In the intersection of technology, curriculum and intentions, a specific issue of interest is found in the gap between teachers’ intentions and implementations of curriculum. Instead of approaching curriculum and technology as something fait accompli, teachers are considered crucial in the re-discovery of what and how to teach. The thesis depicts the mind-set of teachers and their beliefs in relation to computing curriculum. Three perspectives are covered in the thesis. Based on original documents and interviews with curriculum developers, the enactment of the computing/programming curriculum during the 1970s and 1980s is explored (Paper 1). This historical perspective is supplemented with a perspective from the present day where current teaching practice is explored through teachers’ statements (seminars with associated questionnaires) regarding their beliefs about teaching and learning programming(Paper 2). Finally with a view from a theoretical perspective, teachers’perception of instruction is discussed in relation to a theoretical framework where their intentions in relation to theoretical and practical aspects of knowledge are revealed (Papers 3 &amp; 4). The initial incitement to offer computing education during the 1970s was discovered in the recruitment of a broader group of students within the Natural Science Programme and the perception that it would contribute to the development of students’ ability to think logically and learn problem solving skills. Data concerning teachers’ beliefs about teaching and learning programming unravels an instructional dependence among today’s teachers where students’ logical and analytical abilities (even before the courses start) are considered crucial to students’ learning, while teachers question the importance of their pedagogy. The thesis also discover two types of instruction; a large group putting emphasis on the syntax of programming languages, and a smaller group putting emphasis on the students’ experiences of learning concepts of computer science (not necessarily to do with syntax). In summary the thesis depicts an instructional tradition based on teachers’ beliefs where the historical development of the subject sets the framework for the teaching. Directly and indirectly the historical development and related traditions govern what programming teachers in upper secondary school will/are able to present to their students. From deploying two theoretical approaches, phenomenography and logic of events, upon teacher’s cases it is shown that the intended object of learning (iOoL) is shaped by the teacher’s intentions (e.g., balancing the importance oftheory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding). The teachers also present a diverse picture regarding what theoretical knowledge students will reach for. / <p>QC 20150227</p>

Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for the Education of Young Children. A Varimax factor analysis produced four factors for the Teacher Belief Scale and five factors for the Instructional Activities Scale. Scores on developmentally appropriate factors were consistently higher than factors classified developmentally inappropriate. Correlation between appropriate beliefs and activities was significant (r = .470); correlation between inappropriate beliefs and practices was significant (r = .475). However, developmentally inappropriate beliefs were also positively correlated with developmentally appropriate practices (r = .537). Developmentally appropriate beliefs were not correlated with inappropriate practices. Results were discussed with possible theoretical and practical implications for future research and teacher development.

The purpose of this study was to compare the avowed beliefs and reported practices of Southern Baptist pastors based upon their level of attainment in higher education and their choice of theological seminary.

The relationship between health attribution belief systems and compliance in an ecological treatment regimen was examined in 40 patients with environmental illness. Internal and chance scales on the Health Attribution Test (HAT) were found to be related to reported level of compliance for each subject. Data were subjected to Chi square analysis with highly significant results obtained. Ecology patients appear to take responsibility for their own health and treatment and, although they feel themselves to be victims of fate, they comply with treatment on a high level.

Ninety college students served as subjects in research to investigate possible relationships between fear of death, religious doubt, and child-rearing practices. The following hypotheses were tested: 1) contingent childrearing practices would correlate negatively with religious doubt, 2) religious doubt would correlate positively with fear of death, and 3) contingent child-rearing practices would correlate negatively with fear of death. The second hypothesis was supported. Additional analyses revealed that those who changed religious preference from childhood to the present had lower fear of death scores than those who retained the same beliefs. The sample was also divided into religious and nonreligious groups. The religious group as a whole and religious females were found to have scored significantly higher on paternal contingent punishment. Religious individuals in the total sample also scored significantly higher on parental contingent punishment.

To assess psychologically unhealthy Protestant beliefs a Religious Sentence Completion Inventory (RSCI), and scoring Manual, were developed from a pilot study. In the main study 103 undergraduate students were subjects. Interscorer reliability for the RSCI was .83. Results revealed significant positive correlations between the RSCI, and maladjustment validity criteria: a Minnesota Multiphasic Personality Inventory (MMPI) total weighted score; and MPI clinical scales 1, 2, 3, 4, 6, 7, and 8; but not validity scale F; for females. Only MMPI scale 6 correlated with the RSCI for males. These data appear to partially support the proposition that whether Protestant beliefs hinder or do not hinder mental health depends upon the particular kind of beliefs a Protestant holds.

All too often faculty are asked to implement technology into their teaching without the knowledge necessary to use the technology effectively. Due to the evolution of technology in everyday settings, students have come to expect to be engaged through technological means. This often creates undue stress on faculty members. The purpose of this study is to investigate technology integration by exploring the relationships between a faculty member’s technology preferences and educational beliefs. Through a mixed method, this study attempts to address the question of why faculty use the types of technology they do. More importantly, this study investigates if a faculty member’s educational beliefs have any influence on the technology they choose to use. Thirty-two medical, clinical, and healthcare faculty members participated in the study. They responded to a Teaching Perspectives Inventory (TPI) survey and a Technology Preferences survey with open-ended questions. Data analysis revealed multiple statistically significant findings between different beliefs and different types of technology. The results indicated that personal epistemic beliefs influence the types of technology faculty use. The technology choices faculty make are largely related to tools they are comfortable with and ones they believe effectively fit their teaching materials. The study also found statistically significant differences between age, gender, and reported technology use. It is suggested faculty development programs should consider faculty members’ educational beliefs and personal preferences when supporting faculty with their uses of technologies.

The purpose of this qualitative study was to examine the experience of parents and professionals living in a large metropolitan city in South India who were raising and/or working with a child with an autism spectrum disorder. The study explored the unique perspectives of parents and professionals regarding their beliefs and practices about autism, as well as the nature of the parent-professional relationship. Nineteen parents (all mothers) and 21 professionals were interviewed in person at four schools, an early intervention program, a hospital clinic, and a physician’s office. Themes were developed using qualitative software, and reliability was established through multiple coders and member checks. The meaning of health, illness, and disability vary greatly across cultures and across time. Bronfenbrenner’s ecological model provided the conceptual paradigm to examine how broad cultural beliefs in the macrosystem, local services in the exosystem, parent- professional relationships in the mesosystem, and practices at home and school in the child’s microsystem worked together to explain autism spectrum disorders for this group of participants at this point in history. Four major themes emerged from the study that related to parents’ and professionals’ beliefs about causes of autism, expectations from treatments and services, nature of parent-professional partnerships in managing a child’s autism, and the current ‘state of things’ with regard to autism in one South Indian city. Across the themes, parents and professionals embraced two seemingly contradictory yet perfectly compatible cultural beliefs: a modern, scientific approach and a traditional Indian viewpoint. The treatments offered to children were similar to Western practices, with the addition of traditional Indian practices (e.g., yoga, Ayurvedic medicine, Siddha). Parents were mostly happy and comfortable with their interactions with the professionals. Parents valued collaboration and respect but also acknowledged that the relationship was vertical in nature, with professionals having more authority. Professionals’ assessment of their relationship with parents was influenced by their overall views about the families—positive or negative—which in turn was influenced by what they believed caused the child’s autism (e.g., genetics/scientific causes vs. cold parenting and departure from traditional family structure). Services for children with autism in India are rapidly expanding, though the vast majority of those affected are not diagnosed or treated.

Beliefs about aggression play a key role in how youth interpret and respond to social situations and are related to aggressive behavior. Adolescents may report beliefs supporting aggression and engage in aggression due to reinforcement within their environment, rather than due to maladaptive social information-processing (SIP) biases. The purpose of this study was to examine adolescents’ patterns of beliefs about aggression and how these patterns relate to SIP. This study used latent class analysis (LCA), the Articulated Thoughts in Simulated Situations paradigm, and a Problem Solving Interview to examine differences in SIP between adolescents with varying patterns of beliefs about aggression. Participants included 435 sixth and seventh grade students (45% male, 63% African American, 22% Caucasian) from two urban schools and a semi-rural school. A LCA of the beliefs about aggression measure identified four classes of adolescents: (a) a Beliefs Against Fighting (Against) class that opposed the use of aggression (21% of the sample); (b) a Fighting is Sometimes Necessary (Sometimes) class that endorsed beliefs that fighting is sometimes inevitable (31%); (c) a Beliefs Supporting Fighting (Support) class that supported aggression across multiple contexts (33%); and (d) a Low Responders class that disagreed with all items (12%). Differences among classes were found on gender and race/ethnicity. As hypothesized, significant differences were found such that the Sometimes and Against classes differed from the Support class in reporting that it is ok to fight in response to non-physical aggression and effectiveness ratings of physical aggression and effective nonviolent responses. The Sometimes class was also less likely than the Support class, but more likely than the Against class to report behavioral intentions for aggression, revenge goals, and aggression as a first response to problem situations. Contrary to the hypotheses, classes did not differ in several areas, including hostile and benign intent attributions and generation of prosocial responses. These differences suggest the need for using prevention approaches that address multiple patterns of beliefs about aggression, such as interventions that improve SIP for adolescents with beliefs supporting aggression and universal prevention programs that address school climate for adolescents with beliefs that fighting is sometimes necessary.

Introduction: E-cigarettes have been marketed as smoking cessation aids and harm reduction strategies. Prior regional surveys found that physicians are recommending them to patients despite the lack of evidence supporting these industry claims. Yet, little is known about physicians’ beliefs regarding e-cigarettes and whether these beliefs are associated with them recommending e-cigarette use in clinical practice. Methods: This three-manuscript dissertation used a mixed-methods approach including both qualitative and quantitative research methods. The aims were to: (1) Uncover the factors associated with primary care physicians’ (PCPs) decisions to recommend e-cigarettes to their patients for tobacco use cessation; (2) Estimate the prevalence of PCPs who recommend e-cigarettes to their patients as a tobacco use cessation aid; (3) Estimate the influence of factors identified in Aim 1 on PCPs’ decisions to recommend e-cigarettes to their patients for tobacco use cessation; (4) Evaluate the conceptual model which demonstrates the factors contributing to PCPs’ decisions to recommend e-cigarettes to their patients for tobacco use cessation. Results: Study 1 found that PCPs expressed a lack of information about e-cigarette safety and efficacy along with skepticism about the role of e-cigarettes in tobacco control in general and in smoking cessation in particular. However, once a patient initiates a discussion with them, PCPs seem to be endorsing patients’ interests in using e-cigarettes, as well as recommending e-cigarettes to particular types of patients who smoke for both smoking cessation and as a harm reduction strategy. Study 2 found that over three-quarters (82.7%, n=220) of PCPs reported previously discussing e-cigarettes with their patients. Overall, 57.8% (n=155) reported previously recommending e-cigarettes to an adult patient who smoked. Among those recommending e-cigarettes, the majority reported recommending them for smoking cessation and harm reduction (71.6%, n=111), 18.8% for smoking cessation only, and 9.6% for harm reduction only. The likelihood of recommending e-cigarettes to patients was associated with considering their patients’ interest in using e-cigarettes, PCP’s belief that e-cigarettes can help in quitting smoking, and PCP’s belief that e-cigarettes limit secondhand smoke exposure for others. Study 3 found that PCPs intend to recommend e-cigarettes for smokers with prior unsuccessful quit attempts (mean=3.63, ±2.1), followed by heavy smokers wanting to quit (3.57, ±2.2), and heavy smokers refusing to quit (mean=3.50, ±2.2). The mean for PCPs’ recommendation intentions was 3.04 (±2.0) for light smokers wanting to quit, and 3.01 (±1.9) for light smokers refusing to quit. Nevertheless, these recommendation intentions were driven by PCPs’ beliefs and perceptions of e-cigarette benefit and harm; however, these intentions varied by patients’ tobacco use profile. Discussion: Findings across the three studies highlight the significance of PCPs’ beliefs in driving their recommendations of e-cigarettes versus evidence based knowledge, as well as, the importance of patients’ factors and interest in using e-cigarettes for PCPs’ recommendations for e-cigarette use.