likewise shown to enable new and insightful theories about belief formation and change. Two such theories cultivated herein are quantized evidence theory (QET) and entropy-based social learning (EBSL). These theories prioritise not only the evidential bases of beliefs, but also the cognitive limitations on memory and attention that people face in constructing and updating beliefs about their worlds. Such bases and limitations underscore not only the role that context has to play in sculpting beliefs, but also the reciprocal function of beliefs in helping to determine and demarcate context. Part of that context is discussed as being other people relevant in social judgment and learning situations. And interplay between beliefs and context is used to aid explanation for unstable tendencies in neglectful cognition. The work mixes theoretical and empirical investigation of the doxastic-space framework, and suggests that it may serve social science by working to not only forge deeper comprehension of belief dynamics but also to operate as a platform for interdisciplinary exchange.

The purpose of this study was to determine if seminary students, identified as conservative, moderate, or liberal in theological beliefs, were significantly different on the following personality variables: dogmatism, thinking introversion, theoretical orientation, aestheticism, complexity, autonomy, religious orientation, impulse expression, anxiety level, practical outlook, and personal integration. The instrument used to measure theological beliefs was the "Inventory of Theological Beliefs." Dogmatism was measured by the "Rokeach Dogmatism Scale." All other variables were measured by the Omnibus Personality Inventory.

The overall aim of the thesis was to explore the perspectives of Chinese women with gestational diabetes mellitus (GDM) focused on their beliefs about health and illness and self-care behavior, the quality of care in China, and their lived experience.                       All the studies were conducted with qualitative methodology using individual interviews. Data were collected in obstetric clinics or wards at three different hospitals or the participants’ workplaces in the south east of China. Content analysis, according to Mayring, was used for data analysis in Study І (15 interviews) and Study II (17 interviews). Content analysis, according to Graneheim & Lundman, was used for data analysis in Study III (44 interviews). In Study IV (18 interviews), data were analyzed by using phenomenological hermeneutics, according to Lindseth & Norberg.      Three styles of beliefs about GDM among the Chinese women were explored in the thesis: GDM should be considered seriously; GDM was not a severe illness; and GDM was nothing to worry about. Correspondingly, three self-care behavior models were revealed: women strove to control GDM, and maintained their blood glucose values at a normal level; or women tried to control GDM based on the knowledge they received, but some of them felt helpless because the blood glucose level could not be maintained within the normal range; or women almost ignored GDM. They mainly sought help from professional sector and popular sector, and regarded health professionals and husbands as important people. They showed, however, that they sought a balance between following professionals’ advice and avoiding practical difficulties, which demonstrated the influence of health professionals, people around, and Chinese culture. The thesis highlighted a lack of knowledge, a lower level of risk awareness and poor self-care behavior among the women with GDM, as well as a lack of professional care resources for GDM and the lack of high-quality personalized care for the women. The core problem could be an resource imbalance between over-stretched hospitals and low-efficiency under-utilized primary healthcare centers. Their lived experience showed an eagerness to be cared for.     The thesis highlighted women’s call for caring care in China. The care of GDM for these women can most likely be improved by reform of clinical practice, particularly in primary healthcare services. It is necessary to increase the number of health professionals and material resources to a reasonable level, and to strengthen caring care in China.