<p> This dissertation is composed of three essays that employ a social constructionist perspective to critically examine the way in which sociologists, criminologists and laypeople alike construct their subjects of study. Specifically, each essay examines how claimsmakers establish the "facts of the matter" and construct the frames within which social actors can experience their social realities. In doing so, the essays demonstrate that those who are engaged in analyzing and addressing social problems, crime and deviance act as claims makers engaged in constructing the realities they study.</p> <p> The first of the essays examines the way in which sociologists and criminologists construct deviance and crime through the popular concept of "techniques of neutralization." The author demonstrates how the neutralization concept requires analysts to frame the speech of their subjects in a way that reinforces the deviant label. In doing so, analysts' claims about neutralizing behavior are made sensible.</p> <p> The second essay focuses on a subculture of male pickup artists. It examines how members of the subculture use evolutionary psychology in their claims about how to attract and seduce women. How these men construct their reality using evolutionary science provides further insights into the processes by which people are constructed and how science is employed in the construction of social problems.</p> <p>The third essay offers a commentary on the social constructionist approach itself. The author considers the process by which social constructionists themselves define constructionist theories and construct the boundaries of what constitutes legitimate constructionist research.</p> / Thesis / Doctor of Philosophy (PhD)

This thesis offers an analysis of workplace emotions by interweaving social constructionist and psychoanalytic theoretical frameworks. The introduction highlights the importance of workplace emotion for organisation studies and discusses the significance of drawing on more than one framework for an understanding of the complexities of workplace emotions. India was chosen as thelocale for the study for a variety of reasons, including its global significance, its history of psychoanalysis, and immense diversity, which offer a vast landscape for exploring emotions from multiple perspectives. Engaging with India provides a cultural corrective to research on organisational emotion focussed upon Western spaces. The literature review discusses the tenets, limitations, and possibilities for cross-fertilisation of social constructionist and psychoanalytic accounts, and explores further the opportunities provided by the choice of India as the site for this work. The methodology informing the research is then introduced, focussing on qualitative interviews, storytelling, and countertransference as key features of the data collection and analysis. Four data chapters follow, which present and analyse empirical data from the field work to highlight the importance of both frameworks for an enriched understanding of emotions. The major themes that emerge from the data include cultural dynamics influencing emotions, emotional labour, workplace traumas, and the legacy of colonialism in work spaces. The thesis concludes with a review of the theoretical contributions and an identification of new possibilities and new stories for exploration opened upon by this research.

This study reports on the development, implementation and evaluation of an online master’s module called Management Information Systems in Education, in the specialization phase in the master’s course in Administration and Management in Education. The pedagogical and practical issues that have to be addressed when teaching with a Learning Management System (LMS) were explored during the evaluation process of the online environment. It was conducted in the form of a design experiment. The online module was built using Moodle software and the study was undertaken at the Faculty of Education of the Eduardo Mondlane University in Mozambique. An evaluation questionnaire with open-ended questions was developed to evaluate the online component of the module. The questionnaires were completed by a sample of seven adult students who were registered for the optional module and their lecturer. Observations on the Moodle site were also conducted. An adaptation of Cronjé’s (2006) model of the four quadrants of teaching and learning was used to develop the conceptual framework. An interpretive analysis of the data plotted the answers to the research questions on the adapted Cronjé model. The findings indicate that the use of an online module designed and delivered through Moodle is recommended because it can be accessed at any time and at any place; it provides the opportunity to collaborate with others virtually; it provides an opportunity to learn more; it is an easy way to study; it is a useful educational package that can be adopted by teachers to supplement the teaching and learning process in schools; it assists in solving many problems related to information management at work; it helps in diversifying the learning activities; and it improves communication possibilities. / Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2008. / Curriculum Studies / MEd / unrestricted

Thesis advisor: Katherine McNeill / Gaining popular recognition in the U.S. with the advent of the first White House Maker Faire in 2014, makerspaces have become an increasingly popular feature of the K-12 educational landscape. While makerspaces have been subject to critique related to the lack of inclusivity within the broader predominantly white and male ‘maker culture’, they have also been recognized for their potential to include and attract students that have been historically underrepresented in the STEM fields, specifically female, African-American and Latinx students (Halverson & Sheridan, 2014; Kafai et al., 2014; Vossoughi, et al., 2016). However, despite their popularity and the growing body of empirical evidence documenting their use in the K-12 context, there are many topics that warrant further exploration, from teachers’ experiences with making, to the processes involved in their long term success or failure, and issues related to leadership, professional development and teacher expertise (Haron & Hughes, 2018). Responding to the need for greater understanding of these issues, this exploratory case study examines the organizational and curricular role of an established middle school makerspace through observations, student surveys, and individual interviews with teachers and school leaders. Findings of this study revealed themes related to (a) discrepancies between participants’ aspirational ideals and the practical reality of their experiences; (b) the important role of flexibility and rigidity within the curriculum and school structures; and (c) the mutually influential relationships that exist between materials, identity, expertise and participation. Each of these themes held specific consequences for equity and inclusion. The findings of this study highlight the critical importance of attending to equity in the implementation of maker learning environments and the central role that school structures, materials and perceptions play in addressing historical inequities in making and STEAM. This study concludes with recommendations for researchers, teachers and school leaders that place equity at the center of plans for school-based making and directions for future research. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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Constitution is a contract between a state and its people. For a modern democratic state ruled by law, all limitations on exercise of a state's right are stipulated in its written constitution in order to protect the people's rights from being infringed. Besides, the value of constitution is established through the will and thoughts of the whole people to lead the way for a well-ordered constitutional government. Even though a state ruled by an unwritten constitution, there will be legal instruments, customary practices, judgements and theories to form a substantive standard with biding force. According the constitution of the Republic of China, Grand Justices of the Judicial Yuan are the supreme and sole constructionist. They are vested with the authority to shoulders the heavy responsibilities of safeguard and support of the constitutional system. For this reason, Grand Justices enjoy the good name of "guardian angel of constitution". The Grand Justices of course should construe laws and decrees in accordance with the regulations of the constitution, so as to exert their judicial influences on balance of power, protection of human right and solution of constitutional disputes. A constitution lays down nothing but the political life of a state. So, the Grand Justices should take the development, change and needs of politics, economics, society and culture into consideration based on laws before they make a proper judgement and decision. That is not only an inevitable fate of the Grand Justices to be "political", but also an essential political character of a constructionist. In the past over 5 decades, our constitution experienced an unusual period of legal system, transformation of regime, frequent modification of constitution, and even the rotation of political parties. In the face of such a great change in environment, tide and the times, it is inevitable for a constructionist to present a different style in its construction of the constitution.

Medical advancements and research initiatives in the last two decades have changed the experience of growing up with a chronic illness. Young people living with Cystic Fibrosis (CF), a chronic, life-threatening, life-limiting, genetic disease, have benefitted from these advances and are living fuller, healthier, longer lives than previously thought possible. Literature exploring the experiences of young people living with CF has traditionally relied on information from caregivers and health care practitioners. It does not reflect the diverse experiences of young people today, or explore the subjective meanings constructed from experiences. Using a social constructionist and narrative inspired methodology, this study explores illness narratives and identity constructions among three young women living with CF. Their narratives are broad and diverse. Shared elements include; making meaning of their illness, and constructing a multi-faceted, relational, layered and flexible sense of self. The layered experiences of CF are one of many important factors influencing their unfolding identity. Relational processes and socially constructed norms and expectations of illness, health, and gender also influence participants’ unfolding sense of self. This study demonstrates the value of rich conversations exploring identity construction and illness narratives, and the complexities and nuances within individual experiences. / Graduate / 0758

Medical advancements and research initiatives in the last two decades have changed the experience of growing up with a chronic illness. Young people living with Cystic Fibrosis (CF), a chronic, life-threatening, life-limiting, genetic disease, have benefitted from these advances and are living fuller, healthier, longer lives than previously thought possible. Literature exploring the experiences of young people living with CF has traditionally relied on information from caregivers and health care practitioners. It does not reflect the diverse experiences of young people today, or explore the subjective meanings constructed from experiences. Using a social constructionist and narrative inspired methodology, this study explores illness narratives and identity constructions among three young women living with CF. Their narratives are broad and diverse. Shared elements include; making meaning of their illness, and constructing a multi-faceted, relational, layered and flexible sense of self. The layered experiences of CF are one of many important factors influencing their unfolding identity. Relational processes and socially constructed norms and expectations of illness, health, and gender also influence participants’ unfolding sense of self. This study demonstrates the value of rich conversations exploring identity construction and illness narratives, and the complexities and nuances within individual experiences. / Graduate / 0758

Numeracy is a cross-curricular priority, an intersystemic priority and, of late, a federal government priority. Yet as a priority "numeracy" is inadequately defined and the term is used to describe a wide-range of notions. Many educators are unsure of what constitutes numeracy, unaware of how it differs from mathematics, and uncertain as to how its demands may be met in their planning and teaching. Secondary schools have few models upon which to develop a whole-school numeracy plan. This study describes the journey of a secondary school staff as they developed a shared understanding of numeracy, identified the numeracy demands throughout the curriculum and planned for a whole-school approach to address these demands.

Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-08-18Bitstream added on 2014-06-13T18:53:54Z : No. of bitstreams: 1 silva_fs_me_prud.pdf: 1340488 bytes, checksum: 02c49c631c2d2d62bb8641bd59cd7607 (MD5) / O objetivo da presente pesquisa é analisar o processo de formação em serviço de cinco (5) educadores do Ensino Fundamental (5ª e 6ª série), de uma escola da Rede Pública de Presidente Prudente, para fazer uso das Tecnologias de Informação e Comunicação (TIC) como mídias no desenvolvimento de projetos de trabalho. Para tanto, a abordagem metodológica adotada foi baseada no estudo de caso do tipo observacional e no ciclo da dialética definido por ação-problema-reflexão-ação, a fim de provocar mudanças na pratica pedagógica dos educadores, procurando criar um ambiente Construcionista, Contextualizado e Significativo - CCS para favorecer a construção do conhecimento dos alunos. A investigação foi realizada no ambiente escolar no período de março/2004 a dezembro/2005, buscando propiciar a troca, a reflexão e a cooperação entre os envolvidos, por intermédio de intervenções ocorridas semanalmente em três momentos: nas Horas de Trabalho coletivo (HTPC), Sala Ambiente de Informática (S.A.I.) e Sala de Aula (S.A.). Como resultados, destaca-se a mudança na prática pedagógica dos educadores que usaram recursos disponíveis na Internet (diário e jornal eletrônico, bate-papo e e-mail) como mídias pedagógicas no processo de ensino e aprendizagem e um melhor desempenho escolar dos alunos considerados inicialmente analfabetos funcionais, notados por meio dos exames: Sistema de Avaliação Rendimento Escolar Marietta (SAREM) e Sistema de Avaliação do Rendimento Escolar de São Paulo (SARESP). / This research analyses the on-site training process of five (5) educators of the Primary Education (5th and 6th grades) of a school in the Public Network of the city of Presidente Prudente, using Technology of Information and Communication (TIC) as a medias for project based learning. Research/training was on the study of case type observation and cycle of the dialectic defined for action-problem-reflection-action the methodological approaches chosen on the intent to provoke shifts in the pedagogical practice of the educators, aiming to create Constructionist, Contextualized and Significative (CCS) Environments, favoring the construction of the students' knowledge. The research was conducted in the school environment from march 2004 to december 2005, trying to improve interchange, reflection and cooperation among the participants, through interventions realized weekly in three situations: during Collective Work Hours (HTPC), Computing Environment Rooms (SAI) and Classrooms (SA). As results, I highlight the shift in the pedagogical practice of the educators which used resources available on Internet (weblogs, newsgroups, chats and email) as pedagogical medias of the teaching and learning processes and the improvement of the students grades which were initially considered functionally illiterates, detected through the tests: School Efficiency Evaluation System (SAREM) and São Paulo School Efficiency Evaluation System (SARESP).