The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries represent the high and low performers in the global index of cognitive skills and educational attainment (Pearson, 2014). An account of their educational practices will provide some insights for stakeholders in school systems across nations. Nevertheless, it is important to understand that each country has unique teaching and learning conditions, and that conclusions reached in relation to such conditions do not apply across nations. A series of hierarchical linear modeling (HLM) studies were performed for the present work to provide evidence-based information with practical implications to school administrators and educational policymakers regarding the development and implementation of leadership programs and teacher professional development. Additionally, an understanding of how the constructivist beliefs associate with the level of self-efficacy and professional activities will assist curriculum developers in higher educational institutions in the development of quality teacher preparation programs for the future teaching workforce.

In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the district goals. Piaget's constructivist learning theory served as the conceptual framework for this study. A purposeful sample of 6 GE teachers, 2 each from Grades 3-5 whose classrooms included SWDs, volunteered to participate in open-ended interviews. Qualitative data were analyzed using provisional coding and pattern coding. A primary finding was that the participants identified teacher collaboration and professional development necessary to accommodate SWDs in the GE setting. This finding led to a recommendation that school leaders provide ongoing professional development for GE teachers as well as ongoing opportunities for collaboration between GE and special education teachers. These endeavors may contribute to positive social change by providing GE teachers instructional strategies and accommodations for meeting the learning needs of SWDs to increase the number and percentage of SWDs who meet the state standards and district goals in science and social studies.

The research reported here is a meta-evaluative case study of project evaluation in the context of Official Development Cooperation (ODC) in the education sector in Tanzania, where the particular focus is on capturing the relative values attached to evaluation by various stakeholder groups. Perspectives from the constructivist paradigm are adopted, implying relativist ontology, subjectivist epistemology, and naturalistic interpretive methodology. Based on these perspectives, a review is provided of development theories and evaluation theories, including the actor-oriented approach to development, participatory monitoring & evaluation, utilization-focused evaluation, and responsive-constructivist evaluation. An exploratory qualitative case study strategy is taken, combining several complementary methods e.g. in-depth interviews, questionnaires, document analysis, and observations. Evaluation is considered as an applied social research, implying a managerial and political purpose. It is a reflective interactive process, where the relevance, effectiveness and impact of an intervention in pursuit of certain objectives are assessed, adding value in order to construct knowledge for the enhancement of decision-making. In order to facilitate understanding of the cases under study, their structural contexts are investigated: 1) ODC evaluation systems and strategies (international/ macro context); and 2) ODC in the education sector in Tanzania (national/meso context). Each case (at local/micro level) is located within these contexts and analyzed applying a meta-evaluative framework. Integrating the perspectives of the stakeholders, the study demonstrates the strengths of, and constraints on, each case, factors which are to some extent determined by their respective time-frames. A number of significant discrepancies between theory and practice in ODC evaluation are reported. Findings indicate the significance of constructing consensus values that are based on a synthesis of multiple stakeholders’ values and perspectives complementing each others. The study also find that evaluation ought to be used as a powerful tool in which the values, needs and aspirations of various stakeholder groups can be reflected, especially those of local communities, who are now too often powerless in ODC projects in the education sector.

Introduction : Les personnes ayant eu un accident vasculaire cérébral léger (AVCL) sont autonomes pour l’accomplissement des activités de la vie quotidienne de base, mais peuvent présenter des déficits subtils pour l’accomplissement d’activités complexes qui ne sont pas dépistés durant l’hospitalisation. Le retour à domicile parmi les proches est souvent le moment où certaines difficultés apparaissent. L’objectif de cette étude est d’explorer la perception des proches de leur qualité de vie, trois mois après le retour à domicile de la personne ayant eu l’AVCL. Méthodologie : Cette étude qualitative repose sur un paradigme constructiviste. Des entrevues individuelles semi-dirigées ont été menées à l’aide d’un guide d’entrevue, auprès de proches de personnes ayant eu un premier AVCL trois mois auparavant. Une transcription du contenu des entrevues a été faite sous forme de verbatim, suivie d’une analyse de contenu. Résultats : Huit entrevues ont été complétées (âge moyen 56,9 ans – ratio hommes/femmes de 2/6). Six thèmes ont été identifiés : personne ayant eu l’AVCL, vie quotidienne, relation conjugale, récidive, santé et services. L’AVCL engendre plusieurs incapacités (personne ayant eu l’AVCL) et les proches interrogés rapportent une augmentation de leurs tâches quotidiennes ce qui limite leurs activités personnelles (vie quotidienne). Ils mentionnent également devoir passer du rôle de conjoint à celui de parent, ce qui modifie la dynamique de couple (relation conjugale). Les proches se disent anxieux face au risque de récidive (récidive) et certains présentent des malaises physiques comme des maux de tête et un manque d’énergie (santé). Les proches affirment n’avoir accès à aucun service et que le seul soutien dont ils bénéficie est celui de leur entourage (services). Conclusion : Le retour à domicile de la personne AVCL engendre diverses conséquences sur le quotidien des proches, ce qui affecte leur qualité de vie. / Introduction: Mild stroke clients are often independent in basic activities of daily living but may present subtle deficits that impact on complex activities and roles. The purpose of this study was to explore the perceived quality of life of close family members three months after the stroke client was discharged home. Method: Qualitative design based on a constructivist paradigm. Interviews were conducted with family members of mild stroke clients three months after discharge. An interview guide was used and the audio content was transcribed, followed by a content analysis. Results: Eight interviews were conducted (mean age 56.9 ± 9.2 years; men=2/8). Six essential themes emerged from the data. According to participants, mild stroke clients present sequelae that interfere with complex tasks (patient), increasing the burden on other family members who have to limit their personal activities (daily living). Spouses reported sometimes acting like a parent, which caused tensions in the relationship (conjugal relationship). Anxiety is related to the risk of stroke recurrence (relapse) and some family members present physical symptoms and a lack of energy (health). However, family members do not have access to services despite support from their relatives (services). Conclusion: The results of this exploratory study strongly suggest that even a ‘mild’ stroke has an impact on the daily lives of close family members and affects their quality of life.

The primary objective of this research was to determine if a specific set of reflective practices enhance university undergraduate students’ abilities to: 1) reflect on their thinking processes to become more aware of their own intellectual habits and how they form; 2) inquire with open-minded curiosity, including suspension of assumptions long enough for them to be challenged; and 3) generate justifiable, contextual understandings and judgments, individually and in collaboration. “Reflective practices” refers to a specific set of reflective learning activities introduced to undergraduates in two courses: mindfulness practice extended into journal writing, listening, inquiry and dialogue. The purpose of the reflective practices in this research was to support independent, critical thinking: well-reasoned, evaluative judgments based on evidence, contextual understanding, and respect for others. Students were instructed in both individual, introspective activity as well as in paired and group interaction while preserving a degree of mindfulness. Indicators of the dispositions for critical thinking were developed using grounded theory methods to study students’ experiences, as well as those dispositions previously identified in the research literature. Qualitative results showed increased self-confidence, engagement with multiple points of view, and an unexpected sense of connectedness that was stronger between students who disagreed with each other than between students who found easy agreement in their interaction. Quantitative results showed statistically significant gains in the average number of indicators of critical thinking dispositions appearing in student journals comparing week 1 to week 11. There was also positive correlation between final essay exam scores graded for critical thinking skills and the total number of indicators found in students’ journals. / This thesis presents primary research on the impacts of mindfulness applied to introspective and interactive learning activities in undergraduate university courses.

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.

Young people who are homeless experience adversity, but many are able to overcome the challenges of street life and transition back into housing. This exploratory, qualitative research draws on the narratives from interviews and focus groups with 35 young people who have experienced homelessness, as well as interviews and focus groups with 30 service providers working in youth shelters and a youth drop-in centre. Exploring themes of victimization, criminal offending, police involvement, and interactions with community services, this research highlights the capacities of young people to navigate around obstacles and negotiate to meet their needs. Integrating symbolic interactionism and social constructivist perspectives, this research explores the importance of micro-level interactions and perceptions, as well as the contexts that frame the decision-making processes of young people passing through homelessness. The implications of these perspectives are discussed within the framework of resilience discourse.

A qualitative approach was taken to explore Canadian Congolese refugees’ experience of war trauma recovery. Six volunteers (three men and three women), who self-identified as traumatized by their experience of war in Congo and had lived in Canada for less than ten years, participated in in-depth interviews. Using a constructivist grounded theory approach to analysis, a core construct of Surviving War was identified. A hierarchical model of surviving war was developed that subsumed all other categories. By extrapolating principles from this model, a theory of Surviving War was developed which identifies factors that contribute to surviving war. Limitations of the current research are presented along with suggestions for further research. Recommendations for professionals working with a refugee population are also presented.

A major thrust in assessment reform is the instructional use of assessment (Ministry, 2010). Assessment for learning (AFL) has, however, proven challenging for teachers to implement (Brookhart, 2004; Swaffield, 2011; Tierney, 2006). Researchers have called for studies of classrooms that show how AFL works in practice (Bennett, 2011; Shepard, 2000). This study gathers images of practice from classrooms where teachers have been implementing a structure-based approach called Question Structure. Although a key premise of AFL is that assessment can be used instructionally to support learning, Question Structure’s constructivist-information-processing approach is rooted in educational measurement traditions usually juxtaposed to AFL theory and practice (Broadfoot & Black, 2004). Images of practice were drawn from classroom observation, teaching artifacts, and interviews from teachers who had been implementing the system for three to six years in three Ontario school boards. Data were analyzed through sub-questions emerging from the literature and through grounded theory. The study found that Question Structure supported AFL principles and practices. It also supported a Tylerian, backwards-design approach to program design, but not to excess. Technical revisions tended to evolve into significant change in practice, including program reconceptualization and increased focus on students’ learning. The structure-based approach functioned in a variety of ways, for example to support task clarification, (re)reading and comprehension of text, writing process, open-ended collaborative work, and student-generated questions. Teachers were able to clarify the meaning of ‘structure,’ to distinguish structures from instructional and cognitive strategies, and to use universal structures and strategies as subject-specific pedagogy in Language Arts/English. The role of the technical interest and implications for professional learning are also discussed.

A qualitative approach was taken to explore Canadian Congolese refugees’ experience of war trauma recovery. Six volunteers (three men and three women), who self-identified as traumatized by their experience of war in Congo and had lived in Canada for less than ten years, participated in in-depth interviews. Using a constructivist grounded theory approach to analysis, a core construct of Surviving War was identified. A hierarchical model of surviving war was developed that subsumed all other categories. By extrapolating principles from this model, a theory of Surviving War was developed which identifies factors that contribute to surviving war. Limitations of the current research are presented along with suggestions for further research. Recommendations for professionals working with a refugee population are also presented.