ABSTRACT The purpose of this research study on family stabilization is to identify whether this program is working while CalWORKs participants are achieving their educational goals. Family stabilization is a county program that assists those who need supportive services in domestic violence, mental health, substance abuse, and homelessness. The first phase was to assess the participant’s knowledge and understanding of the family stabilization program. The second phase involved a focus group, who could express their questions or concerns regarding the family stabilization program. The final stage was to review and interpret the information provided, in hopes to clarify the participants understanding of the family stabilization program is and the services that are available. Results of this study could not answer the proposed research question, Family Stabilization: Does it Work? There was a lack of significance regrading knowledge of the family stabilization program from the CalWORKs participants. This study does show that communication between the participants and the county offices needs improvement; especially on the availability of programs. The weakness pertained to the sample size and duration of the research project. I do find the research as creditable due to the personal interviews pertaining to their understanding of family stabilization. To completely understand how this research project was conducted and analyzed, readers need a fairly refined knowledge of social science research methods.

The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo / perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo / perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo / beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo / perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo / usage in classroom.

Title: Physics education of students and teachers in the Heureka project Author: RNDr. Irena Dvořáková Department: Department of Physics Education, Faculty of Mathematics and Physics, Charles University in Prague Supervisor: doc. RNDr. Leoš Dvořák, CSc., Department of Physics Education, Faculty of Mathematics and Physics, Charles University in Prague Abstract: This doctoral thesis is aimed at physics education of students and teachers in the Heureka project. The introductory part concerns the brief outline of the current state of physics education both in the Czech Republic and around the world. The next chapters describe the genesis of the project, characterize its main principles and give several examples of methodological sequences in which the application of these principles is shown. The impact of these ideas on students is illustrated by several school tests and the Lawson test, too. The significant part of this thesis deals with the teacher training in the Heureka project. The methods and forms used are described and the impact is analyzed. The international contacts and their development are mentioned in the closing chapter. Several more examples of materials both for students' work and teachers' seminars are published in the appendices. The DVD with digital recording of one lesson is also attached....

Since the late 20th Century, the consulting industry has grown significantly. Today, consulting is a widespread, one-size-fits-all term that includes virtually any form of advice-giving in a business setting. Irrespective of the industry, there is a large market and high demand for consulting. Knowing how to engage clients and ensuring successful consulting has never been more critical for consultancies looking to capitalise on scarce client demand. The purpose of this research study was to gain a collective understanding of those aspects that constitute successful consulting, focusing on the implicit dimensions that influence client-consultant engagement. In this regard, the research study aimed to add value by presenting a new perspective on, and extend understanding of the implicit dimensions influencing the client-consultant relationship by focusing on both clients and consultants though the unique lens of the Psychological Contract. This exploration of the Psychological Contract between client and consultant was conducted through the interpretivist paradigm, or to be more specific, a social constructivist approach. This approach allowed the researcher to explore the Psychological Contract between client and consultant through the constructed meanings that both clients and consultants attach to their experience of the client-consultant relationship, and enabled the researcher to explore their perceptions and interpretations of the dimensions that influenced that relationship. The researcher furthermore applied a qualitative research design and constructivist grounded theory method to explore the subjective meanings of clients and consultants, and to discover their reality. This design and method generated rich, in-depth data and understanding of the participants’ beliefs, perceptions, and subjective experiences to develop a comprehensive framework of the Psychological Contract between client and consultant. / Dissertation (MCom)--University of Pretoria, 2011. / Human Resource Management / unrestricted

Notre thèse vise à étudier expérimentalement les effets de différents types de situations conversationnelles de co-résolution de problèmes sur les activités cognitives d'élèves de S.E.G.P.A. en grande difficulté scolaire (Section Enseignement Général Professionnel Adapté). Elle s'inscrit dans une approche socio-constructiviste du fonctionnement et du développement du système cognitif et prend appui sur la thèse vygotskienne postulant l'origine sociale des processus mentaux supérieurs et sur les travaux s'en réclamant, attestant que les interactions et les significations de la tâche et/ou du contexte favorisent le fonctionnement et le développement des activités mentales supérieures. Trois expérimentations ont été réalisées, mettant les participants dans des situations de résolution de problèmes selon plusieurs types de contextes interactifs : face à face, au téléphone, en vidéoconférence, via une messagerie instantanée (MSN), et en individuel. Les résultats mettent en évidence l'intérêt du travail en dyade et font apparaître des différences quant aux performances, au temps de résolution, au nombre et la nature des actes de communication lors de la co-résolution. L'analyse des échanges au moyen de l'analyse interlocutoire valide la thèse selon laquelle les deux fonctions (communicative et significative) des médiations sémiotiques s'accomplissent en même temps lors des transactions conversationnelles pour construire l'intersubjectivité, et sont appropriées par les partenaires pour (ré)organiser les systèmes cognitifs individuels. / Our thesis aims at study experimentally the effects of various types of conversational situations of co-resolution of problems on cognitive activities upon teenagers attending the “college” and in great school difficulty. It falls under a socio-constructivist approach of functioning and development of the cognitive system, and takes support on the vygotskian thesis postulating a social origin of higher mental processes and on researches supporting it, stating that the interactions and the significance of the task and/or the context can promote the functioning and development of higher mental activities. Three experiments were organized. Participants had to solve problems according to several types of interactive contexts: face to face, on the telephone, in videoconferencing, via instant messaging (MSN), and individually. The results highlight the interest of working in dyad and reveal differences as for the performance, the time of resolution of the task, the number and the nature of communication acts carried out during the co-resolution. The interlocutory analysis of the exchanges validates the thesis that the two functions (communicative and significant) of the semiotic mediations are achieved simultaneously within transactions to build the intersubjectivity, and are appropriate by partners to (re)organize their own cognitive system. The differences observed can also allow to give some guidelines of work on the development of devices of teaching and learning with “college” students with learning difficulties or not.

Σκοπός της παρούσας εργασίας ήταν να μελετήσουμε τις εικόνες στα βιβλία των Φυσικών Επιστημών της ΣΤ΄ Δημοτικού που αναφέρονται σε έννοιες Βιολογίας ως ένα κοινωνικο – εποικοδομιστικό εργαλείο μάθησης. Η μελέτη προσανατολίστηκε σε δύο κατευθύνσεις. Αφενός μεν πώς οι εικόνες παρουσιάζονται στα βιβλία έχοντας κοινωνικά προσδιορισμένη λειτουργία (Σημειωτική προσέγγιση) και αφετέρου πώς τις κατανοούν οι μαθητές και αν μπορούν να λειτουργήσουν ως μέσο μάθησης και οικοδόμησης της γνώσης (Εποικοδομιστική προσέγγιση). Αρχικά οι εικόνες σε όλες τις θεματικές ενότητες της βιολογίας ταξινομήθηκαν ανάλογα με το είδος και τη λειτουργία. Στη συνέχεια επιλέχτηκαν κάποιες εικόνες που αφορούσαν το Αναπνευστικό και Κυκλοφορικό Σύστημα του ανθρώπου οι οποίες παρουσιάστηκαν με το συνοδεύον γραπτό κείμενο στους μαθητές για να δούμε πώς τις διαχειρίζονται, αν τις κατανοούν και τι δυσκολίες αντιμετωπίζουν. Τα αποτελέσματα έδειξαν ότι, (α) Οι εικόνες στα βιβλία ανάλογα με το περιεχόμενο (είδος και λειτουργία) είναι ρεαλιστικές παρά συμβατικές έχοντας ένα παιδαγωγικό ρόλο που συνάδει με την ηλικία των μαθητών και (β) οι μαθητές στις επιλεγμένες εικόνες αντιμετωπίζουν προβλήματα τόσο στη διαχείριση όσο και στην κατανόηση των εικόνων που οφείλονται όχι μόνο στις αδυναμίες που έχουν στην περιοχή της βιολογίας αλλά επιπλέον στην απουσία ικανοτήτων οπτικού γραμματισμού. / The present study aims at analyzing visual images, included in the sixth grade’s Natural Science textbooks, referring in biology concepts as a socio-constructivist learning tool. The analysis took two different approaches; on the one hand, researching how these images are presented in the textbooks while having a social pre-identified function (Semiotics approach) and on the other hand, researching how sixth grade students can understand these images and if they can serve as means of learning and constructing knowledge (Constructivist approach). Initially, the images in all biological topics were classified in relation with their type and function. The research then proceeded by selecting certain images concerning the human Respiratory and Circulatory System, which were presented with accompanying written text to the students in order to determine how they can handle them, if they understand them and what difficulties they face during this process. The results of this research showed that (i) the images in the books depending on their content (type and function) are naturalistic rather than abstract while having a pedagogical function consistent with the age of the students and (ii) the students in selected images encounter problems both in handling and understanding not only due to knowledge deficit in the area of biology but due to the absence of visual literacy skills as well.

The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students&amp / #65533 / understanding of chemical bonding concepts. In addition, the effect of instruction on students&amp / #65533 / attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&amp / #65533 / attitudes toward chemistry as a school subject was found.

The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquo / understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atat&uuml / rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

Notre recherche porte sur les relations interpersonnelles au sein de services administratifs publics. Nous nous intéressons à la communication interne dans les organismes de communication « publique ». Nous sommes donc amenées, dans le cadre de la thèse, à nous intéresser à l’expression de « communication publique », qui est souvent distinguée de l’expression « communication privée ». Tout d’abord, de manière théorique, nous avons à la fois exploré la notion de communication « publique », déconstruit les catégories généralement utilisées, et donc construit notre propre « objet » d’étude, avant d’aller sur le terrain qui nous proposera des situations d’échanges au travail. Nous avons ensuite réalisé une recherche qualitative ou subjectiviste au sein de services de communication, pour montrer que la distinction simpliste entre ces deux types de communication (publique et privée) n’est pas si évidente. En effet, la légitimité de la dénomination de la communication publique ne fait pas référence au modèle émetteur-récepteur, mais aux « mondes de la justification » de BOLTANSKI, THEVENOT et CHIAPELLO. Nous utilisons la méthode systémique qualitative des communications ou des relations d’Alex MUCCHIELLI pour faire l’analyse de notre « objet » d’étude. Méthode pour construire le système des relations. En effet, nous adoptons le positionnement épistémologique des Sciences de l’Information et de la Communication (S.I.C.) qui se situent dans le paradigme compréhensif – dans lequel il faut inclure le paradigme de la complexité qui s’appuie sur le systémisme et le constructivisme. Nous répondons alors à la question : « Comment une analyse systémique qualitative des communications permet de comprendre les relations interpersonnelles au sein de services administratifs publics ». / Our resserearch focuses on interpersonal relationships within public administrative services. We focus on internal communication in "public" communication organizations. We are thus brought within the framework of the thesis, to be interested in the term "public communication", which is often distinguished from the term "private communication". First, theoretically, we have both explored the notion of "public" communication and deconstructed the categories generally used, and therefore builted our own "object" of study, before going on the ground that proposed us exchange situations at work. We then conducted a qualitative or subjective research in communication services, to show that the simplistic distinction between these two types of communication (public and private) is not so obvious. Indeed, the legitimacy of the name of public communication does not refer to the model transceiver, but to the "worlds of justification” of BOLTANSKI, THEVENOT and CHIAPELLO. We use the qualitative system of communications or relationships of Alex MUCCHIELLI to analyze our "object" of study. Method to construct the system of relations. Indeed, we adopt the epistemological position of Information and Communication Sciences (SIC) that are within the paradigm of understanding - in which to include the paradigm of complexity based on the systemism and constructivism. We answer then the question: "How a qualitative analysis of communications systems brings us to understand relationships within public administrative services."

Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2010. / Music / unrestricted