Doctor of Philosophy (Phd) / Despite general agreement that severely emotionally disturbed children and adolescents are an "at risk" group, and that ongoing evaluation and research into the effectiveness of services provided for them is important, very little outcome evaluation actually takes place. The absence of well-conducted and appropriately interpreted studies is particularly notable for day or residential treatment programs, which cater for the most severely emotionally disturbed youths. This thesis outlines the main areas of conceptual, pragmatic and methodological confusion and neglect which impede progress in research in this area. It argues for plurality of data analytic strategies and research designs. It then critically reviews the reported findings about the effectiveness of day and residential treatment in specialist facilities, and the predictors of good outcomes for this treatment type. This review confirms that there is very little to guide practice. Having argued for the legitimacy of its methods and the necessity to address basic questions, the thesis reports the results of a naturalistic study based on data accumulated during a decade-long evaluative research program taking place at Arndell Child and Adolescent Unit, Sydney. The study addresses the question of what child, family and treatment variables predict outcome for 159 children and adolescents treated at this facility from 1990 to 1999. Statistically significant results with large effect size were obtained. Among the most disturbed subgroup of forty three children, (a) psychodynamic milieu-based treatment was shown to be more effective than the “empirically-validated” cognitive-behavioural treatment which superseded it in 1996, and (b) children from step-families showed better outcome than those from other family structures. Furthermore, it was found for the study sample as a whole that severe school-based problem behaviours were associated with a limited trajectory of improvement in home-based problem behaviour. These results are discussed with regard to implications for treatment, research methodology, policy and further studies.

Policy makers in education and international development have lately gravitated toward the randomized controlled trial (RCT)—an evaluation design that randomly assigns a sample of people or households into an intervention group and a control group in order to measure the differential effect of the intervention—as a means to determine program impact. As part of federal regulations, the U.S. Department of Education and the U.S. Agency for International development explicitly declared a preference for the RCT. When advocating for adopting the RCT model as the preferred evaluation tool, policy makers point to the success story of medical trials and how they revolutionized medicine from Medieval charlatanry to a modern life-saving discipline. By presenting a more nuanced account of the role of the RCT in medical history, however, this study finds that landmark RCTs were accompanied with challenges, Evidence-Based Medicine had rightful critics, and opportunistic biases in drug trials apply equally to education policy and international development. This study also examines the recent privileged role of the RCT in education and international development, concluding that its initial promise was not entirely born out when put into practice, as the national Reading First Initiative exemplifies. From a comparative perspective, the RCT movements also encountered major RCT critics, whose voices were not initially heard. These voices, however, seem to have contributed to a swing of the pendulum away from RCT primacy back towards greater methodological pluralism. A major conclusion of this study is that policy makers should exercise great caution when using RCTs as a policy evaluation tool. This conclusion is arrived at via considering RCT biases, challenges, and limited generalizability; understanding its interpretive-qualitative components; and broadening the overall methodological repertoire to better enable evaluations of macro-policy interventions. / text

This thesis explores how the body and femininity are constructed by starting from the subjective experiences of 12 young women labelled with an intellectual impairment. The methodological approach is inspired by so-called participatory research. The study combines the concepts of (dis)ability and gender from a sociological perspective. It shows how the young women negotiate norms regarding the body and femininity to pursue the coveted body and femininity ideals, but also to do the opposite: resist these ideals. The thesis is based on the following four articles: Theorizing the Body: Conceptions of Disability, Gender and Normality addresses different perspectives on the body in relation to conceptions of disability, gender and normality. The article highlights the importance of integrating disability and gender when exploring an understanding of conceptions and constructions of the body. Negotiating Normality: The Complexity of Showing (off) Bodies identifies four different strategies the young women use to make themselves visible as fashionable young women of today, e.g. as non-disabled. It shows that these strategies comply with conceptions of fashion, and that they are at the same time expressions of different marks of resistance.                                                                            Risky Transitions in an Ableist Environment: The Experience of Frequent Critical Looks presents an exemplification of social construction of the body by focusing on critical looks. The concept of critical looks is analysed from an intersectional perspective, specifically in relation to how (dis)ability, gender and, to some extent, age interact. It shows how the body is made visible by being stared at, both to oneself and to others depending on place and interactions. Reflections on Collaborative Research: to What Extent, and on Whose Terms? discusses the possible methodological and ethical dilemmas found in different research phases, and in relation to the participants, in collaborative research within disability research. It shows that collaborative research can benefit from being problematized and discussed further regarding the categorization of disability as well as participation.

This essay is a business history about the Swedish midsized tobacco company J A Boman & Co, previously Ferd Körner and Körner & Boman, which was part of the blooming tobacco industry in Sweden during the 19th century.  One purpose of the essay is to fill a gap within both business history in general and the study of tobacco companies in particular, since they both tend to favor studies on larger companies. The other purpose is to find a methodological way to study a smaller sized, older company with very few sources from the actual company. The essay seeks to answer questions about the company’s production history and how it changed over the years. The study takes use of both qualitative and quantitative methods to examine the company and how it developed over time. It is not an essay deeply embedded in theory, it rather seeks to use different theoretical approaches. One approach is a micro level macro theory, that claims that a company only can be understood through the macro level and that the company, itself being the micro level, can deliver exciting new findings that creates a deeper understanding for the macro level. Throughout the essay, the company’s production statistics are examined, and combined with newspaper articles, letters and previous academic works within the field, the essay closes in on answers to the questions that were introduced in the beginning. The examination of the company finds that the midsized company managed to survive through adaptability to its time and circumstances. The company chose to sell their products through merchants instead of directly to the consumers, unlike most of the other tobacco companies at the time. The methodological problem, which was part of the essay’s purpose, was resolved by the combined method described earlier in the abstract, although the essay would admittedly have been better if there had been some papers left from the examined company.

XXI amžius Europoje susijęs su dideliais pokyčiais, kurie labiausiai pastebimi ekonomikoje, socialiniame gyvenime. Naujausios technologijos keičia visuomenės socialinius santykius, požiūrį į verslą. Švietimo sistemai žiūrint tiek Europos, tiek ir Lietuvos lygiu kilo svarbus uždavinys - ugdyti jaunimą, suprantantį, kas yra verslas, efektyviai įsiliejantį į visuomeninį gyvenimą, ir gebantį savo įgūdžius ir žinias pritaikyti prie besikeičiančios ekonominės ir visuomeninės aplinkos. Jaunimo verslumo ugdymas tapo viena svarbiausių ugdymo krypčių šiandien. Darbe tirta problema apibrėžia keletą klausimų: •kaip mokytojai susipažinę su verslumo ugdymo samprata, verslumo ugdymui skirtų mokymo priemonių įvairove ir galimybėmis jas taikyti bendrojo lavinimo mokyklose; •kaip mokytojai verslumo ugdymui skirtas mokymo priemones praktiškai taiko gimnazijoje. Baigiamojo darbo tikslas- išanalizuoti verslumo ugdymui skirtų mokymo priemonių praktinį taikymą gimnazijoje. Tyrimo objektas– verslumo ugdymui skirtų mokymo priemonių taikymas gimnazijoje. Pagrindiniai baigiamojo darbo uždaviniai: atskleisti verslumo ir verslumo ugdymo sampratas; pagrįsti verslumo svarbą švietime; išnagrinėti verslumo ugdymui skirtas mokymo priemones ir jų praktinio taikymo švietimo įstaigose galimybes;išanalizuoti verslumo ugdymui skirtų mokymo priemonių taikymo gimnazijose ypatumus. Darbe taikyti metodai:mokslinės literatūros analizė; dokumentų, analizė; apklausa. Pirmoje darbo dalyje pateikiama verslumo ir... [toliau žr. visą tekstą] / 21st century ir relevant with a big change in Europe. These changes are most noticeable in ecomomy and social life. New technologies changes social relationship between members of community together with the approach to a bussiness. With the lapse of time the Lihuania and Globe system of education get an important task – to educate young people, who realises what is the business and these, who sufficiently joins to societal life and to apply its skills and knowledge to continously changing status of economy and society. Today youth entrepreneurship education has become one of the most important directions of development. The problem of the thesis defines some questions: •how teachers familiar with the concept of entrepreneurship education, entrepreneurship development training for a variety of instruments and to use them to secondary schools; •how teachers applies various methods of entrepreneurship education to gymnasiums. The aim of thesis is – to analyze the application of entrepreneurship education measures for the practical application of gymnasium. The object of the research - application of entrepreneurship education measures to gymnasiums. The main tasks of the thesis are: to reveal a conception of entrepreneurship and entrepreneurship education; to base the importance of entrepreneurship in education; to examine the teaching tools for entrepreneurship education and its possibilities to apply it to educational institutions; to analyze the application features of... [to full text]

Doctor of Philosophy (Phd) / Despite general agreement that severely emotionally disturbed children and adolescents are an "at risk" group, and that ongoing evaluation and research into the effectiveness of services provided for them is important, very little outcome evaluation actually takes place. The absence of well-conducted and appropriately interpreted studies is particularly notable for day or residential treatment programs, which cater for the most severely emotionally disturbed youths. This thesis outlines the main areas of conceptual, pragmatic and methodological confusion and neglect which impede progress in research in this area. It argues for plurality of data analytic strategies and research designs. It then critically reviews the reported findings about the effectiveness of day and residential treatment in specialist facilities, and the predictors of good outcomes for this treatment type. This review confirms that there is very little to guide practice. Having argued for the legitimacy of its methods and the necessity to address basic questions, the thesis reports the results of a naturalistic study based on data accumulated during a decade-long evaluative research program taking place at Arndell Child and Adolescent Unit, Sydney. The study addresses the question of what child, family and treatment variables predict outcome for 159 children and adolescents treated at this facility from 1990 to 1999. Statistically significant results with large effect size were obtained. Among the most disturbed subgroup of forty three children, (a) psychodynamic milieu-based treatment was shown to be more effective than the “empirically-validated” cognitive-behavioural treatment which superseded it in 1996, and (b) children from step-families showed better outcome than those from other family structures. Furthermore, it was found for the study sample as a whole that severe school-based problem behaviours were associated with a limited trajectory of improvement in home-based problem behaviour. These results are discussed with regard to implications for treatment, research methodology, policy and further studies.

Submitted by CAROLINA AUGUSTA ASSUMPÇÃO GOUVEIA null (carolinaaag@yahoo.com.br) on 2017-12-19T01:26:16Z No. of bitstreams: 1 Tese_UNESP_GOUVEIA2017_FINAL.pdf: 3869442 bytes, checksum: d3efd81378537f8ab4b442bfc20979c5 (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2017-12-19T18:27:59Z (GMT) No. of bitstreams: 1 gouveia_caa_dr_rcla.pdf: 3793631 bytes, checksum: b599ed49bd9421979ddedd14308e70a7 (MD5) / Made available in DSpace on 2017-12-19T18:27:59Z (GMT). No. of bitstreams: 1 gouveia_caa_dr_rcla.pdf: 3793631 bytes, checksum: b599ed49bd9421979ddedd14308e70a7 (MD5) Previous issue date: 2017-11-08 / Na presente pesquisa, buscamos investigar e evidenciar os modos de manifestação da prática docente nas interações realizadas por professores de Matemática sob a perspectiva de alguns conceitos de Comunidade de Prática. Para atingir tal objetivo, a pergunta norteadora que conduziu esta investigação foi elaborada do seguinte modo: Quais são os modos de manifestação da prática docente que emergem das interações realizadas por professores de Matemática sob a perspectiva de alguns conceitos de Comunidade de Prática? Assim, desenvolvemos uma pesquisa de fundamentação metodológica qualitativa (BOGDAN; BIKLEN, 1994), de natureza interpretativa (PUTNAM, 1983), com análise dos dados baseada nos pressupostos da Análise de Contéudo (BARDIN, 2011). Focamos a constituição do corpus da pesquisa em um Curso de Extensão, que forneceu dois momentos de coleta de dados: aplicação de Questionário e desenvolvimento do Curso de Extensão para professores de Matemática, por meio de momentos de interação e desenvolvimento das atividades pelos participantes. Apresentamos, como resultado da investigação, três temáticas ou Categorias de Análise, que consideraram os modos de manifestação dos participantes nos diferentes momentos de desenvolvimento do Curso. São elas: Responsabilização e pertencimento no processo de desenvolvimento ou implementação das Políticas Públicas em Educação; Formação inicial e/ou contínua na constituição da profissionalidade e profissionalização docente; e Apropriação de recursos metodológicos/didáticos na constituição da profissionalidade e profissionalização docente. Estas categorias foram analisadas a partir da literatura sobre Políticas Públicas em Educação, Formação de Professores e Comunidades de Prática. Ao final deste trabalho, foi possível tecer considerações acerca dos modos de manifestação da prática docente, que foram evidenciados, pelos participantes, em relatos explícitos sobre a prática docente realizada no contexto escolar, ou implícitos, dados pelos aspectos das Políticas Públicas implementadas na instituição, pela constituição da profissionalidade e profissionalização ou pelas possibilidades de utilização dos recursos didáticos e metodológicos na sala de aula. Todos esses contextos se mostraram favoráveis à compreensão da própria prática docente e suas possíveis ressignificações, o que foi percebido pelas possibilidades de interação e pelos momentos de reflexão proporcionados pelo Curso de Extensão. / With the present research, we seek to investigate and demonstrate ways of manifestation of teaching practice in the interactions carried out by Mathematics teachers in the context of a Community of Practice. (BARDIN, 2011). In order to achieve this goal, the guiding question that led to this research was: What are the modes of manifestation of teaching practice that emerge from the interactions carried out by teachers of Mathematics in a Community of Practice? Thus, we developed a research of qualitative methodological basis (BOGDAN; BIKLEN, 1994), of an interpretative nature (PUTNAM, 1983), with analysis of the data based on the assumptions of content analysis (BARDIN, 2011). We focused on the constitution of the corpus of the research in the Extension Course, which brought two moments of data collection: Questionnaire application and Extension Course development, given by the moments of interaction and development of the activities by the participants. Here, as a result of the investigation, three thematics or analysis categories, that are considered as manifestation modes of the participants in different stages of development of the course. They are: accountability action and sense of belonging in the development process or implementation of public policies in education; Initial or continuous training in the constitution of professionalism and teaching professionalization; and, use and knowledge of methodological / didactic resources in the constitution of professionalism and professionalization. These categories were analyzed from the literature on Public Policies in Education, Teacher Training and Communities of Practice. At the end of this study, it was possible to make considerations about the manifestation modes of the teaching practice, which were evidenced by the participants in explicit reports about the teaching practice, carried out in the school context, or implicit, given the aspects of the Public Policies implemented in the institution, by the constitution of professionalism and professionalization or the possibilities of using didactic and methodological resources in the classroom. All these contexts were favorable to the understanding of the teaching practice itself and its possible re-significances, given the possibilities of interaction and the moments of reflection provided by the Extension Course.

Submitted by Melina Silva Alves (melinasalves@gmail.com) on 2016-07-19T22:57:21Z No. of bitstreams: 1 TESE DOUTORADO Melina Silva Alves UFBA.pdf: 2546452 bytes, checksum: fdb8ad07fe455d7ee17caad68b2bfa17 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-07-20T13:24:36Z (GMT) No. of bitstreams: 1 TESE DOUTORADO Melina Silva Alves UFBA.pdf: 2546452 bytes, checksum: fdb8ad07fe455d7ee17caad68b2bfa17 (MD5) / Made available in DSpace on 2016-07-20T13:24:36Z (GMT). No. of bitstreams: 1 TESE DOUTORADO Melina Silva Alves UFBA.pdf: 2546452 bytes, checksum: fdb8ad07fe455d7ee17caad68b2bfa17 (MD5) / Fundação de Amparo à Pesquisa do Estado da Bahia / A presente pesquisa foi constituída a partir da necessidade de disputarmos a direção da formação de professores, uma vez que consideramos essencial, para a disputa dos rumos mais gerais da formação humana, a formação de professores engajados à luta pela elevação do padrão cultural da classe trabalhadora. Orientados por esta perspectiva, apresentamos como objeto de estudo específico a formação de professores de Educação Física. Realizamos uma pesquisa bibliográfica e documental a partir da referência do materialismo histórico-dialético e apresentamos como objetivo contribuir teoricamente para o desenvolvimento de uma tendência de formação de professores de Educação Física cujo lastro formativo se opusesse diametralmente ao processo de produção e reprodução do capital e que contivesse em si parâmetros teórico-metodológicos capazes de contribuir com a necessidade de transição de modo de produção e reprodução da vida. Após analisarmos as mediações entre a crise estrutural do capital, a mundialização da educação e a formação de professores a partir da contradição entre forças produtivas e relações de produção e de apresentarmos as tendências pedagógicas que sustentam a direção da formação de professores de Educação Física no Brasil, indicamos possibilidades de essência para o desenvolvimento de parâmetros teórico-metodológicos para a formação de professores de Educação Física considerando a categoria da transição e as experiências de pedagogias socialistas/de inspiração socialista como fundamentais. Concluímos que tais parâmetros teórico-metodológicos encontram referência na defesa do projeto histórico de sociedade socialista, da concepção de formação omnilateral, da docência como central ao projeto de formação de professores, da licenciatura ampliada como forma mais avançada de organização do projeto de formação em Educação Física, do método dialético como necessidade para o trato com o conhecimento clássico, da unidade metodológica como necessária para dar coesão ao trabalho do coletivo de professores, da cultura corporal como objeto de estudo mais avançado para a explicação da realidade e do desenvolvimento do pensamento teórico e da autodireção como fundamentais ao desenvolvimento da compreensão dos trabalhadores enquanto classe para si. / ABSTRACT This research was constituted from the need to dispute the direction of teacher formation since we consider a teacher formation engaged in the struggle for raising the cultural standard of the working class essential for the dispute of the general course of human development. Guided by this approach we present as a specific object of study the formation of Physical Education teachers. A bibliographic and documentary research from the reference of dialectical and historical materialism is presented with the aim to theoretically contribute to the development of a tendency in formation of Physical Education teachers whose formative ballast is diametrically opposed to the process of production and reproduction of capital and which contained itself theoretical and methodological parameters that contribute with the need for mode of production and reproduction of life transition.After reviewing the mediations between the structural crisis of capital, the mundialization of education and teacher formation starting from the contradiction between productive forces and relations of production and after presenting what are the pedagogical tendencies that support the direction of formation of Physical Education teachers in Brazil, we indicated the possibilities in essence for the development of theoretical and methodological parameters for the formation of Physical Education teachers considering the category of transition and the experiences of socialist/socialist inspired pedagogiesas fundamental. We conclude that such theoretical and methodological parameters are referenced in the defence of thesocialist society historical project, the conception of omnilateral formation, teaching as central to teacher formation project, the broad licentiate as a more advanced form of organization in a project of formation in physical education, the dialectical method as a need to deal with the classical knowledge, the methodological unity as necessary means to give cohesion to the work of the group of teachers, the corporal culture as the more advanced study subject for the explanation of reality and the development of theoretical thinking and self-direction as fundamentals to the development of the understanding of the workers as a class for itself / RESUMEN La presente investigación se ha llevado a cabo ante la necesidad de discutir la dirección de la formación permanente del profesorado una vez que consideramos como substancial para hacer frente a la disputa por los rumbos generales de la formación humana, la formación del profesorado comprometido con la lucha por la elevación de las condiciones y del nivel cultural de la clase trabajadora. Orientados por esta perspectiva presentamos como objeto de estudio específico la formación del profesorado de Educación Física. Hemos realizado un estudio bibliográfico y documental tomando como referencia el materialismo histórico dialéctico y presentamos como objetivo contribuir teóricamente para el desarrollo de una tendencia de formación del profesorado de Educación Física cuya base formativa se opusiera diametralmente al proceso de producción y reproducción capitalista y que además incluya parámetros teórico y metodológicos capaces de contribuir con la necesidad de transición del modo de producción y reproducción de la vida. Después de analizar las mediaciones entre la crisis estructural del capitalismo, la mundialización de la educación y la formación del profesorado (a partir de la contradicción entre fuerzas productivas y relaciones de producción ) y presentar las tendencias pedagógicas que sostienen el rumbo de la formación del profesorado de Educación Física en Brasil, hemos indicado las posibilidades esenciales para el desarrollo de parámetros teórico y metodológicos para la formación del profesorado de Educación Física considerando la categoría de la transición y las experiencias de las pedagogías socialistas /de inspiración socialista como fundamentales. Para finalizar, hemos concluido que tales parámetros encuentran referencia en la defensa del proyecto histórico de sociedad socialista, de la concepción de formación omnilateral de la docencia como eje central del proyecto de formación del profesorado, de la licenciatura amplia como forma más avanzada de organización del proyecto de formación en la Educación Física, del método dialectico como necesidad para el trato con el conocimiento clásico, de la unidad metodológica como necesidad para obtener cohesión en el trabajo del colectivo de profesores, de la cultura corporal como objeto de estudio más avanzado para la explicación de la realidad y del desarrollo del pensamiento teórico y de la autodirección como fundamentales al desarrollo de la comprensión de los trabajadores en cuanto clase para sí.

This diploma thesis is dealing with the theme of use of the Botanic Garden in Teplice to teach Science - especially Botany at lower-secondary school. The thesis is divided into three parts. In the first part I'm dealing with mapping of botanic gardens in the Czech republic - mainly focusing on the Botanic Garden in Teplice. In the second part I'm searching for theoretic information to create my own worksheets, and explanation of the teaching method - excursion according to the available specialized didactic literature. In the third part I'm dealing with the analysis of questionnaire and according to the availably gained information with the creation of my own worksheets. After the questionnaire there were nine worksheets with the concrete teaching methodology of botany and methodological worksheets. Afterwards the worksheet called ¨Excursion itself¨ was verified. Altogether nine worksheets with the methodological outcomes were created. The pupils were filling in the worksheets during the excursion and then the pupils' questionnaire was made to gain the feedback. KEYWORDS botanic garden, worksheets, excursion, questionnaire, methodological worksheets, pupils' questionnaire

This thesis deals with the issue of assessing seniors' needs in relation to the urgency of their admission into a residential care facility. Act No. 108/2006 on social services has significantly changed the way people can obtain necessary assistance. Now it is possible to purchase social services thanks to a social welfare benefit in form of an attendance allowance. There was an assumption that if there is a development in field social work, seniors will remain in their natural environment and therefore the interest in residential care facilities for older people will lower. However, this assumption was not met. The number of senior citizens interested in retirement homes greatly exceeds the capacity of individual facilities. When we assess the needs of seniors related to admission to a residential facility, such need is perceived as an insufficiency. If we get rid of this need or provide support to satisfy it, we achieve safety and security. The extent of such support can vary. The level of help people need determines the amount they receive as an attendance allowance, but it is not the only criterion for preferential admission into a retirement home. Seniors' difficult life situation does not have to be directly related to the level of help they need. If seniors get a lot of points during assessment of their degree of autonomy, self-sufficiency and objective conditions, it does not necessarily imply that they need to be urgently admitted into a residential care facility. This assessment is carried out according to methodological documents devised by the retirement home. The thesis uses a qualitative research strategy; that is, content analysis, case study and qualitative evaluation. Residential care facilities came up with requirements for objective assessment and selection of seniors to be admitted in order to reduce the number of applicants - from several hundred to a group that needs to be admitted urgently. These requirements led to a preparation of methodological materials that describe the whole standard procedure of interaction with people interested in the residential social service. Next, a method of point score system to select the candidates was also established. One of the aims of this thesis was to carry out a qualitative evaluation of methodological documents of a specific residential care facility for older people. Next goal was to assess the seniors' needs before they are admitted to residential care. A content analysis of social investigation records was also conducted. The results showed that the most important needs of seniors are safety and security. Older people submit applications for retirement homes, although they actually do not want to use this service. It is a manifestation of their fear of the future and it has a significant impact on the number of registered applications. On one hand, it is important to regard people as fully-fledged, independent, free and responsible beings at any age. But on the other hand, it is also vital to be aware of various limits and restrictions arising from natural ageing. We usually encounter two extreme opposites when we communicate with older people. Seniors usually overestimate or significantly underestimate themselves in the area of autonomy and self-sufficiency. If these areas were only self-evaluated and objective reality (or senior's surroundings) was not taken into account, the assessment result would be significantly distorted. Quality of needs' assessment and level of social investigation directly depend on the knowledge, skills and abilities of social workers; one of their most important skills is the ability to reflect.