The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

Lecturers’ research output in higher education in Zimbabwe is low in general and at Mentors University (pseudonym) in particular. Although lecturers at Mentors University are expected to publish to avoid career stagnation, most lecturers are not tenured due to lack of publications in peer refereed journals with an aggregate impact factor of 0.5. The study aimed at formulating a model for developing lecturers’ research skills and its empirical testing to address the problem. A literature review examined theories of competency development and mentoring models. The informal group mentoring strategy was structured for application in a qualitative participatory action research design. A questionnaire captured factors influencing lecturer research output from a purposive sample of 260 lecturers at Mentors University. Another purposive sample of five lecturers participated in implementing the informal group mentoring intervention for model empirical testing. All participants had failed to publish, were available volunteers and committed to the intervention. The intervention comprised determining qualities of publishable papers through desk research; an evaluative reading of published and rejected papers; peer discussion of the strengths and weaknesses of papers; practice of research; the oral reporting of findings; peer evaluation of papers and the incorporation of peer critique into papers to improve quality prior to paper submission to journals. Survey findings indicated that research output was affected by a lack of both research and publishing skills and mentoring by research supervisors. Participants in the intervention entertained misconceptions of problem formulation, research design and application of probability sampling concepts. Computer skills for data analysis and oral presentation were poor. Further, the university had no policy for lecturer research skills development. As a result of the intervention, all five participants published a paper. The study concluded that lecturers can develop research skills for publication by forming informal mentoring groups; obtaining the services of a mentor; and applying the informal group mentoring model. It was recommended that the universities include development of research skills in their policies and train mentors for the application of the informal group mentoring research skill development model in new universities in Zimbabwe. / Educational Management and Leadership / D. Ed. (Education Management)

Text in English / The main aim of the study was to investigate the state of customer care in Public University libraries in Kenya: case study of Moi University Library. Specifically the study was set to determine the composition of customers served and extent to which their information needs were being met. It was also set out to Identify and evaluate the quality and relevance of information services/products provided. Consequently, the study was undertaken to establish if there is a customer care structure and policy in place and also to explore the customer care practices. Lastly, to determine the challenges that were encountered in the process of offering customer care program. The mixed method research was used. Data was collected in two phases, questionnaires and interview survey methods were used to collect both quantitative and qualitative data. The study established that students and academic staff were the primary customers but their needs were not sufficiently being met. Library staff were friendly and helpful but overall rating of their attitude was below expectations. The study established that the library has variety of products/services and users’ were aware them. They were also aware of the existence of customer care unit, which allowed users to make suggestions for improvement of library products/services. The study recommends that the library should be provided with resources to run the program and also it is important that the Moi University Library adopts the use of a social media (Web: 2.0/lib 2.0) for communicating and updating users on new services and products. / Information Science / M. Inf.

The study is a gender critical investigation of the implementation of gender policy programs in student admission in Zimbabwe state universities. The study locates itself in the student admissions section of these institutions, acknowledging the potential contributions of the practices and procedures in this section towards achievement of gender equality. The study focused on the nature of the implemented programs, the gender equality model pursued and how the programs are made part of the mainstream. The study employed a multi-pronged theoretical frameworks approach as its theoretical framework to determine feasible strategies in analyzing the research problem, choosing the research approach, deciding on the research methods, formulating the research questions and in drawing the conclusion to the study. A mixed method inquiry used the multiple case study survey, documentary analysis and interviews to gather data in two state universities. The study found that in spite of the state universities implementing gender policy programs as required by the Zimbabwe National Gender Policy (2004), gender inequalities persisted, and in the process the study revealed more barriers than successes encountered on the road to gender equality. This concurred with some of what was predicated from literature on the use of the adopted approaches to gender mainstreaming and models of gender equality pursued. The chief factor responsible for the inequalities was found to be the pervasive, deeply entrenched patriarchal conservatism, cultural stereotypes, biases and discriminations held by some actors in student admissions which marginalized gender equality and consequently, rendered the gender equality agenda elusive. The study identified the need for adoption of a wider conception of gender and gender equality and of a radical transformative approach in order to resuscitate the paralyzed gender equality mandate in student admissions. Apart from generating some new insights regarding theory, the study is also of value at an applied level: serving to support programs and sustainable plans for gender equality implementation in student admissions in universities. The main recommendation of the study is the need for a new shift in policy program implementation, and the study outlined the main cardinal points of this new paradigm. / Educational Studies / D. Ed. (Comparative Education)

全球化的到來，象徵正式進入國際化的時代，同時也引爆東西方各學術界的許多辯論。台灣也搭上了全球化發展的列車，著手在教育結構和政策上進行轉型。有鑒於此，本研究首先將會討論台灣高等教育國際化的背後因素，試著從國際與當地觀點來討論國際化，並且了解台灣高等教育國際化之目標與所採用的策略。本研究採用了混合方法的研究架構，採用了個人和焦點團體訪談的方式，訪談了國外國際化專家、國內的外國教師與學生、國內大學國際單位的工作者……等。同時也使用了紙本與網路問卷調查來強化研究上的數據訊息。分析結果後並提出一種國際化評估系統，來衡量台灣高等教育的國際化。期望研究發現將可以當作當代東南亞國家的高等教育國際化在該國家的一個衡量指標。 / The advent of globalization has ushered in the era of internationalization. Much debate on such processes has occurred in academe both in the East and the West. Taiwan has kept pace with these developments by ensuring that measures and changes in both structure and policy are being implemented at all levels. This research attempts to discuss the factors behind the internationalization of Taiwan’s higher education. Discussions on global views, local contextual perspectives and concepts on internationalization, and strategies and rationales behind Taiwan’s internationalization are included. Interviews were conducted with local internationalization officers, internationalization scholars and experts, and international students in Taiwan. Results were then analyzed together with the changing trends and issues on the importance of internationalization, which led to the quest for a set of performance indicators. An analysis of previous assessment practices and mechanisms from both foreign and local sources was completed, which culminated in the proposal of a set of performance indicators to measure internationalization in Taiwan’s higher education institutions. An actual assessment of Taiwan’s HEIs internationalization using the proposed indicators was then accomplished. Findings shall serve as a point of reference for contemporary visions of the internationalization of an East Asian higher education exemplar in the age of globalization.

A putative father registry represents a legal option for unmarried males who wish to secure legal notice regarding an adoption proceeding for a child they may have fathered. Putative father registries must balance the interests of the putative father against those of the child, the birth mother, and the adoptive parents. This study utilized a framework adapted from the Multiple Constituency Model and used social justice, as indicated by distributive justice and procedural justice, to determine the perceptions among primary constituency groups of the Virginia Putative Father Registry. This research utilized a mixed-methods approach to analyze qualitative data from focus groups in combination with quantitative results from an online survey. The results of the qualitative analysis revealed eight principal findings: First, nearly all putative fathers were unaware of the existence of putative father registry in general, or the Virginia Putative Father Registry in particular. Second, putative fathers were unaware that sex is legal notice in Virginia. Third, once aware of the concept of a putative father registry, the focus group males had positive opinions about putative father registries and the Virginia Putative Father Registry. Fourth, putative fathers preferred to receive notice through the mail regarding an alleged child. Fifth, putative fathers have a negative opinion of providing notice by posting it in newspapers. Sixth, promoting awareness of putative father registries needs to target male audiences and preferably have an interactive component. Seventh, putative fathers expressed strong positive feelings about knowing about a child they may have fathered being placed for adoption. Finally, single male participants in the focus groups were more convinced about the importance of a putative father registry in comparison to married male participants. Quantitative survey data indicated that putative fathers were perceived as the primary constituent group that would benefit the most from a putative father registry. The safeguard variable was significant as it relates to occupation, putative fathers and birth mothers. The study also found that survey respondents indicated that the general public was not aware of putative father registries, and this perception was borne out in focus group results.

Thèse réalisée en cotutelle entre Aix-Marseille Université et l'Université de Montréal / Introduction : En France, les programmes d’éducation thérapeutique du patient (ETP) à destination de l’adolescent diabétique de type 1 visent à rendre l’adolescent autonome pour gérer sa maladie et son traitement. En s’appuyant sur la théorie sociale cognitive de Bandura, les effets des activités éducatives de l’ETP devraient conduire au renforcement du sentiment d’efficacité personnelle, couplé à d’autres facteurs socio-cognitifs, favorisant l’adhésion thérapeutique de l’adolescent, une meilleure qualité de vie et un meilleur équilibre glycémique. Cependant, il n’existe pas de publication décrivant l’ensemble de ces critères pour la population des adolescents diabétiques de type 1 pendant et après le programme d’ETP, et les outils d’évaluation en français sont manquants. Objectifs : Les travaux de thèse se sont déclinés en trois buts principaux : 1. Réaliser une clarification de concept sur les spécificités de l’ETP dans un contexte pédiatrique, à partir d’une analyse de la littérature (article I). 2. Réaliser une revue systématique ayant pour objectif de décrire le contenu et les effets des programmes éducatifs de 2009 à 2014 sur le contrôle glycémique, la gestion de la maladie, les critères psychosociaux des enfants et des adolescents diabétiques de type 1, et d’évaluer la concordance de ces programmes avec les recommandations de l’ISPAD (article II). 3. Décrire l’évolution du profil socio-cognitif et clinique sur trois mois d’une cohorte d’adolescents diabétiques ayant participé à un programme d’ETP en France (article III). Méthode : Chaque objectif a nécessité une méthode spécifique : - Article I : utilisation de la méthode d’analyse de concept évolutionniste de Rodgers (2000) ; - Article II : utilisation de la méthode de revue systématique Cochrane Collaboration (Higgins & Green, 2011) ; - Article III : mise en œuvre d’un protocole de recherche pilote auprès d’une population d’adolescents de 12 à 17 ans inclus, diabétiques de type 1 sous insulinothérapie, participant à un programme d’ETP, à partir d’une méthode mixte concurrente parallèle en trois volets : quantitatif, qualitatif et intégratif. Résultats : Les résultats des travaux de thèse sont organisés par article : Le premier article porte sur les spécificités pédiatriques du concept d’éducation thérapeutique du patient par une analyse de la littérature de 1998 à 2012. Une clarification de concept selon la méthode de Rodgers (2000) a été réalisée, afin d’identifier les attributs spécifiques de la population des enfants et des adolescents. Cinq attributs ont émergé : la triade relationnelle, les partenariats collaboratifs, l’adaptation de l’apprentissage, l’acquisition progressive et évolutive des compétences, et la créativité. Cet article a été publié dans la revue Santé Publique. Le second article présente les résultats d’une revue systématique sur les effets et la qualité des programmes éducatifs dans le diabète de type 1 pédiatrique. Quarante-trois publications ont été incluses, représentant 36 programmes éducatifs, développant des compétences d’autosoins et/ou psychosociales. La qualité des programmes a été analysée selon les critères des recommandations de l’International Society of Pediatric and Adolescent Diabetes. Cet article a été soumis à la revue The Diabetes Educator, en anglais. Au préalable du troisième article, la validation des tests psychométriques des outils quantitatifs de la recherche est exposée, de même que les résultats des deux premiers temps de suivi de la cohorte d’adolescents. Le troisième article présente les résultats concernant un sous-échantillon de 24 adolescents ayant réalisé les trois mois de suivi (de M0 à M3), dont 21 qui ont participé au volet qualitatif. Les indicateurs cliniques et psychosociaux restaient stables au cours du temps. L’amélioration du sentiment d’efficacité personnelle avait tendance à être liée à l’amélioration de l’équilibre glycémique. L’analyse thématique qualitative a permis d’explorer les forces et les obstacles des adolescents diabétiques de type 1 de la cohorte pour parvenir à un comportement d’autogestion, tandis que les analyses multivariées qualitatives ont identifié les différences de discours entre les adolescents ayant une amélioration du sentiment d’efficacité personnelle et ceux qui le diminuent au cours du temps. Discussion : Ces travaux de recherche ont globalement permis de développer les connaissances sur le concept d’ETP dans le contexte pédiatrique, sur l’état de la recherche concernant les programmes éducatifs structurés dans le diabète de type 1 de l’enfant et de l’adolescent, mais aussi de mettre en application une étude pilote dans le contexte de l’ETP en France. Des tendances ont été discutées, permettant d’envisager des axes d’amélioration tant dans l’amélioration des programmes d’ETP et le développement de compétences psychosociales, que dans de futurs travaux de recherche. Le statut de l’infirmier chercheur en France est également abordé. / Introduction: In France, therapeutic patient education programs (TPE) to type 1 diabetic (T1D) adolescents are designed for developed therapeutic adherence of their disease and its treatment. Based on social cognitive theory of Bandura, the effects of TPE activities should lead to the strengthening of self-efficacy, coupled with other socio-cognitive factors, favoring self-management, better quality of life and improved glycemic control. However, there is no publication describing all of criteria for T1D teenagers during and after the TPE and French questionnaires are missing. Aims: The thesis works was broken down into three main goals: 1. Perform concept clarification on the specifics of TPE in a pediatric context, from a litterature review (Article I). 2. Conduct a systematic review to describe the content and effects of educational programs from 2009 to 2014 on glycemic control, disease management, psychosocial criteria of children and adolescents with diabetes type 1, and assess the consistency of these programs with the recommendations of the ISPAD (Article II). 3. Describe the evolution on three months of the socio-cognitive and clinical profile in a cohort of adolescents with diabetes who participated in an TPE program in France (Article III). Method: Each aim has required a specific method: - Article I: use of Rodgers’s evolutionary concept analysis method (2000); - Article II: use of Cochrane Collaboration systematic review methodology (Higgins & Green, 2011); - Article III: implementation of a pilot research protocol with a population of adolescents 12-17 years of age, type 1 diabetics on insulin, participating in an TPE program, from a mixed parallel concurrent method with three components: quantitative, qualitative and integrative. Results: Results of the thesis are organized by section: The first article focuses on pediatric specificities of the concept of therapeutic patient education with an analysis of the literature from 1998 to 2012. A concept clarification by Rodgers method (2000) was conducted to identify the specific attributes of children and adolescents. Five attributes have emerged: relational triad, collaborative partnership, adaptation of learning, gradual and progressive acquisition of skills, and creativity. This article was published in Santé Publique. The second article presents the results of a systematic review on the effects and the quality of educational programs in pediatric type 1 diabetes. Forty-three publications were included, representing 36 educational programs, developing self-care and / or psychosocial skills. Program quality was analyzed according to criteria of the International Society of Pediatric and Adolescent Diabetes recommendations. This article was submitted to The Diabetes Educator, in English. Beforehand the third article, psychometric validation of research tools is exposed, as well as the results of the first two-time monitoring of the cohort of adolescents (M0 and M1). The third article presents results on a subsample of 24 adolescents completed the three-month follow-up (M0 to M3), including 21 who participated in the qualitative component. The clinical and psychosocial indicators were stable over time. The improved self-efficacy tended to be linked to the improvement of glycemic control. The qualitative thematic analysis was used to explore the strengths and challenges of T1D adolescent’s cohort to achieve a self-management behavior, while qualitative multivariate analyzes identified differences in speech between adolescents who improve self-efficacy and those that decrease over time. Discussion: This research has generally allowed to develop knowledge on the TPE concept in the pediatric context, the state of research on structured educational programs in the children and adolescents type 1 diabetes, and to implement a pilot study in the context of the TPE in France. Trends were discussed, allowing to consider areas for improvement both in improving TPE programs and of life skills development, that in future research. Status of the nurse researcher in France is also discussed.

L’agression sexuelle (AS) envers les enfants est une problématique majeure affectant les communautés autochtones. Considérant les conséquences à long terme associées à l’AS, il est primordial que les intervenants soient formés adéquatement pour intervenir en cas d’AS puisque que cette problématique compromet le bien-être des enfants, de leur famille et de leur communauté. Le Centre d’expertise Marie-Vincent, en partenariat avec les communautés autochtones, a mis sur pied une formation en matière d’AS spécifiquement adaptée aux besoins des intervenants. De 2013 à 2015, 161 professionnels œuvrant dans les communautés autochtones ont participé à cette formation. Deux phases de collecte de données distinctes ont été menées pour vérifier l’atteinte des objectifs du programme, soit l’amélioration des connaissances et des interventions en matière d’AS des participants. Lors de la première phase, les participants ont répondu à un questionnaire de réactions et à un test de connaissances. Une étude de cas multiples qualitative comportant quatre communautés a été réalisée lors de la deuxième phase. En plus d’un taux d’appréciation élevé, les résultats révèlent une augmentation significative des connaissances, passant de 54 % à 87 % (t(125) = 16,4, p < 0,001, ηp2 = 0,68). L’analyse des entrevues fait état d’une appropriation des contenus de formation dans la pratique professionnelle des participants. Ces derniers affirment avoir modifié la façon dont ils questionnent les enfants et être plus attentifs aux signes et symptômes d’une AS. Des changements sur le plan des attitudes, notamment sur l’importance du signalement, sont également rapportés. Finalement, la formation est considérée comme l’un des éléments déclencheurs d’une meilleure collaboration intersectorielle dans au moins une communauté. / Child sexual abuse (CSA) is a major issue affecting the well-being of indigenous communities. For this reason, the Marie-Vincent Centre of Expertise, in partnership with indigenous stakeholders, has created a training program on the topic of CSA specifically tailored to the needs of Québec’s indigenous communities. From 2013 to 2015, 161 professionals took the training. In order to evaluate this training, two distinct data collection phases were conducted. As part of the first data collection phase, participants completed a reaction questionnaire and a knowledge assessment questionnaire. Interviews with four subgroups of participants were conducted in the second phase of collection. The overall satisfaction with the training was high and the participants’ knowledge level significantly increased from 54% to 87% (t(125) = 16.4, p < 0.001, ηp2= 0.68). Furthermore, interview results show an integration of training contents in the participants’ professional practice. Participants mentioned that the training influenced the way they interrogate children. Being more aware of potential signs and symptoms of CSA was credited to the training. Changes in attitudes were also found, particularly in the importance of reporting abuses. Finally, an improved inter-sectoral collaboration was attributed to the program in at least one community.

<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>