Organisational research in English-speaking countries has long been focused on two main areas. Studies on micro-level have been concerned with the socio-psychological explanation of organisational phenomena, mostly on the level of the individual and groups. Macro-level studies have been concerned with structure for the explanation of organisational phenomena. Macro-level theories have mostly bracketed the individual, and neglected the psychological component or regarded the individual as an actor playing roles. Only recently has the study of organisations been extended to attempt a meso-level analysis of organisational phenomena (Rousseau 1991, 1995). These meso-level attempts have, in the eyes of the author, run into explanatory problems. These problems are mainly due to the 'new' approach being based principally on existing macro-and micro-level theory, merely marrying the two approaches and thus inheriting the apparent difficulties of the existing theory to account for the individual. Althusser and Levi-Strauss are prominent representatives of both micro-and macro-level theory. This author agrees with the notion that organisational research benefits from a meso-level approach to organisational theory. It is in the light of this approach that the author turned to a widely unknown source of theory (in the English-speaking countries) to address the existing explanatory problems in organisational research and contribute so to the field. The underlying fundamental belief of the author is that any institution can be more successfully understood in the sociological context that defines the institution. Introducing the metaphor of 'social resonance' and linking it to the social theory of Pierre Bourdieu, especially the notion of agents and fields, the author attempts to cross-fertilise the academic fields of sociological research in mainland Europe (namely France and Germany with their strong philosophical tradition) with the academic fields of organisational research in the English-speaking countries (namely Britain and the US). This thesis will discuss the organisational research literature and social theory, introduce Pierre Bourdieu's theory of practice, develop the metaphor of 'social resonance', and test the new construct in an empirical research setting. The main objective of this study is thus to explore the value of Bourdieu's theory of practice for the explanation of organisational phenomena, and to operationalise it in the metaphor of 'social resonance'. To this end, a research framework has been developed which is explained in more detail in this report.

In this thesis, we explore the extent to which computers can provide support for domain learning. Computer support for domain learning is prominent in two main areas: in education, through model building and the use of educational software; and in the workplace, where models such as spreadsheets and prototypes are constructed. We shall argue that computerbased learning has only realised a fraction of its full potential due to the limited scope for combining domain learning with conventional computer programming. In this thesis, we identify some of the limitations in the current support that computers offer for learning, and propose Empirical Modelling (EM) as a way of overcoming them. We shall argue that, if computers are to be successfully used for learning, they must support the widest possible range of learning activities. We introduce an Experiential Framework for Learning (EFL) within which to characterise learning activities that range from the private to the public, from the empirical to the theoretical, and from the concrete to the abstract. The term ‘experiential’ reflects a view of knowledge as rooted in personal experience. We discuss the merits of computer-based modelling methods with reference to a broad constructionist perspective on learning that encompasses bricolage and situated learning. We conclude that traditional programming practice is not well-suited to supporting bricolage and situated learning since the principles of program development inhibit the essential cognitive model building activity that informs domain learning. In contrast, the EM approach to model construction directly targets the semantic relation between the computer model and its domain referent and exploits principles that are closely related to the modeller’s emerging understanding or construal. In this way, EM serves as a uniform modelling approach to support and integrate learning activities across the entire spectrum of the EFL. This quality makes EM a particularly suitable approach for computer-based model construction to support domain learning. In the concluding chapters of the thesis, we demonstrate the qualities of EM for educational technology with reference to practical case studies. These include: a range of EM models that have advantages over conventional educational software due to their particularly open-ended and adaptable nature and that serve to illustrate a variety of ways in which learning activities across the EFL can be supported and scaffolded.

This thesis examines the under-researched area of teacher-in-role. It seeks to determine whether or not teachers working in role are acting and suggests that contrary to the orthodox position, a strict distinction between teacher-in-role and acting can no longer be sustained. This thesis will argue that, within the discourse of drama in education, the concept of acting is narrow due to both a restricted view of theatre and an assumption that there is an inherent contradiction between acting and a pedagogic function. By examining theories of acting, I will suggests that definitions within the dramatic art form should be temporary to accommodate diverse and developing practices. The theoretical research focuses on four relevant aspects of acting and role -context and the relationship with audience, functions and aims, skills, and approaches - which are then applied to samples of practice in the case studies. I then present two case studies of drama education practitioners and one of an actor, drawing comparisons between them in terms of practice and discourse. The practice of each case study subject is also examined through a semiotic framework of analysis; and the assumptions emerging from the interviews, and their implications, are interrogated in the light of the earlier theoretical research presented in an earlier section.

The purpose of the study was to investigate the effects of multiple intelligences based instruction on sixth grade students&amp / #65533 / science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &amp / #65533 / 2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&amp / #65533 / scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atat&uuml / rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&amp / #65533 / s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.

This study examined the effectiveness of a hybrid instruction in terms of students&rsquo / achievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students&rsquo / perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid course. In this study quantitative and qualitative research methodologies were used in conjunction. Experimental study was carried out to understand if there is a significant difference between the hybrid course and the traditional course in terms of students&rsquo / achievement, retention, satisfaction, and attitude. Qualitative analysis was done to understand students&rsquo / perceptions about the effective dimensions of interactive learning. The subjects of this study were 50 students in a &ldquo / Computer Networks and Communication&rdquo / course, offered by the Computer Education and Instructional Technologies Department of METU. The control and experimental groups consisted of 24 and 26 students respectively. The students in the experimental group were interviewed one on one at the end of the treatment. The quantitative findings of the study indicated no significant difference between the hybrid course and the traditional course in terms of students&rsquo / achievement, retention, satisfaction, and attitude. The qualitative findings of this study showed that the amount of information supplied in the course web-site, need for metacognitive support, authentic learning activities and collaboration, type and source of motivation, individualized learning and access to internet played important roles in students&rsquo / learning in the hybrid course.

This thesis investigates the perceptions of students about using mobile communication tools in web-based instruction. A mobile learning portal that can be used by different mobile devices was designed for this purpose. This portal included a mobile discussion forum and a course information system. Sixty undergraduate and five graduate students from METU/CEIT department used this portal as a supportive learning activity in three different courses throughout two-three, and four-week periods. The discussion subjects related to course content were created by instructors in these courses and students used this portal by sending messages or creating new subjects. Assignment results and announcements were inserted into the system by the instructors of these courses. A user evaluation instrument was developed by the researcher and validated by field experts. At the end of the study, perceptions of students were collected about mobile learning, mobile learning technologies and mobile discussion forums by using this instrument. Descriptive statistics were calculated according to the responses of students. The study results show that most of the students enjoyed using mobile technologies in education and they want to use mobile technologies in other courses. Although they like using mobile technologies, they did not increase the level of learning and motivation of the students much. Furthermore, mobile technologies did not increase the communication between students and between students and teachers despite their highly developed communication capabilities. Students could easily use the mobile technologies but small screen sizes and limited keypads hindered them from performing the operations. According to students, the cost of using mobile technologies is quite important whereas the data communication security is not important.

Doctor of Philosophy (PhD) / The overarching objective of this thesis is to investigate and examine several contemporary IC theories and how they are utilised in practice so that understandings of the IC concept can be developed, in order to answer in part the main research question of “How does IC in action influence organisations?” The content of the thesis is based on a review of IC from both a theory and practice perspective and four empirical papers that examines IC theory as it is implemented in practice. In combining these papers into a coherent piece of work, a critical research perspective, as outlined by Alvesson and Deetz (2000), has been utilised as the theoretical framework. The term ‘critical’ is used in this thesis not to find fault with contemporary theory and practice of IC but rather to examine and question the application of IC theory into practice. The end result of doing so is the narrowing of an identified gap between IC theory and practice. A ‘critical’ analysis of IC in action is justified because the development of the concept of IC parallels that of ‘critical’ theory in that both have evolved from changing conditions in society as technology and the proliferation of knowledge that have fundamentally altered the conditions under which organisations operate. The overarching findings of the thesis are based on three outcomes of critical research being insight, critique and transformative re-definitions. Insight into IC is developed by examining contemporary IC frameworks as they have been applied. Critique is developed by putting to the test the implications for organisations as a result of implementing these contemporary IC frameworks. Last, transformative re-definition is achieved by opening a discourse on the impact of implementing IC practices so that academics and practitioners can develop critical, relevant and practical understandings that begins the process of change and develops practical managerial skills. More importantly this thesis identifies how the development of tools to reduce ‘causal ambiguity’ about how intangible resource help create (or destroy) value has the potential to raise the profile of IC as a strategic management technology. But from the wider view of the critical perspective, it is not the intention of this thesis to prescribe specific formulae for the measuring, management and reporting of IC, nor does it intend to further develop theory. So while the individual papers may proffer that certain avenues proved productive in developing insights, critique and transformative re-definition, these avenues are not offered as the preferred way of investigating IC. More specifically the goal of a critical perspective is to open a discourse. The opprurtinity for academics and practitioners to engage in discourse is enabled by the thesis’ focus on the issues identified by highlighting the gap between IC theory and practice. Furthermore, each of the included papers offers the opportunity for further discourse by way of the opportunities that remain for future research. Additionally, the thesis achieves exemplifies a number of different approaches to conducting research into IC practice that puts to the test particular aspects of IC theory in order to develop insights and understandings of IC in practice. As the empirical material only examines a fraction of contemporary IC theory there is scope for further research and thus discourse into the implementation of IC theory into IC practice. This future research should not be constrained by a particular method of research as exemplified in the variety of methods employed to gather the empirical material for the papers which stretches along the continuum of qualitative and quantitative research. This too provides an avenue of for future discourse.

The aim of this study is to investigate the effectiveness of problem-based learning (PBL) on students’ mathematical performance. This includes mathematics achievement and students’ attitudes towards mathematics for third and eighth grade students in Saudi Arabia. Mathematics achievement includes, knowing, applying, and reasoning domains, while students’ attitudes towards mathematics covers, ‘Like learning mathematics’, ‘value mathematics’, and ‘a confidence to learn mathematics’. This study goes deeper to examine the interaction of a PBL teaching strategy, with trained face-to-face and self-directed learning teachers, on students’ performance (mathematics achievement and attitudes towards mathematics). It also examines the interaction between different ability levels of students (high and low levels) with a PBL teaching strategy (with trained face-to-face or self-directed learning teachers) on students’ performance. It draws upon findings and techniques of the TIMSS international benchmarking studies. Mixed methods are used to analyse the quasi-experimental study data. One -way ANOVA, Mixed ANOVA, and paired t-tests models are used to analyse quantitative data, while a semi-structured interview with teachers, and author’s observations are used to enrich understanding of PBL and mathematical performance. The findings show that the PBL teaching strategy significantly improves students’ knowledge application, and is better than the traditional teaching methods among third grade students. This improvement, however, occurred only with the trained face-to-face teacher’s group. Furthermore, there is robust evidence that using a PBL teaching strategy could raise significantly students’ liking of learning mathematics, and confidence to learn mathematics, more than traditional teaching methods among third grade students. Howe ver, there was no evidence that PBL could improve students’ performance (mathematics achievement and attitudes towards mathematics), more than traditional teaching methods, among eighth grade students. In 8th grade, the findings for low achieving students show significant improvement compared to high achieving students, whether PBL is applied or not. However, for 3th grade students, no significant difference in mathematical achievement between high and low achieving students was found. The results were not expected for high achieving students and this is also discussed. The implications of these findings for mathematics education in Saudi Arabia are considered.

This thesis addresses the question of how veterinary students learn to cope with uncertainty in professional practice. There is currently a lack of clarity in discussion of what constitutes effective coping with uncertainty in veterinary practice and indeed how this might be taught or assessed as part of the veterinary education process. This is despite wide recognition that managing uncertainty is central to practice in the health professions, reflected in the fact that the ability to cope with uncertainty is considered a “day one competency” for veterinary surgeons. This research adopted both extensive and intensive perspectives to address the central research question. Orienting concepts were developed form the literature on workplace learning, approaches to clinical uncertainty and individual differences in tolerance of uncertainty and ambiguity. The extensive perspective used a survey study to describe tolerance of ambiguity among veterinary students at a UK veterinary school. On average, ambiguity tolerance did not change during the classroom based part of veterinary training. Individual trajectories were often more erratic and some students moved between the highest and lowest categories during the course of training. Previous education and status as a mature student were both associated with greater tolerance of ambiguity, suggesting that educational and life experiences can produce changes in this disposition. The intensive perspective comprised a qualitative case study, using clinical case discussion recordings and semi-structured interviews to develop an understanding of the mechanisms which influence learning to cope with uncertainty in the context of an international elective placement. Using the language of situated learning theory, learning to cope with uncertainty was described as legitimate peripheral participation in the uncertainty work of a community of practice. Uncertainty work is a novel concept used to describe navigating ambiguity, complexity and risk in professional practice . Using this theoretical framework to draw together findings from both intensive and extensive perspectives suggested the central role of gaining access to uncertainty work in professional learning. Generative mechanisms have been proposed to explain the empirical findings. Access to uncertainty work was negotiated between students and staff in the context of clinical and educational practice. Trust was central to gaining access to uncertainty work, and this was reflected in increasing clinical responsibility. Ambiguity tolerance was described in this context as a disposition of individuals which can influence their engagement with and access to uncertainty work. Through an exploration of the significance of these mechanisms in the context of Veterinary education, implications for curriculum and policy have been highlighted. Although the use of measures of ambiguity tolerance in selection are considered problematic, there can be clear scope to support students in accessing uncertainty work and to highlight encounters with uncertainty work as integral to the professional role, providing opportunities to promote personal and professional development through reflective practice.

This study explored the development of subject knowledge by pre-service teachers of Design and Technology (D&T) in secondary schools in England. In doing so it aimed to throw light on their lived experience of developing subject knowledge whilst on placement in schools. It was anticipated that this would help to identify the factors that shape what is learned and the ways in which pre-service teachers may be better prepared and supported for placement in the future. The study made use of phenomenology as a methodological approach in order to capture the lived experience of developing knowledge through the eyes of pre-service teachers. This was framed against an exploration of subject knowledge in Design and Technology and the extensive experience of the researcher in the field. Empirical data was gathered through a process of interviewing 11 participants three times during the course of one academic year. Processes of data reduction and explication were undertaken to explore individual experiences and aspects that they had in common. Findings from the study highlight the inadequacy of the term subject knowledge in describing the processes that take place. They demonstrate that pre-service teachers drawn on cognitive, psychomotor and affective domains in developing their understanding of materials and processes in preparation for teaching. The findings also highlight the complex, and interrelated nature of factors that affect the development of subject knowledge and the significant influence that the placement school arena, and teachers, have on shaping the nature of what can be learned. They also indicate that learning new knowledge is a central part of the experience and that developing ‘skills of knowing’ is essential. Key recommendations from the study include the preparation of pre-service teachers for their placement experiences by enabling them to understand how they learn completely new things. It is also recommended that the responsibility for the development of subject knowledge should be more in the hands of placement schools. Further work is also needed in exploring alternative ways of representing the processes that take place when knowledge is acquired by individuals as they become the teachers of the future.