Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2418. Includes bibliographical references (leaves 170-181).

Thesis (Ed. D.)--Ball State University, 2002. / Includes bibliographical references (p. 196-206).

Thesis (Ph. D.)--Simon Fraser University, 2006. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (M.S.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed June 7, 2010). Includes abstract. Includes bibliographical references (leaves 51-54).

Thesis (M.A.I.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 65-69). Also available on the World Wide Web.

Thesis (M.Sc.)--Memorial University of Newfoundland, 2004. / Restricted until May 2005. Bibliography: leaves 76-92.

La thèse a visé à mieux comprendre les représentations sociales (RS) culinaires de cuisiniers domestiques (cuisiniers non professionnels). Existe-t-il différentes RS de la préparation culinaire ? Si oui, comment identifier ces groupes ayant des RS différentes ? Ainsi, nous nous sommes penchés sur le concept de distance à l’objet (DAO), qui, en interrogeant l’individu sur son niveau de pratique, de connaissance et d’implication, permet d’éclairer le lien entretenu par l’individu avec l’objet (qui est ici la « préparation culinaire ») en soulignant que ce lien est soumis à des variables sociales et psychosociales.Nous nous sommes alors questionnés sur l’intérêt de l’utilisation de la DAO comme variable de segmentation de l’échantillon ad hoc, et en quoi cette DAO serait un dispositif pertinent pour analyser les RS, les pratiques et leur lien étroit.Pour répondre à ces interrogations, avec une stratégie de triangulation, nous avons procédé en deux étapes. La première étape portait sur l’étude des RS de la préparation culinaire et l’impact de la DAO sur celles-ci. La seconde étape portait sur l’étude de la préparation culinaire comme « pratique signifiante » et de l’impact de la DAO sur celles-ci. Elle s’est faite par le biais d’une methode innovante basée sur des observations filmées de cuisiniers domestiques préparant un plat, suivies d’entretiens d’explicitations.L’ensemble de nos résultats nous a permis de mettre en lumière l’intérêt de la DAO comme moyen de segmentation de l’échantillon, ainsi que l’impact de la DAO sur le contenu et l’organisation des RS culinaires. Nos résultats sont discutés au regard des apports théoriques et opérationnels concernant les RS et la DAO. / The thesis aimed to understanding social representations (SR) of domestic culinary chefs (non-professional cooks). Are there different SR of culinary preparation? If so, how to identify these groups with different SR? So we focused on the concept of distance to the object (DO), which, by interviewing the individual on his level of practice, knowledge and involvement, sheds light on the link between the individual and the object (which is here the "culinary preparation") emphasizing that this link is submitted to social and psychosocial variables.We then asked about the interest of the use of DO as ad hoc segmentation variable of the sample, and how this DO would be an appropriate system to analyze SR, practices and their close connectionTo answer these questions, with a strategy of triangulation, we proceeded in two steps. The first step was the study of social representations of culinary preparation and the impact of the distance to the object (DO) on them. The second step was the study of the culinary preparation as "signifying practice" and the impact of CAD on them. It is made through an innovative method based on observations filmed domestic chefs preparing a dish, followed by explications of interviews.All our results allowed us to highlight the interest of the DAO as a means of sample segmenting, and the impact of the distance to the object on the content and structure of culinary social representations. Our results are discussed in terms of theoretical and operational contributions about social representations and distance to the object

In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.

Thesis (Ed.M.)--Boston University