This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

As I investigate, construct, and tell autobiographic narratives of mothering, of loss, and of hope, both the process of research and the "story fabric" evolve as both written and visual, an interplay of image and text. I involve myself in this investigation as I expect that it is in these places of loss, disability, and dependence that one can find things of great value, perhaps a way of being with each other, of caring, of sharing of self, and of receiving the other that does not depend on growth or achievement or on progress in learning. Ted Aoki writes of "face to face living" (1993, p. 59) of teacher and student. Living, as it were, not at a distance, but face to face and engaged as we open ourselves to the daily struggles and challenges we bring to our work, our teachingAearning, and to our research. Autobiographic narrative offers a way in, extends an invitation to give and to receive. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.A. / Please refer to full text to view abstract

This study is aimed at elucidating the meaning of therapeutic change within the context of a person's life story. The author believes that delineation of therapeutic change within this context may help to overcome the incongruence among counselling theory, research, practice, and the experience of counselling clients. After reviewing the traditional literature on therapy outcome and change, the new options coming from narrative approaches were considered. The qualitative method of a multiple-case study was chosen as the most appropriate for the posed question. Three participants in this project completed either individual (1 woman) or group (1 woman and 1 man) therapy, and believed that they achieved a substantial therapeutic change; all of them had written their autobiography in the beginning of their therapy. In each case study, the autobiography was interpreted, the interpretation refined in the Life story interview, and validated in another interview with the participant. Then the Current life interview and the Interview with a significant other were conducted, and the Portrait of change was construed; again, the product was reviewed and validated with the participant. All interpretations, and the videotapes of interviews were reviewed by two independent judges. The three Portraits of change were mutually compared, and the working delineation of the therapeutic change within the context of a person's life story was abstracted from this comparison. In all 3 cases, the change seemed to be connected with a substantial reinterpretation of the individual's life story. This reinterpretation seemed to be based on the change of the individual's fundamental beliefs about self and others in-the-world, on greater and more flexible acceptance of self and others in their relational complexity, and on positioning one's Self as an agentic hero in his or her own life story. These changes were also reflected in the genre, the formal structure, and the explanatory reasoning of the new stories the participants told about their current lives, and lived by. The limitations of this study, and the implications of the findings for counselling theory, practice, and future research are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This is an analogue study of process and outcome in client-centered therapy focusing chiefly on empathy. Therapist experienced, therapist communicated, and client received empathy were interrelated, and their impact on client depth of experiencing and problem resolution was examined. Thirty subjects engaged in one session of Client-Centered treatment in which they dealt with "splits", internal conflicts characterized by personal incongruence.. Before the sessions the subjects prepared a Goal Attainment Scale, which specified five personalized stages of behavioral and affective change regarding the split. During sessions audio recordings were made which were, later rated for therapist communicated empathy and client depth of experiencing. Subjects also rated therapist empathy, and seven days later they assessed change on their Goal Attainment Scales. Session scores for therapist experienced empathy, therapist communicated empathy, client received empathy, client depth of experiencing, and treatment outcome were then intercorrelated and analyzed in a manner analogous to path analysis. A similar process was applied to the combined results of similar research, and the path generated from this integrative summary and the results of the present study were compared to gain a clearer perspective on the causal flow among the process and outcome variables. As well, scores on the three empathy phases were compared for therapists across the two subjects they interacted with, and the interaction of therapist communicated empathy and client depth of experiencing was examined by a content analysis of each session. The path results suggest that therapist empathic communications lead to client perceptions of therapist empathy, which directly facilitates treatment outcome. Client depth of experiencing was remote from the empathy phases and outcome, failing to demonstrate that experiencing is an intervening variable between therapist empathy and outcome, These results are tentative since only one correlation, communicated by received empathy, was significant at .05. However the pattern is highly supported: by the relations among empathy, experiencing, and outcome derived from the integrative summary. The content analysis of therapist communicated empathy and client depth of experiencing suggested that client self-expression and exploration can be inhibited by therapists making an excessive number of reflections based on inaccurate or insufficient understanding of the client. This implied that there are some cases in which empathy and experiencing may be causally related, although this causal linkage is not consistent when examined across all client-therapist interaction. Comparison of the correlations between the three empathy phases and process and outcome measures, in conjunction with the correlations among the phases, suggested that the phases were related but distinct constructs. Therapist experienced empathy appeared to be a relationship variable that was essentially unrelated to treatment process and outcome. Therapist communicated empathy and client received empathy were relatively stable across clients, suggesting that these variables reflect therapist trait empathy. Of the three phases, client received empathy was most strongly predictive of treatment outcome. Overall, the study suggests that, within first sessions of client-centered treatment, therapist empathic communications are related to the client's perceptions of the therapist's empathy level in the relationship. These perceptions in turn positively influence treatment outcome. Changes in the level of client depth of experiencing may also be affected to a minor degree by communicated empathy, but experiencing does not appear to powerfully influence the treatment process at this early stage. The results suggest that client received empathy, being the empathy phase most predictive of treatment outcome, should be the phase most highly stressed in client-centered treatment. Frequent CRE ratings could furnish the therapist with a valuable index of the efficacy of the treatment process. A further implication for training of Rogerian therapists is that the overall concept of empathy encompasses therapist verbal and kinesic actions beyond the scope of scales measuring communicated empathy, the empathy phase most often stressed in>the training process. Finally, this study points to the potential value of an extensive meta-analysis of client-centered treatment research which would quantitatively integrate and summarize the extant findings regarding this school of psychotherapy. / Education, Faculty of / Graduate

The major purpose of the study was to determine whether there are observable differences in the interactions of day care supervisors with three and four year old children whom they perceive as behaviourally different and with children who are not perceived in this manner. It was hypothesized that a day care supervisor's interaction with three and four year old children perceived as behaviourally different would be unlike that supervisor's interaction with children who are not perceived in this manner. The interactions of six day care supervisors with 48 three and four year old children were recorded on video tape in a natural day care setting. A questionnaire completed by the supervisors, was used to identify children they perceived to be behaviourally different and behaviourally adapted. As a result, eight children from each center were selected; two girls and two boys identified as behaviourally different, and two girls and two boys identified as behaviourally adapted. Video-taped observations were subsequently coded using the Brophy and Good Teacher-Child Dyadic Interaction System (1969). After minor modification of the codes, 61 codes were employed to describe the interaction of the day care supervisor with each child. Thirty-three variables were selected by combining codes; the variables were grouped into nine clusters for analysis. The nine clusters are: Total support, child created support, teacher created support, total non-support, child created non-support, teacher created non-support, child created praise, teacher created praise, and response opportunities. Multivariate analysis of variance was used to test the hypothesis. The results revealed that some interactions had not been observed. Some clusters of interactions were not differentiated between behaviourally different and behaviourally adapted children by the day care supervisor, and some clusters of interactions were significantly differentiated between behaviourally different and behaviourally adapted children by the day care supervisor. The sex of the child did not affect the day care supervisor's interaction with the child in any way. The findings indicate that day care supervisors do respond differently to young children whom they perceive to be behaviourally different and to those they perceive to be behaviourally adapted. Behaviourally different children receive less total support, and less nurture; they receive more total non-support and criticism than behaviourally adapted children. In general it is concluded that if day care supervisors are given knowledge about the nature of their interactions with children they will be able to enhance the quality of care they provide each child and to provide optimal opportunities for acceptable behavioural responses by virtue of their own supportive interaction with children. / Education, Faculty of / Graduate

Pineview clay originates from a lacustrine deposit and has a clay content of approximately 55%. During the spring the soil is generally quite moist due to melting snow and rainfall, while ambient air temperatures are relatively cool. These factors cause soil warming on Pineview clay to be slow. Due to the slow soil warming process in the spring and due to the fine texture of this soil, it is important that the Pineview clay maintains a good soil structure. Little research has been carried out on Pineview clay as to the effect of tillage practices on soil structure. It was the purpose of this project to study changes in the properties of Pineview clay brought about by different tillage systems. In the first part of the project major adverse soil conditions that occur on Pineview clay were evaluated with respect to the emergence of barley. In the laboratory the effects of soil compaction and soil temperature were evaluated in terms of barley seedling emergence. The second part of the study consisted of determining the feasibility of several tillage systems and the use of a herbicide prior to tillage on Pineview clay. In the last part of the study four fall sod breaking tillage systems were evaluated in terms of their effect on soil physical properties, N transformations, crop growth and development, and economic returns. Barley seedling emergence in the laboratory was found to be affected by soil compaction and soil temperature. Between 5⁰ and 20⁰C the rate of barley emergence approximately doubled for every 5⁰C increment in soil temperature. Applying the herbicide Gramaxone prior to tillage improved soil break-up and control of sod regrowth, but the cost of this herbicide may be prohibitive. For sod breaking operations a stubble plow proved to be inadequate and a special sod breaking plow should be used. Rotovation prior to moldboard plowing improved soil break-up and control of sod re-growth. Chisel plowing resulted in a rough, mulched soil surface condition, which required many passes before a satisfactory level soil surface had been created. The four fall sod breaking systems were moldboard plowing (using a sod breaking plow) with and without prior rotovation, and chisel plowing with and without prior rotovation. The results indicate major differences due to the type of plow used (moldboard vs chisel) rather than the additional use of the rotovator prior to plowing. Moldboard plowing resulted in superior soil physical conditions, higher soil NO₃-N levels, higher crop yields and N uptake by the crop, and better economic returns than chisel plowing. The four tillage systems reached maximum profits under various fertilizer rates; $208.00/ha for moldboard plowing at 112 kg N/ha, $104.00/ha for rotovating and moldboard plowing at 56 kg N/ha, $71.00/ha for chisel plowing at 168 kg N/ha, and $39.00/ha for rotovating and chisel plowing at 0 kg N/ha. / Land and Food Systems, Faculty of / Graduate

The study was an investigation into the workflow structure of junior and senior secondary schools. It constituted an attempt to develop a conceptual framework for identifying dimensions of school workflow structure and possible determinants thereof. The study incorporated seven stages: (1) development of a theoretical model of possible determinants of school workflow structure, (2) adaptation and refinement of an existing instrument to measure school workflow structure in junior and senior secondary schools, (3) use of the instrument to identify underlying dimensions of school workflow structure, analysis of the relationships between variables of organizational context and school workflow structure, (5) examination of a particular orientation of professional staff towards students, namely, the degree to which staff are concerned with the control of pupil behavior, (6) analysis of the control orientation, or Pupil Control Ideology (PCI), of professional staff with respect to school type, size, and school district affiliation and, (7) clarification of the relationship between pupil control ideology and school workflow structure. School workflow structure was measured by Kelsey's Diversification of workflow instrument. This instrument is based on the notion of diversification of workflow structure in schools and is an adaptation of Perrow's concept of technological routinization. Two separate major dimensions, 'Diversification of Control' and 'Diversification of Equipment', were found to underlie workflow structure. School districts and school types (junior or senior secondary) differed significantly on school scores on both dimensions. School types were significantly different in size but when size was controlled for type, size was not associated with scores on either dimension. PCI scores differed significantly across school districts in only two of eighteen pair wise comparisons. Junior secondary schools and senior secondary schools were, however, significantly different with respect to their mean PCI scores. Size of school, controlled for type, was not significantly associated with Pupil Control Ideology scores. School mean PCI scores and Diversification of Control scores showed a significant positive association in junior secondary schools. The attempt to explain this finding and the evident lack of relationship in senior schools led to the discovery that the amount of within-school variance on the PCI scores may be a mediating variable between school PCI score and Diversification of Control. When PCI variance is taken into account, prediction of the probable extent of diversification of control is possible for low variance schools but not for high variance schools. PCI scores were also significantly inversely related to Diversification of Equipment in junior secondary schools. The findings were incorporated into a revised model of possible determinants of school workflow structure. The revised model carries implications of a theoretical, methodological, and practical nature. The theoretical implications are found in the clarification of the nature of the relationships among dimensions of school workflow structure, variables of organizational context, and a psycho-sociological variable. Methodologically, the results indicate that, while it is possible to take an instrument such as Kelsey's, which was designed for comparative research, and apply it to a geographically restricted study, it is wise in such cases to consider using the unrefined form of the instrument in order to test not only the applicability of the instrument but also its initial conceptualization. Finally, the relationship of pupil control ideology to school workflow structure has implications for school principals and for the recruitment and placement of professional staff. / Education, Faculty of / Graduate

No description available.

Bronchiolitis obliterans organizing pneumonia (BOOP) is a disease of the small airways characterized by intraluminal polyps of myxoid connective tissue. Although various infectious and non-infectious agents have been implicated as possible precipitants of BOOP, the concomitant occurrence of BOOP with human immunodeficiency virus (HIV) infection has rarely been described. We describe a unique case in which BOOP was a presenting feature in a patient with newly diagnosed AIDS, and we review the literature of BOOP occurring in the setting of HIV infection.