The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews were conducted to identify and understand factors contributing to placement decisions for IEP teams. Qualitative analysis of interviews produced three themes. First, IEP team members' beliefs, knowledge, and attitudes of ED influenced their recommendations for placement decisions. Second, teacher and resource-based factors played as critical a role as student-based factors in where students were placed. Third, needs of school-based stakeholders (i.e. teachers, principals, district officials) competed with those of the student with ED. Previous interview-based research on factors related to the determination of educational setting for students with ED relied predominantly on a single population: teachers. This study extends the research literature by including psychologists and principals as participants. The findings, provided by a cross section of school districts and personnel, highlight challenges related to the provision of high quality educational services for students with ED.

Thesis (Ph. D.)--Universität Hamburg, 1994. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--Universität Hamburg, 1994. / eContent provider-neutral record in process. Description based on print version record.

Motivation - Komplexe Anforderungen an die Karosserie - Unbekannte Auswirkungen von Parametervariationen in der frühen Phase - Informationsdefizit führt zu Iterationsschleifen Ziel Beurteilung der Auswirkung von Parametervariationen von Werkstoffen, Produktionsverfahren, Geometrien auf die Karosserie-Eigenschaften

Knowledge sharing has been an important issue to the outcomes of Knowledge Management. Although research in the past dealt with many subjects, such as firms and profit and non-profit organizations, the focus has never been on the research team in the university. . This research adopts qualitative oriented research method to investigate the differences of the nature and goals of a research team in the university by participant observation, in-depth interview and secondary data collection. The members of a research lab in the university which has implemented knowledge management in the past six years were observed to find out what factors affecting their knowledge sharing behaviors when using the KM platform under particular situations. Based on the views of organizational behaviors, the factors affecting knowledge sharing were divided into three levels: individual level, group level and organization level. The research found out that the factors influencing knowledge sharing in individual level are subjective value, working attitude, self-satisfaction, altruism, self-evaluation, behavioral resistance and ability. In the group level, the factors are sharing atmosphere, interaction, peer stimulation, group culture, peer affection, society expectation, relationship difference, leadership style and trust. In the organization level, the factors are working pattern and environment, organization culture, system function, KM institution and knowledge content. Finally, the interaction among factors is discussed and a conceptual framework of the knowledge sharing among members is presented. Suggestions and improvements toward future research are then provided.

Motivation - Komplexe Anforderungen an die Karosserie - Unbekannte Auswirkungen von Parametervariationen in der frühen Phase - Informationsdefizit führt zu Iterationsschleifen Ziel Beurteilung der Auswirkung von Parametervariationen von Werkstoffen, Produktionsverfahren, Geometrien auf die Karosserie-Eigenschaften

An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor. A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context. / Ph. D.

The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.

In this dissertation, African/Caribbean-Canadian women’s experiences of coping with divorce were explored using a qualitative methodology. This study was approached from a Black Feminist paradigm using the lived experiences of Black women as a source of knowledge. Divorce and coping literature provided a theoretical framework for understanding the issues related to divorce in the Black community and effective coping efforts among Black women, particularly as it pertains to divorce. Six separated/divorced women from the same family, representing two generations, were interviewed individually and as a group using a semi-structured interview guide. The participants discussed their reflections on marriage and marital disruption, their post-separation experiences and challenges, and the coping resources they accessed during the divorce process. The participants also discussed how their own marriages and divorces were influenced by the marriages and marital disruptions of their family members. The results from the interviews were reported in a case study format using the voices of the participants to tell their own stories. A grounded theory analysis found that Black women faced the common challenges of starting over, single parenting, financial loss, lifestyle adjustment, and emotional adjustment during the divorce process. To cope with these challenges, the majority, if not all, of the women cited a support network, a sense of responsibility, a positive perspective, spirituality, and independence as effective coping resources. It was the hope of the participants and the researcher that this study would help other women experiencing divorce by illustrating how effective coping efforts can lead to greater happiness after divorce.

In this dissertation, African/Caribbean-Canadian women’s experiences of coping with divorce were explored using a qualitative methodology. This study was approached from a Black Feminist paradigm using the lived experiences of Black women as a source of knowledge. Divorce and coping literature provided a theoretical framework for understanding the issues related to divorce in the Black community and effective coping efforts among Black women, particularly as it pertains to divorce. Six separated/divorced women from the same family, representing two generations, were interviewed individually and as a group using a semi-structured interview guide. The participants discussed their reflections on marriage and marital disruption, their post-separation experiences and challenges, and the coping resources they accessed during the divorce process. The participants also discussed how their own marriages and divorces were influenced by the marriages and marital disruptions of their family members. The results from the interviews were reported in a case study format using the voices of the participants to tell their own stories. A grounded theory analysis found that Black women faced the common challenges of starting over, single parenting, financial loss, lifestyle adjustment, and emotional adjustment during the divorce process. To cope with these challenges, the majority, if not all, of the women cited a support network, a sense of responsibility, a positive perspective, spirituality, and independence as effective coping resources. It was the hope of the participants and the researcher that this study would help other women experiencing divorce by illustrating how effective coping efforts can lead to greater happiness after divorce.