The teaching practices of English reading in Indonesia provide limited opportunities for students to engage actively with texts to foster comprehension. Teaching reading through the use of self-questioning strategy has been shown to be an effective approach to improve students’ levels of questioning that promotes reading comprehension. However, for this to occur, teachers need a more effective self-questioning strategy to use it with their students. This study investigates the development of teachers’ and students’ self-questioning strategy use, the challenges faced by teachers, and the assistance that they need to implement it. The effects of the implementation of self-questioning strategy on students’ skills in generating questions about English passages are also examined. This study was conducted in Samarinda, the capital of East Kalimantan, Indonesia, where English is a foreign language to Indonesian speakers. Three teachers and their Grade 11 classes from three different secondary schools participated in a multiple-site case study which was employed to generate rich explanatory data across sites. Data were gathered from both teachers and students in the form of observations, field-notes, interviews and reflective journals. Audio and video recordings of classes and teaching of English reading were used to support the data collection. The teachers were subsequently trained in a workshop in the use of self-questioning strategy with guidelines for the use of different levels of questions based on Bloom’s taxonomy. The teachers then implemented the self-questioning strategy with students in their classrooms. Two levels of analysis were applied in this multiple-site case study. Within site study analysis involved organising the data to search for patterns for each site. Across-site study analysis was then applied to generate themes, knowledge, concepts, and connections between variables and across the study sites before triangulation with other sources of data was undertaken to draw conclusions. The findings from this study show that teachers relied on textbooks for pedagogies for teaching reading and for the kinds of questions they asked to assist in reading comprehension. This meant that both teachers and students were exposed mainly to low level questions. Thus, they faced challenges in generating high level questions in these conditions, and required assistance in order to do this. The results reveal that both teachers and students perceived that they gained benefits from the application of the self-questioning strategy. Some factors that contributed to the effectiveness of the implementation of the self-questioning strategy in this EFL context were teachers’ knowledge and confidence, the abilities of students, the nature of the class, the supportive learning environment, and sufficient time for implementation. The implications for future research included the need to examine the self-questioning strategy in a longitudinal study, and the need to focus on students’ understanding and transfer of learning to other contexts. More generally, this study shows that the self-questioning strategy can be implemented effectively in reading lessons in Grade 11 classes in an Indonesian context. The findings of the study reveal that as well as improving teachers’ and students’ abilities to generate questions about English passages, the use of self-questioning also promotes the development of a more learner-centred approach in EFL and assists teachers to ask questions in their classrooms that go beyond those provided in the textbooks. The findings suggest that research in self-questioning strategy needs to be expanded and continued because this study has shown the potential of the strategy to enhance students’ engagement in learning and potentially to foster improvements in reading comprehension.

Thesis (M.S.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M. Laws) -- Flinders University, Faculty of Education, Humanities, Law and Theology. / Typescript (bound). Includes bibliographical references (p. 223-248). Also available online.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 125-130).

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 125-130). Also available in print.

Thesis (Ph.D.)--Georgetown University, 2010. / Includes bibliographical references.

In dieser Arbeit wird ein Konzept für das betriebliche Gesundheitsmanagement an einem Fachkrankenhaus für Neurologie und Psychiatrie erstellt. Hierbei werden zunächst allgemeine Grundlagen sowie die Entwicklung und Teilbereiche des betrieblichen Gesundheitsmanagements dargestellt. Darauf basierend wird anschließend am praktischen Beispiel eines Fachkrankenhauses für Neurologie und Psychiatrie mit Hilfe einer Mitarbeiterbefragung sowie einer Literaturrecherche ein organisatorisches und inhaltliches Konzept für das betriebliche Gesundheitsmanagement entworfen. Inhaltlich umfasst dieses die alters- und berufsgruppenspezifisch bedarfsorientierte Entwicklung von Maßnahmen und Angeboten an zwei Gesundheitstagen jährlich, sowie die dauerhafte Etablierung verschiedener Angebote zur Förderung der Gesundheit und Prävention von Erkrankungen der Mitarbeiter. Weiterhin werden die notwendigen organisatorischen Determinanten erarbeitet, die zur Einführung, Weiterentwicklung und Überprüfung der Wirksamkeit des BGM erforderlich sind. Im abschließenden Fazit erfolgen eine aktuelle Bewertung der Konzeption und ein Ausblick in die Zukunft.

This research developed a pro forma document for use in police rape investigations in South Africa. The immediate context for the research is the alarmingly high incidence of rape in South Africa. The rape statistics vary to an extent, largely due to the fact that a large proportion of the rapes that occur in South Africa are not reported to the police. These statistics expose the limited success of the South African Police Services (SAPS) in terms of investigating rape cases in this country, as well as the public perception of the effectiveness of the South African Police Services in this regard as evidenced by the non or under-reporting of rape in South Africa. The pro forma document is an investigative tool designed to standardise and systematise rape investigations by providing set guidelines for obtaining the essential information about each rape case. This is a prerequisite for Tender profiling, which involves predicting the relationship between offence and offender variables. Profiling can only be successful if the investigator obtains all the information about a crime. Hence the pro forma document, as an investigative instrument designed to access essential information about a crime, is a key requirement for the development of informed and accurate profiles of offenders. As a standardised form, the document will allow for systematic and thorough rape investigations in South Africa. The researcher employed the qualitative methodology of action research. This entailed involving the participants in all stages of the research process. The data was collected by means of focus group interviews with detectives from the Serious and Violent Crimes Unit and the Child Protection Unit in Grahamstown. Additional sources of data were various investigative documents that originated from a number of different countries. Analysis of the data followed a number of procedural steps specifically suggested for focus group interview research and involved a process of coding. The codes identified during the analysis provided the foundation for the items that were included in the pro forma document. In keeping with the action research approach, the participants were caned upon to evaluate the progress of the research after the initial data collection and analysis were completed, and a draft version of the pro forma document had been compiled. This feedback provided another source of data which contained suggestions for amendments to the pro forma document which the researcher implemented. The research process was hindered to a certain extent by the unpredictable nature of police work which influenced the data gathering procedure. This could point to a possible limitation of the research. Furthermore, the aim of the research was to develop a pro forma document for use in rape investigations in South Africa. This aim did not encompass marketing the document. Herein lies another possible limitation of the research in that the document has not yet been used and tested in real cases. A discussion of the research process includes issues involved in practically implementing the pro forma document in rape investigations.