"The purpose of the present study was to make a survey of published research findings in psychological journals in the field of Child Development. The articles used were from journals published by the American Psychological Association and the Journal of Genetic Psychology published by the Journal Press. The latter is included as a marginal periodical. The intent of the survey was to note trends, methods of research, and subject matter as they are presented in these journals from 1945-1956. The second problem of the study was to consider whether the articles of the American Psychological Association journals are meeting the publication needs of research in child development"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Ralph L. Witherspoon, Professor Directing Paper. / Includes bibliographical references (leaves 20-21).

The present research introduces a framework for multiplex developmental partnerships. First, using a qualitative case study methodology, I found that developmental partnerships are dyadic multiplex relationships involving flexible and permeable intra-relational role boundaries, comprised of interdependent dyad partners. I integrated role theory and social interdependence theory to help understand the affective, behavioral, and cognitive interdependence dimensions present in developmental partnerships. Analysis of interviews revealed that each dimension of interdependence is associated with a specific intra-relational role: companion, collaborator, and balanced developer. Second, I created a measure, the Developmental Partnerships Inventory. Results indicate the new measure demonstrates adequately reliability and validity (e.g., construct, convergent, and discriminant validity. This research proposed a theoretical process model of potential antecedents and outcomes of developmental partnerships. I proposed that partners’ trustworthiness, propensity to trust others, and individual authenticity shape the approach dyad members will take towards the relationship. The model also examined the potential for developmental partnerships to influence performance through positive psychological capital and thriving. Finally, I offer a discussion of the contributions of the process model presented in moving research on developmental relationships forward, and potential directions for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

<p>This thesis is based on the implementation of a bilateral rural development program in Burkina Faso. The main purpose of this study was to put the actual implementation process of a bilateral development program in view. This was done by investigating how two dominant perspectives in the implementation literature can explain what in fact happens during the realization of an aid program. A further aim of the thesis was to explore the limitations of these two dominant theories, in order to get a full understanding of the complexity of the realization of an aid program. Based on the implementation theory, this study shows that the realization of an aid program can be understood from three different angles. Firstly, through a top-down perspective, we can understand the process as an implementation problem, where the organisation fails to put policy into effect. Secondly, from the bottom-up perspective, the importance of the formal decision is questioned. Consequently the implementation process can be explained by the interaction among those involved in an implementation structure where the implementation takes place. Thirdly, also from the bottom-up perspective, the implementation process can be seen as a negotiation process between those who seeks to put policy into effect and those upon whom policy outcome depends. The result of this study shows that the top-down, as well as the bottom-up perspective, can be useful to explain the implementation process of a bilateral program. Yet they cannot alone give us the full picture. The analysis from a bottom-up view plays an important role as it explores the complexity both within and between organisations, in which the complexity outside the control of the formal organisation is also discovered. Nevertheless, this perspective has its limitations. As it does not consider an explicit theory, it overlooks the factors that are affecting the behavior on the ground. The top-down analysis is interesting in the context of development cooperation as it analyzes whether an organisation has the capacity to put policy into effect. Yet the top-down approach has a rational way of examining the implementation process and does not reflect on different reasons for various behaviors. As this perspective is restricted to the formal decision, it fails to analyse what side effects the realization process can bring. Neither implementation theories take into account how institutional factors, in a global context, are influencing the local situation where the implementation takes place. This thesis argues that institutional factors (in terms of norms) could give complementary explanations to the implementation theories, in order to develop our understanding for the realization of a program. By regarding the implementation process as a part of a greater process of development cooperation, complementary explanations could be given about why actors behave like they do. Particularly within the actual context of strong changing trends among donors concerning how sustainable development can be achieved. This study claims that we could learn more about development programs as a whole by illuminating the implementation process itself. Considering the changes in development cooperation, in which the processes and ownership-based programs are gaining importance, the implementation theory is fruitful as it highlights the process.</p>

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<p>ABSTRACT</p><p>The principal objective of this inductive study is to map the communication methods that are being used in the organization Sister Namibia. I intend to find communication mechanisms that together can constitute a communication framework. The main questions at issue are; How is the organization working from a communication perspective? What methods and channels are central for their external communication work? What messages are they trying to convey to the target group? The questions will generate in analyses and deeper understandings of communication processes in a NGO.</p><p>The conceptual approach for the study is Development Communication, which can be seen as the integration of strategic communication in development projects. Communication for Social Change is an approach of development communication, where focus lays on an elaborated social change agenda rather than the agenda of strategic communication. The study has a qualitative approach and it is built up as an inductive case study with the NGO Sister Namibia in focus.</p><p>Sister Namibia is a non governmental women organization that fights for women’s rights in the Namibian society. I have found several factors in their communication work that together can create a communication framework. Dialogue is vital in their communication work and it can be seen as a prerequisite for social change. Another central aspect of their communication framework is networking. Sister Namibia can be seen as a piece of puzzle in a bigger network that allows the organization to reach a wider audience and it is a strategy for how they can gain power, grow and establish deeper in the society. The diversity among women makes it necessary with a communication framework that provides flexibility, which includes different communication methods and channels depending on the target group. A holistic approach in the communication framework is important; the communication have to be focused on change at individual, societal and governmental levels. Furthermore, I have observed that to be able to understand processes of communication it is vital to look at the whole social context. In this social context knowledge, power, and material & social needs have been found as central aspects. They are needs and factors that are gained and created by individuals and groups in societies, and can be seen as prerequisites for social change to appear. Finally, this study shows the importance of looking at communication not just as a tool for spreading information, but also as the goal of development. Through communication it is possible to create a social environment where private and public dialogue can take place.</p><p>Keywords: Development communication, Communication for Social Change, NGO, Dialogue, Networking, Flexibility, Holistic approach.</p>

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The term 'community development' used in this thesis applies to an urban neighborhood. Incorporating the ideology of community development into community planning would make community planning developmental., Community developmental planning implies the realization of human potential; the concentration on the strengths of different community organizations as well as the mobilization of organized human resources for a balanced social and physical development, The NIP/LAP (Neighborhood Improvement Program / Local Area Planning) program of the City of Vancouver is chosen as an example to illustrate this concept. The purpose of NIP/LAP, as viewed from a developmental perspective, would be to help local residents identify their needs, mobilize them for active participation and develop local leadership for future local initiative in neighborhood planning. When NIP funding is exhausted, community developmental planners can leave behind a team of organized and mobilized local leaders capable of making future initiations for community betterment. The focus of the thesis is on the organizationa1 process of achieving community developmental planning. Voluntary and governmental organizations can complement each other to bring about this kind of developmental planning in local areas. This thesis looks into why and how they ought to be blended. The Riley Park NIP Committee and the Kitsilano Neighborhood House were chosen to represent respectively governmental and voluntary agencies for community developmental planning. Two research studies are conducted to identify the unique strengths and weaknesses of each type of organization. The first research investigates the role of local mobilization through the generation of social network. The second research attempts to understand the tactics of citizen participation adopted in achieving locally-initiated goals and plans. Two blending models, static and dynamic, are recommended at the end of the thesis for guiding developmental planning in urban neighborhoods. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

The use of electronic portfolios (ePortfolios) to support learning, assessment, and professional development across higher education has increased in recent years. However, higher education faculty who are instrumental to successful adoption and implementation are not often invited as active participants in the innovation process. In addition, while student perspectives of ePortfolio adoption are well represented in the literature, faculty perspectives are not. The goal of this research study was to investigate faculty and administrators perspectives regarding the university-wide implementation of an ePortfolio initiative in order to develop a framework for implementation that integrates the voice of faculty as well as diffusion of innovation (DOI) theory. The study employed a design and development research methodology, comprised of three phases (analysis, development and evaluation, and revision) and focused on a large United States research university in its tenth year of electronic portfolio implementation. An analysis of survey and interview data in light of DOI theory as well as expert review resulted in a six-component modular framework that can be used by any faculty group to guide electronic portfolio adoption and implementation. One implication is that higher education now has a process technology to support successful integration of an instructional technology, electronic portfolios, in university teaching and learning. / Ph. D.

The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context. / PHD / The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through using technology to teach EFL skills in their classroom. Using a developmental study, consisted of three phases (analysis, design and development, and evaluation and revision), guidelines instruction was developed to guide EFL teachers in using technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to use in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.

An observational study was conducted examining the social and cognitive play of young children with hearing-impairment playing in small groups composed of both hearing and hearing-impaired peers. The questions addressed the effects of the hearing status of the play partner upon the social/cognitive play patterns of children with hearing-impairment, and the relationship between their play patterns and their communicative competence, social competence and speech intelligibility. Forty-eight hearing-impaired subjects ranging in age from 3-6 to 6-1 were observed playing with partners of same and different hearing status during integrated play sessions at 13 school sites. The social play categories included solitary, parallel and group play, while the cognitive play categories included functional, constructive and dramatic play. Results of the study showed that the play patterns of the hearing-impaired children differed significantly for each group of partners. When playing with hearing-impaired partners, subjects engaged in group functional and constructive play more frequently than parallel functional and constructive play, and with equal frequency in parallel dramatic and group dramatic play. When playing with hearing partners, subjects engaged with equal frequency in group and parallel play. When playing with mixed groups of hearing and hearing-impaired partners, subjects engaged in group dramatic play more frequently than parallel dramatic play, and with equal frequency in group functional and constructive play, and parallel functional and constructive play. Communicative competence was negatively correlated to functional play. A positive correlation was found between social competence and constructive play, and between speech intelligibility and dramatic play. These correlations remained significant when age was partialed out. The hearing-impaired subjects spent similar percentages of time in social/cognitive play as those reported for hearing children. The study supports the premise that the play of young hearing-impaired children varies according to the hearing status of the play partner and is neither delayed nor deficient.