Thesis advisor: Katherine L. McNeill / Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

<p>The purpose of the study is to explore the context, from the users’ perspective, in order to find relevant context parameters that can be useful in the development of the future context-aware technology. The goal is to find some of the context parameters relevant to the situated activity and investigate to what extent and in which way they influence the user in everyday planning activities.</p><p>The method used in the study was based on scenario descriptions. A total of 41 participants reported how they would have acted in the different situations and they also rated how important they believed the different context factors were in the situations. Analyses were made to reveal relationships between context factors and service properties used by the participants in the scenarios.</p><p>In the study several interesting relationships between context factors and the use of services were discovered. The level of urgency was in several situations considered to be important, and it was also found to have an impact on how the participants chose to communicate. The cost was introduced by the participants during the study. It seemed to be important; however, in situations with high urgency it became less important. The study revealed a potential relationship between the risk of disturbing the people in the vicinity and the effort to communicate quietly. Another interesting finding was the relationship between privacy and the choice of modality when communicating: voice-based services were avoided. Further, the importance of privacy and disturbance also appeared to have greater influence in non-anonymous situations than in anonymous.</p> / <p>Syftet med studien är att undersöka kontexten, utifrån användarens perspektiv, för att kunna hitta relevanta kontextfaktorer som kan vara användbara i utvecklingen av kontextmedveten teknologi. Målet är att finna kontextfaktorer som är relevanta för den pågående aktiviteten och undersöka i vilken utsträckning och på vilka sätt dessa faktorer påverkar användaren i de dagliga planeringsaktiviteterna.</p><p>Metoden som användes i studien baserades på scenariobeskrivningar. 41 stycken försöksdeltagare fick beskriva hur de skulle ha handlat i de olika situationerna och de fick också skatta hur viktiga de olika kontextfaktorerena var i situationerna. Analyser genomfördes för att finna samband mellan kontextfaktorer och egenskaper hos de tjänster som försöksdeltagarna använde sig av i scenarierna.</p><p>I studien upptäcktes en rad intressanta relationer mellan kontextfaktorer och användningen av tjänster. Exempelvis ansågs nivån av brådska vara betydelsefull i flera situationer och den verkade också ha inverkan på hur försöksdeltagarna valde att kommunicera. Försöksdeltagarna introducerade under studien kontextfaktorn kostnad. Kostnaden påverkade valet av tjänster men blev mindre betydande i situationer med stor brådska. Studien visade också på potentiella samband mellan risken att störa människor i sin omgivning och viljan att kommunicera tyst. En annan intressant upptäckt var sambandet mellan avskildhet och kommunikationssätt: röstbaserade tjänster undveks när andra människor fanns i närheten. Dessutom verkade det som om det var viktigare att värna om sin avskildhet och att inte störa andra i ickeanonyma situationer än i situationer där man var helt anonym.</p>

This thesis examines barriers to the implementation of Lean production systems in China. The aim is to evaluate how implementation barriers affect a Lean production system, and whether they can be explained by Chinese national context factors. The thesis also aims to investigate the mechanisms by which such context factors influence the barriers. A socio-technical systems (STS) perspective is taken to interpret the relative importance of, and the interplay between, the social and the technical barriers to Lean implementation in China. To achieve the aims of the study, a multiple case study approach was chosen. I collected data at two Chinese plants of a globally-operating German automotive supplier in Suzhou and Changsha. As the main method of data collection, I conducted sixty qualitative interviews with Chinese and Western employees during a two month research trip to China. Using an iterative procedure of data collection and analysis, I developed a model that captures barriers to implementing Lean in China, the effects of these barriers on the production system, and influential context factors. Based on respondents perceptions, I identify six main implementation barriers, namely: High employee turnover , Weak supplier performance , Market conditions , Lack of Lean knowledge , Intercultural communication , and Work styles . The analysis highlights the effects of the barriers on specific elements of the Lean production system, and mechanisms by which the context factors influence the barriers. By exploring these mechanisms, I found strong evidence that Chinese context factors act as root causes or catalysts for the implementation barriers. The findings are corroborated through a comparison of the results obtained from the two locations in China, reports by Western and Chinese employees, and respondents at different hierarchical levels of the organisation. Through the Lean implementation model, this research contributes to the literatures on international Lean manufacturing and socio-technical systems. The study is the first to provide detailed empirical evidence of six main barriers, and to describe thoroughly why each barrier was a burden for Lean. The thesis also contributes to the Lean literature by demonstrating how the national context of China can create barriers and therefore play a significant role when implementing Lean in China. The central claim of the study is therefore that implementation barriers do exist in China and that a greater focus on these barriers is required in order to gain a better understanding of Lean implementation in this context. With regard to STS theory, the study highlights that the main perceived barriers to Lean implementation were situated within the social sub-system of Lean, and that some aspects of the barriers were created through a lack of joint optimisation of the social and the technical sub-system. The study therefore shows that STS theory is applicable to the context of Lean systems, and that it facilitates our understanding of barriers to the socio-technical Lean system. The study yields recommendations on managerial strategies for implementing Lean production in China, regarding people management as well as the adjustment of manufacturing facilities. A consideration of the national context can help practitioners to fully understand the causes of implementation barriers in China and, through this, to overcome these barriers. The thesis is concluded by reflecting on its limitations and suggestions for future research.

No description available.

The purpose of the study is to explore the context, from the users’ perspective, in order to find relevant context parameters that can be useful in the development of the future context-aware technology. The goal is to find some of the context parameters relevant to the situated activity and investigate to what extent and in which way they influence the user in everyday planning activities. The method used in the study was based on scenario descriptions. A total of 41 participants reported how they would have acted in the different situations and they also rated how important they believed the different context factors were in the situations. Analyses were made to reveal relationships between context factors and service properties used by the participants in the scenarios. In the study several interesting relationships between context factors and the use of services were discovered. The level of urgency was in several situations considered to be important, and it was also found to have an impact on how the participants chose to communicate. The cost was introduced by the participants during the study. It seemed to be important; however, in situations with high urgency it became less important. The study revealed a potential relationship between the risk of disturbing the people in the vicinity and the effort to communicate quietly. Another interesting finding was the relationship between privacy and the choice of modality when communicating: voice-based services were avoided. Further, the importance of privacy and disturbance also appeared to have greater influence in non-anonymous situations than in anonymous. / Syftet med studien är att undersöka kontexten, utifrån användarens perspektiv, för att kunna hitta relevanta kontextfaktorer som kan vara användbara i utvecklingen av kontextmedveten teknologi. Målet är att finna kontextfaktorer som är relevanta för den pågående aktiviteten och undersöka i vilken utsträckning och på vilka sätt dessa faktorer påverkar användaren i de dagliga planeringsaktiviteterna. Metoden som användes i studien baserades på scenariobeskrivningar. 41 stycken försöksdeltagare fick beskriva hur de skulle ha handlat i de olika situationerna och de fick också skatta hur viktiga de olika kontextfaktorerena var i situationerna. Analyser genomfördes för att finna samband mellan kontextfaktorer och egenskaper hos de tjänster som försöksdeltagarna använde sig av i scenarierna. I studien upptäcktes en rad intressanta relationer mellan kontextfaktorer och användningen av tjänster. Exempelvis ansågs nivån av brådska vara betydelsefull i flera situationer och den verkade också ha inverkan på hur försöksdeltagarna valde att kommunicera. Försöksdeltagarna introducerade under studien kontextfaktorn kostnad. Kostnaden påverkade valet av tjänster men blev mindre betydande i situationer med stor brådska. Studien visade också på potentiella samband mellan risken att störa människor i sin omgivning och viljan att kommunicera tyst. En annan intressant upptäckt var sambandet mellan avskildhet och kommunikationssätt: röstbaserade tjänster undveks när andra människor fanns i närheten. Dessutom verkade det som om det var viktigare att värna om sin avskildhet och att inte störa andra i ickeanonyma situationer än i situationer där man var helt anonym.

The motivation of staff in higher education institutions, especially In Zimbabwe, has not received due attention over the years. This study investigated the factors affecting staff motivation at a Teachers' College in Zimbabwe. Staff perceptions of factors they found motivating and demotivating were established through the use of a qualitative methodology in which the semi-structured interview was used as the dominant method. Participant observation and the informal unstructured interview were employed in a complementary manner. The findings indicated that the factors respondents found motivating were those that tended to alleviate the needs for recognition, appreciation and self-actualisation. Demotivating factors included management policy and style, decision-making procedures and administration. The findings are discussed in the context of some dominant theories of motivation and recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.

En milieu pédopsychiatrique, les infirmières connaissent bien le phénomène de l’automutilation des adolescentes parce qu’elles sont souvent appelées à intervenir lorsque ce type de situation survient. Cependant, puisqu’elles ont parfois une mauvaise compréhension du phénomène, des perceptions erronées et des attitudes négatives quant à celui-ci, les infirmières deviennent moins aptes à intervenir auprès de cette clientèle. Cette étude a pour objectifs d’explorer le phénomène de l’automutilation auprès des infirmières œuvrant en milieu pédopsychiatrique et de décrire les interventions infirmières privilégiées en cas d’automutilation ainsi que les facteurs du contexte organisationnel susceptible d’avoir une influence sur la façon dont ces interventions sont prodiguées. L’étude privilégie un devis qualitatif de type exploratoire. Plusieurs méthodes de collecte des données ont été sélectionnées pour mener à bien cette étude entre autres des entrevues auprès des participantes et une période d’observation au sein de l’unité où la recherche a eu lieu. L’analyse des verbatim selon les étapes élaborées par Tesch (1990) a permis d’identifier sept catégories d’interventions infirmières : les interventions de relation d’aide, d’accompagnement, d’évaluation, de sécurité, d’enseignement, les interventions en lien avec les émotions et les perceptions de l’automutilation ainsi que les interventions pour éviter la contamination sociale. En ce qui a trait aux facteurs ayant une influence sur ces interventions infirmières, trois catégories sont ressorties des données : la constitution de l’équipe interpersonnelle, la lourdeur des tâches de l’infirmière en pédopsychiatrie ainsi que la culture organisationnelle dans laquelle évoluent les membres de l’équipe soignante. Les résultats qui sont issus de cette étude permettront aux infirmières de mieux comprendre le phénomène de l’automutilation chez les adolescentes. Cette étude suggère également des pistes d’interventions qui pourraient aider les infirmières œuvrant en milieu pédopsychiatrique à mieux intervenir. De plus, cette étude serait susceptible de permettre aux gestionnaires des établissements d’apporter certains ajustements notamment en ce qui a trait à l’organisation du travail et à la formation des infirmières. / Nurses in the field of child psychiatry are familiar with the phenomenon of self-harm among adolescents because, when the situation arises, they are often called upon to intervene. However, sometimes misunderstandings, misperceptions and negatives attitudes in regard to self-harm may impair their ability to work with the patients involved. This study seeks to explore self-harm from the standpoint of nurses in child psychiatry, describe recommended nursing interventions and outline organizational-context factors that may affect the way these interventions are executed. An exploratory qualitative research approach was adopted, and several data-gathering methods were used, including interviews with participants and a period of observation in the unit in which the study was conducted. Analysis of the verbatim records in accordance with the procedure developed by Tesch (1990) elicited seven categories of nursing interventions: helping relationships, guidance, evaluation, safety, teaching, emotions and perceptions of self-harm, and prevention of social contamination. Three categories of factors that influence these interventions also emerged: interpersonal team work, nurses’ duties in child psychiatry, and the organizational culture in which members of the care team operate. The results of this study will help nurses better understand adolescent self-harm. The study further suggests possible approaches that might help nurses in child psychiatry improve their interventions. The findings may also make it possible for the management of institutions to bring about changes, particularly in terms of work organization and training for nurses in the field.

Dans un contexte de crise des Ressources Humaines pour la santé dans le monde, la fidélisation des professionnels de santé constitue un défi important pour les organisations de santé des pays d’Afrique Subsaharienne. Dans la mesure où les recherches existantes suggèrent de développer des politiques RH appropriées (Lucas, 2005) pour venir à bout de cette crise, notre étude examine l’influence que peuvent avoir les perceptions des pratiques de GRH et des facteurs de contexte organisationnel dans lequel ces pratiques sont déployées sur la fidélité des employés à leur organisation. En mobilisant la théorie de l’échange social (Blau, 1964), deux études ont été réalisées : une première effectuée via 27 entretiens semi-directifs et dont les données ont été analysées à l’aide du Logiciel NVIVO 11 et une seconde conduite par questionnaires auprès d’un échantillon de 225 médecins et dont les données ont été traitées à l’aide des logiciels SPSS 23 et AMOS 23. Les principaux résultats révèlent d’abord l’existence des effets positifs directs des pratiques de GRH sur le soutien organisationnel perçu (SOP) et sur la justice procédurale perçue qui à leur tour affectent positivement l’implication organisationnelle affective des médecins et négativement leur l’intention de quitter volontairement l’organisation d’une part, et que la performance individuelle n’est ni associée au soutien organisationnel perçu ni à la justice procédurale perçue, d’autre part. Ils indiquent ensuite que les facteurs de contexte organisationnel interne (la satisfaction à l’égard des équipements, la satisfaction à l’égard de l’environnement physique de travail) influencent positivement le SOP par les médecins (1), sont tous associés à leur implication organisationnelle affective et leur intention de départ volontaire (2) et que les facteurs de contexte externe (la satisfaction à l’égard du niveau d’accès aux soins des patients et la satisfaction à l’égard des conditions de vie socio-économique) sont associés à l’intention de départ volontaire des médecins (3). Enfin, les tests des effets indirects basés sur des analyses en bootsrap (Preacher et Hayes, 2008; Hayes, 2013) révèlent que les effets des pratiques de gestion de carrières sur l’implication organisationnelle sont à la fois médiatisés par le SOP et par la justice procédurale perçue par les médecins tandis que le SOP exerce un rôle médiateur des effets des pratiques de rémunération et des facteurs de contexte interne sur leur implication organisationnelle affective et sur leur intention de départ volontaire. / In the context of the human resources for health crisis, the development of healthcare professionals’ loyalty is an important challenge for healthcare organizations in the Sub-Saharan African Region. To overcome the crisis, the existing researches have suggested the relevance of focusing on and developing adequate HR policies (Lucas, 2005). Thus, our study examines the influence that HRM practices perceptions and the organizational context’s factors might have on employees’ loyalty toward their organization. The social exchange theory (Blau, 1964) was mobilized and two studies were undertaken. First, 27 semi-structured interview were conducted in the qualitative phase and data were analyzed using NVIVO 11 software. A questionnaire was then designed and filled in by a sample of 225 physicians; data were analyzed using SPSS 23 and AMOS 23 software. The main results reveal firstly, the existence of the direct positive effects of HRM practices on the perceived organizational support (POS) and on the perceived procedural justice, both affect positively the affective commitment and negatively the voluntary leaving intention. It can be concluded that the physician’s individual performance is neither associated with their perceived organizational support (POS) nor with their perceived procedural justice, at the other hand. The respondents indicate that internal organizational context’s factors (the satisfaction towards the hospital’s work equipment, the satisfaction towards the physical working environment) influence positively the perceived organizational support (1), are associated to their affective commitment and their voluntary leaving intention (2) and that the external context’s factors (the satisfaction towards the healthcare access of the population visiting public hospitals and the physicians’ satisfaction towards the socioeconomic living conditions) are associated to the voluntary leaving intention of the doctors (3). Finally, the tests of the indirect effects based on bootstrap analysis (Preacher & Hayes, 2008; Hayes, 2013) reveal that the effects the career management practices have on the affective commitment are mediated by the POS as well as by the perceived procedural justice (1) whereas the POS mediates the effects the reward practices and the internal organizational context’s factors have on the affective commitment and the voluntary leaving intention (2).

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)