<p>The aim of this thesis is to conduct an ethnographic analysis of the traditional male circumcision intervention by government, through the Application of Health Standards<br /> in Traditional Circumcision Act, No 6 of 2001, of the Eastern Cape. More specifically, the thesis seeks to understand how different stakeholders respond to this intervention and what steps they take to indicate their responses.</p>

This study is an auto-ethnographic examination of reflections of a novice itinerant art teacher. The teacher taught at four schools within her first two years of teaching. Reflections of her first two years are recorded, then analyzed, and suggestions for other novice itinerant teachers are provided

This thesis is an ethnographic study of the product placement decisions made on-set during the production of a feature film. A concise historical review of the use of products in film and television is followed by an overview of the current research literature. The literature overview reveals a need for specific additional research. The research question which directed the present study intends to add to the existing literature: product placement is part of a creative decision-making process that happens throughout production on-set with filmmakers using products to help tell their story. The method used to approach the research question is an ethnographic observation of the decision-making process on-set, supplemented by interviews with professionals in props, art and set decorating departments. The findings present the results of the study summarizing the observations and interviews supporting the research question. The last section outlines the conclusions and areas that call for further research.

This is a slide show of selected photographs from the Hoover Dam Ethnographic Study.

<p>The aim of this thesis is to conduct an ethnographic analysis of the traditional male circumcision intervention by government, through the Application of Health Standards<br /> in Traditional Circumcision Act, No 6 of 2001, of the Eastern Cape. More specifically, the thesis seeks to understand how different stakeholders respond to this intervention and what steps they take to indicate their responses.</p>

This qualitative ethnographic study explored the various ways a team of early childhood teachers made sense of, and used, an assessment framework based on learning dispositions and formative assessment for assessing children’s learning. In the late 1980s and early 1990s traditional methods for assessing children were being significantly questioned. The development in 1996 of Te Whāriki, the early childhood curriculum, signalled a re-form of assessment practices in the early years. This reform involved a major shift in thinking and practice for teachers who worked in early childhood education. The teachers in this study were already beginning to change their assessment practices to reflect learning dispositions and formative assessment. This study focused on the theoretical and policy framework that reflected the shift toward teachers being encouraged to adopt these new ways for assessing children’s learning Multiple sources of data collection included individual interviews, a group interview, an analysis of documents including relevant policies, staff meeting minutes and Learning Stories written by three of the teachers over a six-month period. Findings revealed that the ways in which the teachers in this study made sense of, and used, the dispositional framework depended on how they viewed the purposes of assessment and their role as teachers. The study also explored some of the consequences of teachers adopting the dispositional framework when they were already experienced in other forms of assessment practice. The significance of self-directed professional development was also highlighted. Implications for management include the need to consider that the theoretical concepts associated with shifting from a developmental approach to a dispositional focus requires extensive time, resources and a team that is committed to change.

This study is an auto-ethnographic examination of reflections of a novice itinerant art teacher. The teacher taught at four schools within her first two years of teaching. Reflections of her first two years are recorded, then analyzed, and suggestions for other novice itinerant teachers are provided

The purpose of this study is to explore leadership and interprofessional team learning in well-established specialist teams in an academic health care organization. It also illuminates the data with more precise team leadership theories to help advance interprofessional health care practice. Employing an interactionist ethnographic approach, the study focuses on exploring team leaders’ role, their perceptions, meanings, and behaviours within the culture of two teams in the department of nephrology in an academic health care organization. Qualitative data derived from interviews, observations, and documents were gathered over a two-year period to obtain a comprehensive understanding of the workings of the teams. The research is also informed by the experiences of the researcher who had been a member of the department of nephrology under study. Data analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The three broad themes of this dissertation reflect the characteristics and activities of leaders of team learning: first, situational team leadership, as a process, affects the social context of interprofessional team-learning relationships, interactions, and activities within the complex culture of an academic health care organization. Second, team learning embodies the collective praxis of its members. The members inform the role of leading learning through the social construction of meaning in dialogue and their reflective practices. Third, effective team leadership ensures the transfer of collective knowledge to students and trainees. Effective leaders also help team members deal with the challenge of learning how to work within a well-established, specialized health care team as community of practice. Such a team has special capabilities that enable interprofessional team learning. Hence, a leader who learns how to use team learning to create new and collective knowledge will be able to create a learning experience for students, trainees, and team members who are focused on interprofessional practice and care. This study offers a contribution to the interprofessional education literature in two ways. First, the study’s use of theoretical perspectives provides new ways of thinking about leaders and learning in interprofessional communities of practice. Second, the study provides a rare empirical in-depth account of, interprofessional team leadership within well-established specialized teams in an academic health care organization.

The purpose of this study is to explore leadership and interprofessional team learning in well-established specialist teams in an academic health care organization. It also illuminates the data with more precise team leadership theories to help advance interprofessional health care practice. Employing an interactionist ethnographic approach, the study focuses on exploring team leaders’ role, their perceptions, meanings, and behaviours within the culture of two teams in the department of nephrology in an academic health care organization. Qualitative data derived from interviews, observations, and documents were gathered over a two-year period to obtain a comprehensive understanding of the workings of the teams. The research is also informed by the experiences of the researcher who had been a member of the department of nephrology under study. Data analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The three broad themes of this dissertation reflect the characteristics and activities of leaders of team learning: first, situational team leadership, as a process, affects the social context of interprofessional team-learning relationships, interactions, and activities within the complex culture of an academic health care organization. Second, team learning embodies the collective praxis of its members. The members inform the role of leading learning through the social construction of meaning in dialogue and their reflective practices. Third, effective team leadership ensures the transfer of collective knowledge to students and trainees. Effective leaders also help team members deal with the challenge of learning how to work within a well-established, specialized health care team as community of practice. Such a team has special capabilities that enable interprofessional team learning. Hence, a leader who learns how to use team learning to create new and collective knowledge will be able to create a learning experience for students, trainees, and team members who are focused on interprofessional practice and care. This study offers a contribution to the interprofessional education literature in two ways. First, the study’s use of theoretical perspectives provides new ways of thinking about leaders and learning in interprofessional communities of practice. Second, the study provides a rare empirical in-depth account of, interprofessional team leadership within well-established specialized teams in an academic health care organization.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 355-364). Also available on the Internet.