L'objectif de ce mémoire est de fournir une nouvelle preuve pour la "Non-leaving face property" dans le cas An à l'aide de l'approximation dans les catégories amassées. Cette preuve ouvre la porte pour une généralisation pour d'autres cas.

Thesis advisor: Marilyn Cochran-Smith / Teachers have a powerful impact on student achievement, yet high attrition rates hinder schools in their ability to provide quality instruction. Attrition rates are highest for schools serving low-income, minority students and among small private schools, including Catholic schools. Attrition is especially prevalent among new teachers. Very few studies have focused on the problem of early leaving or the problem of retention in Catholic schools. This study seeks to understand better why public and Catholic school teachers leave teaching early. A mixed methods approach was used. This included 50 in-depth interviews with 15 public and 10 Catholic school teachers who left within the first 5 years. In addition, statistical analyses of public and Catholic school early leavers' responses in the Schools and Staffing and Teacher Follow-Up surveys were used to contextualize and compare the experiences of the 25 teachers interviewed to the larger population of early leavers. This dissertation argues that, to understand why teachers leave early, an approach that examines teachers' entire experiences throughout their short time in the profession is required. A framework informed by sociocultural and commitment theories and prior research on retention and the culture of schools was developed through systematic analysis of the interview and survey data. This analytical framework provides a complex approach for examining the phenomenon of early leaving, which included three aspects: entering commitment, teaching experience, and the decision to leave. Findings suggested that teachers' decisions to leave were influenced by multiple factors within their various contexts. These contexts and factors were constantly changing, making the decision to leave extremely complex. For Catholic school teachers, the decision was even more complicated, influenced not only by the same factors and aspects of early leaving as public school teachers, but also their changing identities as Catholics. Findings also called into question common assumptions about why teachers leave: teachers do not always leave because they are less committed to teaching, or are dissatisfied with teaching or with their salaries. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This dissertation presents multiple facets of the assessment system reform of the School Leaving Certificate (SLC) exam in Nepal through grounded theory methodology. The main purpose of this study is to develop a substantive grounded theory of the reform that explicates a complete process of the assessment reform, i.e., how this reform was conceptualized, what was done as a foundational preparation, how it was implemented, and what were the preliminary responses to the reform implementation. In order to theorize the reform process, this study applied a constructivist grounded theory approach, specifically based on the work of Charmaz (1996, 2005, 2006, 2012), as the research methodology. The data were collected by conducting 10 focus group discussions and 24 one-on-one semi-structured interviews. The participants represented almost all the categories of stakeholders (e.g., policymakers, employers, teachers, students) as well as experts and educators. The emergent conceptual categories and sub-categories from the interviews and focus group discussions were categorized under three constructs: (1) Conceptualization of the reform, (2) implementation of the reform and (3) reform effects. The first construct covers those theme categories and sub-categories that state the origin and type of the reform, reform aims, and framework as well as preparation for the reform. Similarly, the second construct includes those theme categories and sub-categories that inform the mechanism underpinning reform related information dissemination, the strategic plan used to implement the reform and factors that could influence the reform process. Finally, the third construct comprises those categories that discuss reform associated quandaries and condemnation, factors contributing to magnifying the quandaries, resultant opportunities from the reform, reform impact, step forward, and other relevant categories. The findings have been explicated under three phases- the pre-implementation phase, the implementation phase and the post-implementation phase as the integrated grounded theory. The theoretical components presented under the pre-implementation phase include exhaustive analysis of need and feasibility; input from experts, educators and key stakeholders; clarity on reform aims and objectives; cooperative triangular relationships; comprehensive documentation; explicit roadmap and exhaustive planning; infrastructure and resource management, and capacity building. Similarly, three major theoretical components- teacher advocacy, stakeholder ownership, and timely and authentic information have been described under the implementation phase. Finally, eight major theoretical components, such as identification and analysis of resulting issues, immediate actions for the urgent/sensitive issues, special programs for the low-grade holders, bridge between academic and vocational programs, need for impact analysis, effective communication channel, need for institutional memory, need for an unconventional assessment system, and need for a resourceful unit of assessment and testing have been presented under the post-implementation phase. The combination of the theoretical components described under the three phases mentioned above is the integrated substantive grounded theory of the assessment system reform in Nepal. This study contributes by adding value for those involved in assessment reform as well as the academicians and researchers because it puts forward recommendations for foundational preparation and homework in the conceptual phase of assessment reform; action steps to minimize the possible resistance to reform; strategies to implement the reform successfully; and initiatives to institutionalize the reform or address the resulting issues and concerns.

This collection of five papers explores the validity of exam accommodations in Ireland, in particular the spelling and grammar waiver, an accommodation unique to Ireland. A review of the literature relating to each accommodation is followed by two papers investigating the validity of the spelling and grammar waiver. A spelling and grammar waiver can be granted to a student with a specific learning disability who attains a standard score of 85 or below on a spelling test. Two groups of students were compared- those who had or had not been granted a waiver, Mock exam scripts of both groups were marked both with and without a spelling and grammar waiver by experienced markers. When a spelling and grammar waiver was applied, the scores of both groups significantly increased. The ‘boost’ received by students who had been granted a waiver was not significantly higher than the ‘boost’ received by the other students, suggesting that the spelling and grammar waiver gives an advantage to all who receive it. Examiner markings were re-examined in a follow up study to investigate possible examiner bias. Results found that elements of the marking scheme, which should not have been affected by a spelling and grammar waiver, were marked more leniently when the examiner marked students’ scripts which had a spelling and grammar waiver applied to it. These studies suggest that the spelling and grammar waiver is not a valid accommodation. In the following study, three spelling tests commonly used by teachers to apply for accommodations were compared. Significant differences were found among the scores. Students scoring below the cut off point for a spelling and grammar waiver ranged from 5.8% to 43.8% depending on the test used. These significant differences in scores across the three tests highlighted the need for an Irish normed spelling test. The final paper details the creation and standardisation of a spelling test in the Republic of Ireland. Limitations to each study and areas of further research are addressed. Suggestions to improve the validity of the spelling and grammar waiver by using an alternative marking scheme and teacher training are discussed.

Focus County School District in the Mideast United States experienced a 12% teacher turnover rate over the last 2 years. The purpose of this study was to explore those factors that led to teachers leaving the district. Bandura's social cognitive theory was the guiding theory to examine and explain those factors that contributed to the district's teachers' attrition. Using narrative inquiry, the teachers' thick descriptions of their experiences were collected through the interview process. The data consisted of 9 personal interviews of teachers who left the district. .The data were analyzed and coded through the 6-part LaBovian model of abstract, orientation, complicating action, evaluation, result, and coda. The semistructured interviews were analyzed with thematic analysis of the interviews. The 4 themes, developed inductively, were (a) lack of administrative support, (b) mentoring, (c) teacher preparation, and (d) salary. The results of the study prompted questions about how teacher careers might be sustained by considering each person's narrative stories. A policy paper project was created based on the findings of the study. The policy paper addresses teacher turnover in Focus County schools and ways to mitigate the turnover crisis. Positive social change will result from the school district being better positioned to improve teacher stability. Through increased teacher stability, the students will be situated for improved instruction.

Domestic violence (DV) touches the lives of many individuals in close, intimate relationships. Women of all ages, ethnicities, nationalities, and from all walks of life—the poor and the wealthy—demonstrate how widespread this phenomenon is and shed light to the deleterious effects of DV to individuals and society. While current research has demonstrated that progress has been made and is moving away from blaming individuals in abusive situations, few studies have broached this topic using qualitative methodology in order to give voice to women’s stories in hopes of better understanding their lived experiences. The goal of this study was to provide a better understanding of women’s stories and of the mechanisms that assist women in leaving violent relationships by obtaining a complete picture of their relationships from beginning to end. Thus, by gaining more insight into their sources of strength, resilience, and mechanisms that

<p>The purpose of this study is to highlight the situation for youths leaving foster care and entering adult life. The study examines the services provided by the social service in the Stockholm area when a youth is leaving foster care, and if a recent change in the legislation has had any impact on the operating procedures of the social service. The study includes interviews with youths who recently left foster care, as well as information collected from social service offices through a survey, supplemented by interviews with practicing social workers. All the assembled data have been analyzed using Ecological Systems theory with focus on the child perspective and the term significant others. The study shows that the respondent youth have trouble identifying the formal ending with social services, as well as the support they received or were offered. As assembled from the survey, the few supporting services that are being arranged in connection with leaving care are similar between different social service offices. The general opinion is that they offer the required extra support that the new legislation aims to strengthen. The majority of the social service offices has therefore not changed their existing leaving care procedures. In this process, a lot of responsibility tends to be delegated to the foster homes, and due to insufficient resources social workers feel inadequate in those cases were the youth’s need for help is not met by the former foster home.</p>

<p>Syftet med denna uppsats var att studera hur föreningen KRIS kan bidra till sina medlemmars återanpassning till samhället. Föreningen KRIS har som ambition att stötta människor som vill bryta upp med missbruk och kriminalitet och återanpassa dem tillbaka in i samhället. Studien utgick från fyra intervjuer där medlemmarna delade med sig av sina erfarenheter av föreningen KRIS. Jag använde mig av en kvalitativ metod med ett hermeneutiskt förhållningssätt för att förstå medlemmarnas upplevelser av KRIS. Genom denna metod fick jag inblick i vilken betydelse KRIS har för medlemmarnas återanpassning till samhället. För att tolka och dra slutsatser från intervjutexterna utfördes en innehållsanalys. Resultatet av intervjuerna visade att KRIS kan bidra till att återanpassa sina medlemmar till samhället. Medlemmarna får genom KRIS möjlighet att gradvis anpassa sig till ett drogfritt och hederligt liv där socialt stöd och formandet av nya livsstrategier är viktiga inslag i föreningslivet. Det framkom även att medlemmarna har ett antal hinder att övervinna innan målet med full delaktighet i samhället är uppnått. Låg utbildningsnivå och tidigare fängelsestraff är några faktorer som innebär social exkludering och svårigheter att finna arbete.</p>

Syftet med denna uppsats var att studera hur föreningen KRIS kan bidra till sina medlemmars återanpassning till samhället. Föreningen KRIS har som ambition att stötta människor som vill bryta upp med missbruk och kriminalitet och återanpassa dem tillbaka in i samhället. Studien utgick från fyra intervjuer där medlemmarna delade med sig av sina erfarenheter av föreningen KRIS. Jag använde mig av en kvalitativ metod med ett hermeneutiskt förhållningssätt för att förstå medlemmarnas upplevelser av KRIS. Genom denna metod fick jag inblick i vilken betydelse KRIS har för medlemmarnas återanpassning till samhället. För att tolka och dra slutsatser från intervjutexterna utfördes en innehållsanalys. Resultatet av intervjuerna visade att KRIS kan bidra till att återanpassa sina medlemmar till samhället. Medlemmarna får genom KRIS möjlighet att gradvis anpassa sig till ett drogfritt och hederligt liv där socialt stöd och formandet av nya livsstrategier är viktiga inslag i föreningslivet. Det framkom även att medlemmarna har ett antal hinder att övervinna innan målet med full delaktighet i samhället är uppnått. Låg utbildningsnivå och tidigare fängelsestraff är några faktorer som innebär social exkludering och svårigheter att finna arbete.

The purpose of this study is to highlight the situation for youths leaving foster care and entering adult life. The study examines the services provided by the social service in the Stockholm area when a youth is leaving foster care, and if a recent change in the legislation has had any impact on the operating procedures of the social service. The study includes interviews with youths who recently left foster care, as well as information collected from social service offices through a survey, supplemented by interviews with practicing social workers. All the assembled data have been analyzed using Ecological Systems theory with focus on the child perspective and the term significant others. The study shows that the respondent youth have trouble identifying the formal ending with social services, as well as the support they received or were offered. As assembled from the survey, the few supporting services that are being arranged in connection with leaving care are similar between different social service offices. The general opinion is that they offer the required extra support that the new legislation aims to strengthen. The majority of the social service offices has therefore not changed their existing leaving care procedures. In this process, a lot of responsibility tends to be delegated to the foster homes, and due to insufficient resources social workers feel inadequate in those cases were the youth’s need for help is not met by the former foster home.