Anorexia as a nosological category has developed in a western context and is now being applied to people around the world. In order for researchers to know they are asking the right questions about AN as knowledge expands, it is important to understand what meanings Anorexia carries and how those meanings manifest locally. The present study to aid in that understanding by employing a mixed methods (survey and in-depth interviewing) research approach in answering the following question: In what ways are Taiwanese students' explanatory models of anorexia nervosa (AN) congruent with or different from professional understandings derived from the western Bio-medical perspective? In answering this question, this study first addresses the current state of research on anorexia as well as the recent findings from studies done in Asia. Subsequently, the findings of the present research address what are young, Taiwanese adults' notions of the causality of AN. In particular, the present research found that student explanations of AN are focused predominantly on two causal forces; namely, the desire to be thin or the inability to eat as a result of psychosocial pressure arising from some interpersonal interactions. Additionally, Taiwanese students also maintain that AN can be explained by other less common factors. For instance, significantly more males than females believed that AN could be explained by some physiological dysfunction in the anorectic person. This study seeks to contribute to the literature by examining how college-age Taiwanese understand and conceptualize AN; which in turn may help towards understanding how other research conducted among Chinese populations has produced findings that are incongruent with the expectations suggested by the western, biomedical model of anorexia nervosa. There is further need for cross-cultural research on AN including lay understandings. This should focus not only on the "accurateness" of lay models as has been the case with the majority of research on lay models of AN in the past, but future research should consider the appropriateness of current research and public health models that influence both research and policy.

The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.

The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.

Article No.27

In connection to an existing research project, Micro-migration and Integration with relevance for Uddevalla, this study aims to analyse and compare the subjective understandings of Somali women’s experiences in the integration process in the Swedish society. Integration is a multifaceted and ongoing process in which the self-understandings of this notion is bound to change over time in relation to socio-economic and cultural contexts. In light of this, the thesis employs a comparative case study that is based on data collected through focus group discussions with newly arrived women and women who have stayed in Sweden for a longer time. The analytical framework utilizes acculturation theory to study what traces of integration, assimilation, separation and marginalization can be identified in the selfunderstandings and how they develop over time. Some of the conclusions from the study by the interviewees notify language being crucial. Both groups understand that Swedish constitutes a step in the overall process for establishment and the newly arrived women showed an awareness about it being the ultimate factor that can speed up their own integration process. The findings of the research include that there is a deviation of the understandings between the groups when it comes to housing and identity. The group of newly arrived women with the exception of one participant, indicated a clear separation in regard to both aspects above whereas the women who have lived in Sweden for 9-10 years showed clear traces of integration. Hence, in the beginning of the integration process a person might have a theoretical understanding that indicates separation but experience a discursive shift towards the lens of integration.

[pt] Este trabalho investiga a noção de entendimento em textos seminais da Prática Exploratória. Reconhecendo que se busca renunciar ali a uma visão tradicional de entendimento, sem que, contudo, se elabore uma concepção alternativa capaz de fundamentar teoricamente essa nova abordagem pedagógica, esta pesquisa busca contribuir para a superação de tal lacuna. Parte-se do pressuposto de que há uma substantiva afinidade entre a Prática Exploratória e a filosofia de Ludwig Wittgenstein, filósofo que dedicou particular atenção à noção que se toma aqui como foco de investigação. O objetivo desta pesquisa é, pois, explorar afinidades e discrepâncias que se podem discernir entre o programa da Prática Exploratória e a perspectiva wittgensteiniana de linguagem, tendo como foco o conceito de entendimento. Busca-se, mais especificamente, desenvolver uma reflexão conceitual acerca da noção de entendimento, a partir de uma concepção wittgensteiniana de linguagem. A análise dos textos seminais da Prática Exploratória aqui realizada mostrará que é compatível com os princípios norteadores desse programa uma caracterização wittgensteiniana do entendimento, como conceito que, entre outras coisas, é: (a) invulnerável simultaneamente ao essencialismo e ao ceticismo; (b) apreensível por semelhança de família; (c) visto como condição permanente e não como acontecimento mental; (d) determinado por atuações reguladas e públicas, compartilhadas entre os membros da comunidade exploratória; e (e) tomado como ocasião eventualmente propícia à desnaturalização de práticas culturais arraigadas. Apontam-se, por outro lado, pontos de discrepância entre os discursos exploratório e wittgensteiniano, sobretudo no que tange à questão da autonomia da linguagem em relação ao pensamento. / [en] This thesis investigates the notion of understanding in the seminal texts of Exploratory Practice. Despite its attempts to shift from a traditional view of understanding, Exploratory Practice does not elaborate an alternative concept to ground theoretically this new pedagogical approach. This work attempts to contribute to fill this gap, based on the assumption that there is substantial affinity between Exploratory Practice and the philosophy of Ludwig Wittgenstein, who devoted special attention to the notion under investigation in this thesis. Thus, the objective of this research work is to explore affinities and discrepancies between the Exploratory Practice program and the Wittgensteinian perspective of language, with focus on the concept of understanding. More specifically, it attempts to develop a conceptual reflection on the notion of understanding on the basis of a Wittgensteinian conception of language. The analysis of seminal texts of Exploratory Practice accomplished in this work will demonstrate that the guiding principles of this program are compatible with a Wittgensteinian-oriented characterization of understanding as a concept that, among other factors: (a) is simultaneously invulnerable to essentialism and skepticism; (b) is apprehensible by family resemblance; (c) is taken as an abiding condition and not as a mental occurrence; (d) is determined by regulated and public actions shared by members of the exploratory community; and (e) is considered as an occasion ultimately favorable to denaturalization of well established cultural practices. Furthermore, the analysis points towards discrepancies between exploratory and Wittgensteinian discourses, with specific reference to the issue of autonomy of language in relation to thinking.

<p dir="ltr">Empathic design involves two social practices – one is collaboration with users to elicit and make a meaning of user experiences, and another is intrateam collaboration to develop a mutually understood, agreed-upon interpretation of user experiences among team members. This study is focused on the latter phenomenon, conceptualizing this social practice as team learning for shared empathic understandings. Through this conceptualization, this study aimed to characterize a social mechanism underlying intrateam collaboration in empathic design in terms of how professionals interact with each other to develop and apply shared empathic understandings to design ideas within a team over a design process. For this objective, I conducted a conversation analysis to examine one professional design team’s conversations over a design journey from need-finding to initial ideation to prototyping and testing, exploring team members’ conversational behaviors revealed in conversational exchanges. More specifically, I investigated their conversational behaviors at both the team and individual levels: team learning behaviors (i.e., construction, co-construction, and constructive conflict) for team-level collective behaviors and interpersonal reactions (e.g., move, question, block, etc.) and empathy perspectives (i.e., the first, second, and third-person perspectives) for individual-level behaviors. Through this investigation, I found that a team’s design journey can be characterized by their travel among the team learning behaviors during design conversations and that each type of team learning behavior can be featured by frequently used interpersonal reactions and empathy perspective transitions at the individual level. Through this behavior-oriented, holistic view of team learning for shared empathic understandings, this study provides fresh insights into what conversational behaviors can be more used at the team and individual levels and how these behaviors can facilitate a team to arrive at team-level empathic understandings and design ideas. I discuss the research and educational implications of this study and future research ideas based on this study.</p>

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The purpose of this study was to determine the understandings and perceptions that teachers in one elementary school in Virginia had about the teacher evaluation system. Participants were recruited from one elementary school in Virginia. All of the teachers and specialists were asked to participate and 12 participants volunteered. General education teachers made up 25% of the participants while specialists who taught in areas such as Music, Art, Physical Education, or Special Education made up 75% of the participants. Participants were interviewed individually and were asked the same questions about the teacher evaluation process. Interviews were transcribed and primary codes were developed from the data. Interview questions asked participants to describe both their understandings of the evaluation system under which they worked and the perceptions they had about their experiences with evaluation. Even though there were no questions dealing with emotions and feelings, emotional language was prevalent throughout the data. The overall findings from this study indicated that teachers had a limited knowledge about a problematic evaluation system. The fact that elementary teachers have unique responsibilities means that they may need multiple ways to TEACHER UNDERSTANDINGS AND PERCEPTIONS OF EVALUATION iii show their effectiveness. Other findings suggested that inconsistent evaluation practices in this school caused teachers to see no benefit from the process. Finally, findings also suggested that there was a misalignment between the evaluation instrument and the jobs of teachers, particularly those of specialist teachers. Implications for future research include studies which focus on teacher learning over time in order to support teachers at any level of experience. Future research also needs to be conducted with elementary classroom teachers and specialist teachers to discover ways that may create a more aligned and fair process. Further research would also include studying the perceptions of evaluators and how they carry out the evaluation process and make decisions about its use. / Ph. D.