Natural Resource Management processes are undergoing major transformations: technical and regulatory mechanisms are no longer considered sufficiently adaptive to address the complexity and uncertainty which characterise contemporary challenges in the sector, thus motivating wider use of integrated and collaborative approaches. Against this background, new models of participative management are encouraged which emphasise social learning among stakeholders. Yet, reported research which unambiguously demonstrates the role and impact of social learning remains sparse. This thesis contributes to a better understanding of the conditions under which social learning occurs, and most importantly the dynamics and benefits of social learning by systematically collecting evidence of the processes and impacts attributed to social learning. The research which employs a sequential mixed methods research design is undertaken with stakeholders involved in various engagement activities forming part of the implementation of the WFD in the UK, Ireland, and Germany and expands the still limited empirical knowledge base on social leaning in stakeholder interaction. Findings demonstrate that participatory platforms are shaped by processes of social learning although they are more noticeable as collaborative initiatives mature. Also, there is some degree of variation in the extent to which people learn or change, with stakeholders readily acquiring knowledge and improving relationships. However, the transformation of views and the development of a shared group identity seem to be limited. Findings clearly illustrate the multitude of factors that constrain the occurrence of learning processes and eventually limit the extent to which these can contribute to sustainable NRM. Foremost, this study reinforces the importance of the actual communicative learning process, the quality and intensity of which is largely influenced by the organisational arrangements and, more fundamentally, the ability of the stakeholders to shape the process.

Black principals who are leaders of predominantly Black urban schools experience the challenges of leading in school environments where students experience a higher rate of poverty, violence, and trauma, as compared to their White counterparts. Historically, pre-Brown v. Board, Black principals sought to create learning environments where they focused on a “whole child” approach, not only attending to the academic needs of students but also equally prioritizing their physical, emotional, and social needs as well. A component of a whole child approach is what, in more recent years, is referred to as social-emotional learning (SEL). Black principals today who believe in a whole child, holistic approach express the challenges of employing an SEL approach in environments of high accountability and high demand for behavior consequences. Historically and currently, Black principals operating in an “ethno-humanist” role express a connection with students that motivates them towards a compassionate, culturally responsive, individualized approach with their students. This qualitative study was done through interviews with 10 Black urban school principals to learn more about their beliefs, values, and practices with regards to SEL and Culturally Responsive School Leadership (CRSL). Using a composite narrative case study approach to protect the identities of individual participants, study findings are presented as three major themes representing the articulated beliefs, values, and practices of the study principals: (1) Caring for Students: (2) Caring for Community, and (3) Caring for Self. A discussion of the findings revealed how the participants’ childhood experiences and upbringing informed their leadership practices, grounded in self-awareness and self-care, allowing them to sustain themselves in order to meet the social, emotional, cultural, and educational needs of Black children in urban schools. The study concludes with implications for practice and a proposed framework that bridges social-emotional learning and culturally relevant and responsive approaches to urban school leadership.

Effective stakeholder engagement is fundamental to water management, yet there are as many approaches to consultation as there are efforts. This paper provides an evaluation of, and lessons learned from three water management engagement processes, and uses this assessment to offer a framework for stakeholder engagement. The Stakeholder Engagement Wheel framework is centered on a bridging organization that ensures that the process continues to move forward, and a steering committee that guides and changes activities according to stakeholder interests and concerns. Around the Stakeholder Engagement Wheel are four steps designed to examine iteratively the water management issue driving the engagement process and expand the sphere of interests involved. Many engagement processes have limited effectiveness because of: (1) paucity of time; (2) complexity of water resources management; (3) difficulty of engaging diverse stakeholders; and (4) lack of methods for engagement that are centered on empowerment, equity, trust, and learning. In this study, we have encountered all four of these issues and have addressed all but the first through a deliberate, iterative, and flexible approach. By cycling through activities and actions as proposed in the Stakeholder Engagement Wheel, we can build a community of practitioners with the nuanced and shared understanding needed for cohesive action and robust decisions in the face our considerable challenges.

No description available.

Thesis (B.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 21, 2007). Includes bibliographical references.

<p>The purpose of this study is to get an understanding of how teachers in electricity and electronics use teamwork in school. The study was carried out in two upper secondary schools in the middle of Sweden. The method I use is qualitative interviews. The analysis method I selected is an ad hoc method. Teachers regard the use of teamwork in school today as valuable because society and several occupations today demand co-operation and teamwork. Teachers see the advantages when pupils can exchange ideas with each other and get other opinions. Other aspects to why teachers choose teamwork in school is that poor pupils can get support from others. A problem teachers discover is that good students can be prevented to move forward at a higher pace as result of the teamwork. The importance of group size for teamwork and other positive effects due to the presence of others is also discussed.</p> / <p>Syftet med undersökningen är få en insikt i hur ellärare på gymnasiet jobbar med grupparbete i skolan. Metoden som undersökningen bygger på är kvalitativa intervjuer som gjordes på två olika gymnasieskolor i Mellansverige. Valet av analys metod blev den vanliga ad hoc. Resultatet visar att lärarna ser vikten av grupparbeten och samarbetsträning i skolan idag beroende på att det krävs samarbete inom flera yrkesområden och verksamhetsfält ute i samhället. Lärarna ser också behovet att elever får byta idéer och får andra elevers åsikter i undervisningen. Andra aspekter som lärarna tar upp är att svaga elever får stöttning i grupparbetet, men också att starka elever ibland ser grupparbetet som ett hinder för att gå snabbare fram. Gruppstorlekens betydelse för grupparbetet och de positiva effekter som kan uppstå vid enbart social närvaro mellan personer belyses.</p>

Thesis (M.Ed.)--York University, 2003. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 100-102). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99292

The purpose of this study is to get an understanding of how teachers in electricity and electronics use teamwork in school. The study was carried out in two upper secondary schools in the middle of Sweden. The method I use is qualitative interviews. The analysis method I selected is an ad hoc method. Teachers regard the use of teamwork in school today as valuable because society and several occupations today demand co-operation and teamwork. Teachers see the advantages when pupils can exchange ideas with each other and get other opinions. Other aspects to why teachers choose teamwork in school is that poor pupils can get support from others. A problem teachers discover is that good students can be prevented to move forward at a higher pace as result of the teamwork. The importance of group size for teamwork and other positive effects due to the presence of others is also discussed. / Syftet med undersökningen är få en insikt i hur ellärare på gymnasiet jobbar med grupparbete i skolan. Metoden som undersökningen bygger på är kvalitativa intervjuer som gjordes på två olika gymnasieskolor i Mellansverige. Valet av analys metod blev den vanliga ad hoc. Resultatet visar att lärarna ser vikten av grupparbeten och samarbetsträning i skolan idag beroende på att det krävs samarbete inom flera yrkesområden och verksamhetsfält ute i samhället. Lärarna ser också behovet att elever får byta idéer och får andra elevers åsikter i undervisningen. Andra aspekter som lärarna tar upp är att svaga elever får stöttning i grupparbetet, men också att starka elever ibland ser grupparbetet som ett hinder för att gå snabbare fram. Gruppstorlekens betydelse för grupparbetet och de positiva effekter som kan uppstå vid enbart social närvaro mellan personer belyses.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.