ABSTRACT The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural, and Northern settings. Three of the schools were elementary schools, and three were high schools. Data for the study were obtained by means of teacher semi-structured interviews, and a teacher survey designed expressly for this research. The research opportunity sought to “explore in the context of selected Saskatchewan community schools, teachers’ perceptions of Aboriginal achievement, the unique and contextualized features that govern Aboriginal learning, and the efforts of teachers to enhance Aboriginal student learning.” Historically, Aboriginal student achievement has been viewed through a deficit lens. To gain a positive perspective of this phenomenon, a constructivist paradigm, a social justice theory of change governed by an ethos of appreciative inquiry were employed using a Mixed Methods Research design. Specifically, a two phase exploratory methodology where a qualitative phase followed by a quantitative one was used to best inform the research perspective. A multi-case study approach for each school and division was deemed the most effective means of exploring teacher conceptualizations of the manner and conditions under which Aboriginal students best learn. A total of nine teachers were interviewed and 28 responded to the teacher survey instrument. Member checks of the interview data were undertaken and statistical data using both Excel for Windows as well as SPSS statistical programs were employed for survey data analysis. Owing to the small survey sample, the author advises that caution be used when considering the survey results. However, it is hoped that refinement of the survey tool and its use in later research will prove to be of benefit in understanding the phenomenon of Aboriginal student achievement. A peer data analysis panel was convened to thematically analyse the four open-ended questions contained in the survey. Findings for this study indicated teachers valued the work of collaborative teams, supportive school learning environments, differentiated instruction, assessment for learning, professional development, and culturally responsive instruction and curriculum and school/division alignment to enhance Aboriginal student achievement. The study found that perceptions of Aboriginal and non-Aboriginal teachers differed where Aboriginal student achievement was concerned. As well, participants felt that heightened Aboriginal student achievement could be fashioned by determined student engagement in their academic work. Finally, participants believed that parent and community engagement in schools and the academic life of their children would also enhance Aboriginal student learning outcomes. It is hoped that this study will serve as a point of initiation for more research into the phenomenon on a wider basis in order to generate greater understanding of the means by which Aboriginal students may flourish within public schools in Saskatchewan and potentially elsewhere.

The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)

Dating online applications have fundamentally changed the form of online dating. They are available on a mobile phone and are based on spatial proximity of users and ease of use. This diploma thesis focuses on users of these applications. This thesis is based on the assumptions of the uses and gratifications theory, which assumes that the media audience is active and uses the media to satisfy its needs. The aim of this thesis is to find out how individuals use the dating applications and what their reasons for using are. To collect data, I chose a combination of quantitative and qualitative approach. First, an on-line questionnaire survey was conducted, followed by semi- structured interviews with applications users. Research has shown that the reason for using and the attitude of users varies with each individual and can change during use. Keywords dating applications, Tinder, online dating, uses and gratifications theory, active audience, mixed methods research

Abstract This study explores the degree of preparedness for studying at Universities of Applied Sciences that is provided by the content of mathematics curricula in upper secondary schools from the viewpoint of engineering students. The theoretical framework is based on learning objectives and a view of mathematics. I categorized mathematical contents in upper secondary school from the point of view of engineering studies. Students defined important knowledge and skills as learning objectives and evaluated how well they were achieved in upper secondary schools from the standpoint of engineering studies. The view of mathematics is based on students’ descriptions of their experiences with mathematics and of themselves as students of mathematics in upper secondary school with respect to engineering studies. The empirical data consist of surveys (N = 222), initial mapping of attitudes (N = 65) and thematic interviews (N = 14). The research problem was approached through mixed research methods. The quantitative data were analyzed with basic statistical methods and students’ accounts of their experiences were examined using a qualitative narrative research method. The narratives were analyzed holistically and categorically focusing on content. According to the engineering students, they felt they should learn how to apply basic algebra and geometry, differential calculus and also equations - the so-called key components of upper secondary school syllabi. These learning objectives were accomplished well in compulsory mathematics courses in the advanced syllabus, but not as well in the basic syllabus. Students experienced mathematics in upper secondary school as instrumentalist and formal. The advanced mathematics syllabus demanded more work with numerous procedures, whereas the basic syllabus required a better understanding of word problems. Even a portion of advanced mathematics provided a good foundation for engineering studies. Supplementing compulsory courses in the basic syllabus with specialized or applied courses created an opportunity to succeed. By combining the advanced and basic syllabi and adding more practical problems, upper secondary school mathematics could provide an even better base for engineering studies. This study can be used for expanding the curricula, designing students’ high school learning paths and supporting teachers’ pedagogical work. / Tiivistelmä Tutkimuksessa tarkastellaan, millaista osaamista lukion matematiikan oppisisältöjen pohjalta rakentuu ammattikorkeakoulujen insinööriopiskelijoille. Teoreettinen viitekehys muodostuu oppimistavoitteista ja matematiikkakuvasta. Luokittelin lukion matematiikan oppisisältöjä ammattikorkeakoulujen tekniikan ja liikenteen alan matematiikan opetussuunnitelmien kautta. Insinööriopiskelijat määrittivät kokemustensa perusteella ammattikorkeakouluopintojen kannalta tärkeitä matematiikan tietoja ja taitoja – oppimistavoitteita – sekä arvioivat niiden toteutumista lukiossa. Insinööriopiskelijat kertoivat lukion matematiikkakokemuksistaan sekä arvioivat itseään matematiikan oppijana lukiossa ja osaajana ammattikorkeakoulussa. Näiden pohjalta rakentui insinööriopiskelijan matematiikkakuva. Empiirinen aineisto koostuu insinööriopiskelijoille suunnatusta survey-tutkimuksesta (N = 222), asenteiden alkukartoituksesta (N = 65) sekä teemahaastatteluista (N = 14). Sovelsin mixed methods -tutkimusta. Analysoin kvantitatiivisen aineiston tilastollisten perusmenetelmien avulla. Sovelsin opiskelijoiden kokemuksiin liittyvien kertomusten tarkastelussa narratiivista tutkimusmetodia. Tarkastelin narratiiveja holistisesti sekä kategorisesti keskittymällä sisältöön. Insinööriopiskelijoiden mukaan lukion matematiikassa pitäisi oppia soveltamaan avainsisältöjä (perusalgebra ja -geometria, differentiaalilaskenta sekä yhtälöoppi). Lukion matematiikassa tunnistettiin instrumentalistis-formaalin oppiaineen piirteitä. Pitkä oppimäärä koettiin työläänä proseduurien muistamisena. Lyhyessä oppimäärässä tarvittiin paljon sanallisten tehtävien ratkaisemista, mistä oli hyötyä insinööriopinnoissa. Pitkän oppimäärän osittainenkin suorittaminen näytti muodostavan hyvän pohjan insinööriopintoihin, mutta myös täydentämällä lyhyen oppimäärän pakollisia kursseja syventävillä tai soveltavilla kursseilla oli mahdollista onnistua. Käytännönläheisyyttä lisäämällä ja molempia oppimääriä yhdistämällä oppisisällöistä muodostuisi vieläkin parempi pohja insinööriopintoihin. Tutkimuksen tuloksia voidaan hyödyntää opetussuunnitelmia kehitettäessä, opiskelijan matemaattisen lukiopolun suunnittelussa sekä opettajan pedagogisen työn tukena.

Les illusions surprennent, amusent et émerveillent. Si parmi les intentions esthétiques du créateur, se trouve l’objectif de provoquer chez le spectateur des interrogations face à sa perception de la réalité quotidienne, alors les illusions peuvent devenir un atout essentiel dans la création artistique.Par ailleurs, le domaine de la réalité virtuelle et mixte, avec ses technologies numériques d’immersion et d’interaction, offre de nouvelles possibilités pour « transporter » le spectateur dans des mondes inhabituels, imaginés par les artistes.Ainsi, à partir de mon double intérêt pour les illusions et la réalité virtuelle et mixte, j’ai été amenée à développer une recherche-création sur les nouvelles formes artistiques d’illusion. Inspirée de la méthodologie complexe d’Edgard Morin, j’ai exploré théoriquement et pratiquement l’espace des illusions entre le réel et le virtuel (IRV), afin d’identifier et de créer ces nouvelles formes artistiques émergeant de la synergie des relations entre le spectateur, l’œuvre et l’artiste. J’ai composé ma propre palette de création d’IRV, qui parcourt les trois frontières : celle entre le réel et le virtuel, celle entre le réel et l’illusion, et enfin celle entre le virtuel et l’illusion. Et j’ai clarifié ma démarche artistique émergeant de cette recherche : viser à l’exploration de nouvelles expériences d’illusions entre le réel et le virtuel, afin d’atteindre de plus grandes profondeurs d’illusion et de présence dans l’expérience proposée au spectateur. Je me rapproche alors de ce que je nomme la survirtualité, le virtuel étant un merveilleux moyen pour imaginer, rêver des mondes d’illusions imbriquées. / Illusions surprise, amuse and amaze. If among the aesthetic intentions of the creator is the objective of raising questions in the spectator's mind about her own perception of everyday reality, then illusions can become an essential asset of artistic creation. Furthermore, we observe that the field of virtual and mixed reality, with its digital technologies of immersion and interaction, provides new possibilities to "transport" the spectator in unusual worlds, imagined by the artists. Thus, from my double interest in illusions and virtual and mixed reality, I was led to develop a research-creation on new artistic forms of illusion. Inspired from Edgard Morin's method of complexity, I theoretically and practically explored the space of illusions between the real and the virtual (IRV), to identify and create these new art forms emerging from the synergy of the relationship between the spectator, the artistic work and the artist. I composed my own palette for the creation of IRV, which covers the three borders: the one between the real and the virtual, the one between the virtual ant the illusion, and finally the one between the virtual and the illusion. I thus clarified my artistic approach emerging from this research: aiming at the development of experiments nesting several levels of illusions of reality, with the help of real and virtual apparatuses, and striving to explore illusions unique to the virtual, to achieve deeper illusion and presence in the experience offered to the spectator. I can then go closer to what I call the survirtuality, the virtual being a wonderful way to imagine, to dream worlds of nested illusions.

BACKGROUND: Economists depict illicit markets as violent, due to the lack of centralized property rights enforcement. At the same time, the importance of friendship networks and drug sharing is a recently documented feature of the marijuana market. Recent studies show an increased role of acquiring marijuana through friends, especially in settings where drug policy is rather punitive. This thesis extends this research into the norms that marijuana users attribute to their definition friendship. To do this, the thesis conceptualizes friendship as a type of institution that reduces the transaction costs on the market, and like that, it limits the decision making of marijuana market players. DATA: Marijuana market patterns in the Czech Republic and North-Central Florida were analyzed via both qualitative and quantitative research methods. For the purpose of the qualitative study, 44 (resp 66) study participants were marijuana users and retailers recruited at North-Central Florida (resp in the Czech Republic), with the use of respondent-driven sampling. Inclusion criteria into the study was the use of marijuana in the last 12 months. Semi-structured interviews, that took 80 minutes on average, followed an interview guide focused on marijuana use, sharing, purchases, sales and growing, with extensive probes on activities of respondents` "friends", as they defined them. As for the quantitative data, marijuana market modules from two representative general population surveys on substance use were used (CS 2008, NSDUH). METHODS: Qualitative data were analysed with the use of inductive analysis, and were framed into institutional economics theory. Quantitative data were analyzed with the use ordinary logit models. FINDINGS: The study has shown remarkable impact of drug policies on cannabis markets via comparison between the Czech Republic and the U. S. (North-Central Florida). The study findings suggest that users' definitions of friendship include expectations for behavior that sustain the distribution chain within the marijuana markets. Respondents provided definitions of friendship that contained norms on marijuana sharing and reciprocation, purchases for friends, and introduction to the dealer - for whom the term "friend" has been used as a synonym in most cases. In quantitative analysis, acquistion through a friend made significant reduction of price at last purchase in the U. S., approaving the hypothesis that friendship can be an effective institution to reduce transaction costs on the market. In the Czech Republic, such analysis was inconclusive. This demonstrates that the importance of friendship might be higher in countries where drug prohibition is more severe. CONCLUSIONS: Punitive drug policy provides incentives to shrinking the market into social networks, and like that, it imposes harms on users in terms of decreasing control over their substance use can criminal risks (larger amounts purchased, and the risk of detection to regular citizens, who serve as middlemen on the market without an intention to make profit). For more precise estimates, further surveys shall distinguish between different modalities of friendship, and between different product types.

Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

O objetivo desta pesquisa foi identificar os fatores, que em um nível organizacional, influenciam o sucesso no judô internacional. Para atingir o objetivo desta pesquisa, foi utilizado o Modelo Sequencial Exploratório, do qual envolve uma fase inicial de coleta e análise de dados qualitativos, seguido por uma segunda fase intermediária relacionada com a construção de um instrumento e uma terceira fase de coleta e análise de dados quantitativos. Através da Análise de Conteúdo de entrevistas com 33 indivíduos (entre atletas, técnicos, gestores e experts) do judô de alto rendimento internacional, foram identificados na primeira fase qualitativa 11 categorias e 44 subcategorias, consideradas respectivamente como as dimensões e os fatores organizacionais que influenciam o sucesso esportivo internacional no judô de alto rendimento. Foi possível verificar que os resultados são semelhantes aos resultados de outras pesquisas e modelos que tiveram propósitos de investigar políticas esportivas ou sistemas esportivos de alto rendimento, principalmente aos pilares do modelo SPLISS. Entretanto, o judô possui especificidades que causam efeito sobre os fatores organizacionais que influenciam o sucesso esportivo internacional, como por exemplo, aspectos tradicionais, históricos e culturais inerentes à prática do judô. Além disso, a partir da Teoria de Sistemas, foi possível a identificação fatores ambientais que influenciam no desenvolvimento do judô em diferentes países e consequentemente no alcance do sucesso internacional. A partir destes resultados elaborou-se o modelo \"Judo Organizational Factors Influencing the International Sporting Success\" (JUDO-OFIISS). Com um questionário construído e validado por Validação de Conteúdo de seis experts na segunda fase, foi possível a validação do modelo em uma terceira fase quantitativa, onde procedeu-se Análise Fatorial Exploratória nos dados obtidos em uma amostra de 406 indivíduos, divididos em atletas, técnicos, gestores e experts do judô de alto rendimento brasileiro. Constatou-se através da Análise Fatorial Exploratória que os fatores organizacionais que influenciam o sucesso esportivo internacional no judô de alto rendimento se correlacionam e foram validados. Os resultados da terceira fase sugerem que a busca pelo sucesso esportivo internacional no de judô de alto rendimento dependerá da existência de todos os fatores organizacionais identificados, provavelmente da inter-relação entre os mesmos e do ambiente existente em cada país. Futuras pesquisas podem aprofundar o entendimento sobre a relação dos fatores organizacionais realizando os procedimentos quantitativos em amostras de outros países ou realizando procedimentos que envolvam análises confirmatórias ou modelagem de equações estruturais, a fim de identificar a importância ou o \"poder\" de cada um dos fatores organizacionais, ou até mesmo das dimensões (categorias) identificadas nesta pesquisa. Especificamente para o judô, os resultados identificados podem proporcionar embasamento para o desenvolvimento e a gestão no judô de alto rendimento, ou ainda, podem servir como modelo para a identificação e avaliação de fatores chave nas políticas e sistemas de judô. Quanto a sua contribuição teórica, essa pesquisa agrega no entendimento de políticas esportivas e sistemas de alto rendimento considerando uma abordagem que envolve um único esporte / The objective of this research was to identify factors at an organizational level that influence international success in high-performance judo. To fulfil the objective of this research a Sequential Exploratory Design was used involving an initial phase which collects and analyses qualitative data, followed by a second intermediate phase related to the development of a measurement instrument and a third involving the collection and analysis of quantitative data. Through Content Analysis on interviews with 33 individuals (athletes, coaches, performance directors and experts) from the international high-performance judo in the initial qualitative phase, 11 categories and 44 subcategories were identified which were considered the dimensions and the organizational factors influencing the international sporting success in high-performance judo. It was verified that the results are similar to other studies and models, which had the purpose of investigating sport policies or high-performance sport systems, particularly the pillars of SPLISS model. However, specific judo characteristics that affect organizational factors that influence the international sporting success were identified, such as tradition, history and cultural aspects inherent of judo practice. Furthermore, based on the Systems Theory environmental factors that influence the development of judo in different countries and that consequently influence the reach of international success were also identified. From these results, the \"Judo Organizational Factors Influencing the International Sporting Success\" (JUDO-OFIISS) model was developed. A questionnaire developed and validated by Content Validation by six experts in the second phase allowed for model validation in a third quantitative phase; this proceeded an Exploratory Factor Analysis on data obtained in a sample of 406 individuals, divided into athletes, coaches, performance directors and experts from Brazilian high-performance judo context. The Exploratory Factor Analysis showed that the organizational factors influencing the international sporting success in high-performance judo were correlated and validated. The results in the third phase suggested that the search for international sporting success in high-performance judo depends upon the existence of all identified organizational factors, probably on their relationship and the existing environment in different countries. Future research could deepen the understanding of the relationship between organizational factors by conducting quantitative procedures performed in samples from other countries, or by carrying out procedures involving confirmatory analysis or structural equation modelling in order to identify the importance or the \"power\" of each organizational factor or even the dimensions (categories) that were identified in this research. Specifically for judo, the identified results may provide knowledge into the development and management of high-performance judo and it can even be used as a model for the identification and evaluation of key factors in judo policies and systems. As to its theoretical contribution this research contributes to the understanding of sport policies and high-performance sport systems considering a sport specific level