Adults working as teachers and doctors can find it difficult to communicate well with young people about the issues that affect their wellbeing and learning and thus miss opportunities to contribute when their clients experience adversity. Drama is often used as a pedagogical tool to assist people to develop their communication skills. Dramatic portrayals however, can reinforce rather than challenge limiting stereotypes, and there is the potential for learning through drama to contribute to a patronising world-view and lead to the assumption that a set of formulaic approaches can bridge the communication divide. There is thus a need for research that engages both theoretically and technically with the use of drama as a tool for applied learning. In this thesis, a reflective practitioner methodology is used to explore the use of drama as a method in participatory enquiry and as a tool in the professional education of teachers and doctors. Use of the practitioner perspective permits analysis of the alignment between theory and practice. The Learning Partnerships project provides the context within which to conduct this enquiry. In this project the researcher leads drama workshops that bring together classes of school students and tertiary students completing their studies in medicine or education. The adolescents work as co-investigators with the teachers and doctors, exploring how to communicate effectively in the institutional contexts of schools and clinics.

abstract: When it comes to planning for instruction, many teachers may feel an overwhelming need to rely on prescribed curricular resources and when those are not available many teachers may feel lost. While several methods for improving instructional planning exist, research has shown that prioritizing standards, creating assessments aligned to those standards, and using the data from those assessments to make instructional decisions have positively impacted teachers' instructional planning practices. Grounded in participatory action research (PAR), this mixed methods action research study sought to investigate the influence that targeted coaching could have on teachers' planning practices. The study was conducted in a K-8 Title I school and included four participants who engaged in targeted coaching and professional development designed to help them improve their planning practices. It utilized surveys, observations, artifacts, and interviews to answer the research questions. From the surveys, interviews, lesson plans, artifacts and coaching conversations, the Coaching Model for Effective Planning provided helpful and beneficial professional development that was readily adaptable and useful to the participants' classroom. In addition, the findings exhibited that coaching can influence planning whether formally by being written into lesson plans or by incorporating it into instruction. Furthermore, the findings also raised the question of teacher efficacy in coaching relationships as wells the impact of coaching. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-13T13:49:01Z No. of bitstreams: 1 DissCM.pdf: 4248397 bytes, checksum: ae1321cc10bbff2fd1d706132b32117b (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-13T20:34:41Z (GMT) No. of bitstreams: 1 DissCM.pdf: 4248397 bytes, checksum: ae1321cc10bbff2fd1d706132b32117b (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-13T20:34:54Z (GMT) No. of bitstreams: 1 DissCM.pdf: 4248397 bytes, checksum: ae1321cc10bbff2fd1d706132b32117b (MD5) / Made available in DSpace on 2016-09-13T20:35:06Z (GMT). No. of bitstreams: 1 DissCM.pdf: 4248397 bytes, checksum: ae1321cc10bbff2fd1d706132b32117b (MD5) Previous issue date: 2015-03-17 / Outra / Wildlife conservation has been standing out on the world stage as one of the major issues of our time. Several institutions are mobilizing to develop effective strategies and actions to prevent the extinction of endangered species. Among these institutions, we remark the performance of zoos in the development of scientific research and educational activities, participation in endangered species programs, and promotion of entertainment for the visitors, thus compiling its four main attributions. In that sense, the São Paulo Zoo, besides performing its traditional role, including several educational activities, also participates and integrates endangered species conservation programs, such as the Black Lion Tamarin Conservation Program (Leontopithecus chrysopygus), conducting research about biology and ecology of populations from Floresta Nacional de Capão Bonito (Capão Bonito National Forest, São Paulo State). In this context, we developed in the present work a participatory educational process for planning and implementation of a space that educates at São Paulo Zoo about the black lion tamarin conservation. The research was conducted in a qualitative approach based on a participatory framework and using the participatory-actionresearch as a critical environmental education framework, intended to produce knowledge (research scope) to develop and implement a space that educates (action scope) from the participation of 23 professionals and 65 visitors (participation scope). In that sense, the research presents a procedural nature and was developed in four stages: Moment I - participatory diagnosis of the knowledge about the black lion tamarin from conducting individual interviews with São Paulo Zoo professionals and visitors; Moment II - two focal groups with the staff of the Zoo’s Education and Diffusion Division (DED) and Technical Team (ET) to elaborate the educational space proposal; Moment III: dialogue between the Zoo’s DED, ET, Engineering Division and Administrative Board for the space that educates implementation; Moment IV: reflexive analysis of the elaboration and implementation processes from focal groups with DED and ET, and participatory creation of manuals for the space. From the data obtained in the Moment I, it was possible to establish categories related to the structures and educational actions that would be implemented in the space that educates, which emerged from the dialogic process established between the participants and the researcher. Based on these categories, during the Moment II an educational proposal was developed containing the structural and educational features of the new space, consisting of four thematic kiosks, 23 panels, two educational games and a puppets theatre play about the species. In the Moment III, we observed a stronger participation of the São Paulo Zoo Technical Team at various stages of the implementation process, from the elaboration of visual and textual communication elements, to the building processes. In addition, as a consequence of this strengthening, the participants suggested and developed, in a participatory way, two manuals about the space aimed for environmental educators. Finally, during the Moment IV we observed that the use of participatory methodologies contributed to improve and strengthen the development of the space that educates, once the participants came to be regarded as subjects who share bonds to interpret the reality, and the dialogue established is linked to collective action in order to transform the socio-environmental problem in question, namely, the conservation of the black lion tamarin. We hope that the present research will contribute to the field of environmental education research in zoos and also to black lion tamarin conservation strategies, since it highlights the fact that it is possible to perform a participatory, reflective, cooperative and liberating practice. / A conservação da fauna silvestre vem se destacando no cenário mundial como uma das maiores problemáticas da atualidade. Diversas instituições estão se mobilizando para elaborar estratégias e ações eficazes para evitar a extinção de espécies ameaçadas. Dentre essas instituições, observamos a atuação dos zoológicos no desenvolvimento de pesquisas científicas, na participação em programas de conservação de espécies ameaçadas, na elaboração de ações educativas e na promoção do lazer e entretenimento do público visitante, compilando as suas quatro principais missões. Nesse contexto, a Fundação Parque Zoológico de São Paulo (FPZSP), além de realizar uma série de ações educativas com o público visitante, também participa e integra programas de conservação de espécies ameaçadas, como o Programa Estadual de Conservação do Mico-leãopreto (Leontopithecus chrysopygus), desenvolvendo pesquisas sobre a biologia e a ecologia de algumas populações da Floresta Nacional de Capão Bonito (SP). Sendo assim, o objetivo da presente pesquisa foi desenvolver um processo educativo participativo para a elaboração e implementação de um espaço educador na FPZSP, visando à conservação do mico-leão-preto. A pesquisa foi desenvolvida em uma abordagem qualitativa, com base nos pressupostos da educação ambiental crítica, especificamente da Pesquisa-Ação-Participante, uma vez que teve a intenção de produzir conhecimento (âmbito da pesquisa) para planejar e implementar um espaço educador (âmbito da ação) a partir do envolvimento e participação de 23 profissionais e 65 visitantes da FPZSP (âmbito da participação). Nesse sentido, a investigação apresentou um caráter processual e foi desenvolvida em quatro momentos: Momento I: diagnóstico participativo sobre conhecimentos e saberes em relação à espécie a partir da realização de entrevistas individuais com os profissionais e visitantes da FPZSP; Momento II: realização de dois grupos focais com a equipe da Divisão de Educação e Difusão (DED) e Equipe Técnica (ET) para elaboração participativa da proposta educativa do espaço; Momento III: atuação e diálogo entre a DED, ET, Divisão de Engenharia e Diretoria Administrativa para a implementação do espaço educador; Momento IV: análise reflexiva do processo de elaboração e implementação a partir de grupos focais com a equipe da DED e ET e criação participativa de materiais educativos sobre o espaço educador. A partir dos dados obtidos no Momento I foi possível estabelecer categorias relacionadas às estruturas e às ações educativas que seriam implementadas no espaço educador, as quais emergiram do processo dialógico estabelecido entre os participantes e a mestranda. Com base nessas categorias, elaboramos no Momento II uma proposta educativa contendo as características estruturais e educativas do novo espaço, o qual foi constituído por quatro quiosques temáticos, 23 painéis, dois jogos educativos e uma peça teatral de fantoches sobre a espécie. No Momento III da pesquisa, observamos o fortalecimento da participação da equipe técnica da FPZSP em diversas etapas do processo de implementação, desde a elaboração da comunicação visual e textual dos elementos educativos, até os processos operacionais de construção de estruturas. Além disso, a partir desse fortalecimento, a própria equipe participante sugeriu e elaborou, de forma participativa, dois materiais educativos sobre o espaço educador destinados à educadoras/es ambientais. Por fim, observamos durante o Momento IV que o uso de metodologias participativas contribuiu para enriquecer e fortalecer o processo de elaboração do espaço educador, uma vez que os participantes passaram a ser considerados como sujeitos que partilham laços para interpretar a realidade, de forma que esse diálogo está vinculado à ação coletiva para transformação da problemática socioambiental em questão, qual seja, a conservação do mico-leão-preto. Esperamos que a investigação contribua para o campo da pesquisa em educação ambiental em zoológicos e para as estratégias de conservação do mico-leão-preto, ao ressaltar que é possível realizar uma prática participativa, reflexiva, cooperativa e libertadora.

Submitted by Eliane Katayama Pricoli Amaro (elianekatayama@gmail.com) on 2018-02-06T21:49:48Z No. of bitstreams: 1 Dissertação de Mestrado_Amaro_EKP.pdf: 9105084 bytes, checksum: 660a9876a6ea9b24ad63ca1dac641217 (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-02-07T12:40:20Z (GMT) No. of bitstreams: 1 amaro_ekp_me_bauru.pdf: 9105084 bytes, checksum: 660a9876a6ea9b24ad63ca1dac641217 (MD5) / Made available in DSpace on 2018-02-07T12:40:20Z (GMT). No. of bitstreams: 1 amaro_ekp_me_bauru.pdf: 9105084 bytes, checksum: 660a9876a6ea9b24ad63ca1dac641217 (MD5) Previous issue date: 2017-12-14 / Tendo em vista os grandes desafios que as cidades enfrentam atualmente relacionados à sua sustentabilidade, este trabalho estuda três casos de vivências de bioconstrução realizadas em Bauru e Campinas, de forma participativa, em três escalas urbanas, três tipos de organização social e diferentes graus de participação, no período de 2009 a 2017. Utilizou-se a metodologia da Pesquisa - Ação Participativa (PAP), que tem como premissas básicas a vivência, práxis e conscientização (VPC) para a realização das vivências, abordando assuntos como permacultura e bioconstrução de forma co-laborativa. Desta forma, teve-se por objetivo pesquisar, estudar e descrever as vivências de bioconstrução obtendo a leitura da paisagem a partir do método do Discurso do Sujeito Coletivo (DSC) e verificando se houve reflexão e conscientização sobre questões ambientais e coletivas a partir das ações realizadas, com o intuito de contribuir para o equacionamento de um problema coletivo. Os resultados apontam para uma metodologia integrada que possibilitou, a partir da coleta de entrevistas e tratamento dos dados, a formulação de um discurso coletivo, remontando a leitura da paisagem do objeto de estudo segundo a ótica dos seus participantes. / Considering the major challenges that cities currently face in relation to their sustainability, this paper studies three cases of bioconstruction experiences held in Bauru and Campinas, in a participatory manner, in three urban scales, three types of social organization and different degrees of participation, in the period from 2009 to 2017. Participatory Action Research (PAR) methodology was used, whose basic premises are the vivencia, praxis and awareness (VPC) for the realization of the experiences, dealing with subjects such as permaculture and bioconstruction of form co-labor. In this way, the objective was to research, study and describe the experiences of bioconstruction obtaining the landscape reading from the method of the Discourse of the Collective Subject (DCS) and verifying if there was reflection and awareness about environmental and collective issues from the actions carried out, with the purpose of contributing to the solution of a collective problem. The results point to an integrated methodology that enabled, through the collection of interviews and data treatment, the formulation of a collective discourse, tracing the landscape reading of the object of study according to the optics of its participants.

abstract: The dissertation focuses on one Truku (Indigenous) village in eastern Taiwan and aims to understand the processes and possibilities of bottom-up language revitalization. In 2012, the National Geographic Genographic Legacy Fund supported the village to start a community-driven language revitalization initiative. Drawing on scholarship guided by critical Indigenous research methodologies, critical sociocultural approaches to language policy and planning, and sociocultural approaches to learning, this study is an attempt to generate qualitative ethnographic research to facilitate local praxis. The major findings are four: Firstly, after decades of colonialism, villagers' lived experiences and language ideological standpoints vary significantly across generations and households, which constraints the possibility of collective endeavors. Secondly, building on previous scholars' emphasis on "ideological clarification" prior to language revitalization, I identify the dimension of embodied ideological differences, using cultural historical activity theory to illustrate how certain "mainstream" artifacts (e.g. orthography) can confine orally dominant elders' capacity to contribute. In a similar vein, by closely examining children's voices and language performances, I highlight children's theory of language as relationship-building and a theory of learning as participation in communities of participation, which stand in stark contrast to adult educators' constructs of acquisition and proficiency in traditional SLA. Finally, inspired by children and elders' voices, methodologically I argue for a relational conceptualization of agency and propose a relationship-oriented language revitalization framework. Such framework values and incorporates existing social relationships in praxis, and requires researchers and practitioners to humbly recognize the work of power in social relations and develop a trusting, reflective bond with the villagers before rushing to impose agendas. This dissertation contributes to the scholarship of language policy and planning by incorporating sociocultural learning theories designed to generate praxis-oriented analysis. By contextualizing identity and SLA processes in an Indigenous context, the study also illuminates the affective dimension of language learning and education. Overall this study offers valuable insights for scholars, educators, and practitioners interested in community-based language education. Equally important, this research represents the voices of multiple generations of Truku people, deeply committed to ensuring that future generations remain connected to their heritage language, knowledge system, and ways of being. / Dissertation/Thesis / Ph.D. English 2014

e-learning, as defined to be the use of information and communications technology (ICT) for supporting the educational processes, has motivated Tanzania to apply ICT in its education system. Tanzania secondary schools in rural areas are geographically and socially isolated. Rural Tanzania secondary schools face a number of problems including ways in getting learning materials, as well as inadequacy in qualified teachers. The impact of these problems is poor performance in National Examinations. This poor performance however is highly noted in science and mathematics subjects. The problem in getting learning materials can be reduced by employing ICT in secondary school education system. This research develops an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. The research is aiming to support teaching and learning functions by allowing creation and storage of learning materials, making them available, easily accessed and sharable among students from different secondary schools in Tanzania in a more organized way. Tanzania has only one curriculum for all secondary schools registered under the Ministry of Education and Vocational Training (MoEVT). During development stage it will not be easy to involve all scattered Tanzanian secondary schools. The research is focusing to two selected pilot schools; Kibaha secondary school and Wali-ul-Asr girls’ seminary in Kibaha town, Pwani region. Features of the e-LMS will represent the standard form of any other secondary school registered by the MoEVT. The complete implementation of the e-LMS to these selected pilot schools will later be extended to all other secondary schools in Tanzania. The development uses Object-Oriented System Analysis and Design (OOSAD) approach along with the power of modeling as it has been emphasized by Model Driven Architecture (MDA). Unified Modeling Language (UML) is mainly used in both cases. To create an interoperable system, UML is integrated with extensible markup language (XML) during model transformation from e-LMS Platform Independent Model (PIM) to e-LMS Platform Specific Model (PSM). Development will make use of open source software. For context specific development, participatory action research methodology is adopted and the inputs are well presented in developing e-LMS. Customization of open source learning management system (LMS) platforms is employed to help generate a timely solution to e-LMS development. Finally, this thesis also considers the need for replication and mirroring of the database for the purpose of making learning materials highly available to end-users.

This dissertation covers the subject of how abstract concepts and complex situations can be concretized through research together with practitioners. The dissertation is based on four empirical studies. The researcher role, the practitioner participation and the methods for data collection and analysis have varied. In study I the concept ‘Närsjukvård’ was explored to understand how practitioners, managers and politicians in hospitals, primary health care and municipalities interpreted the concept. The researcher acted as consultant who collected data by interviews and questionnaires. Practitioners’ participation was limited. ‘Närsjukvård’ was interpreted as accessibility to hospital beds, accessibility to primary health care, collaboration between care providers and continuity and developed home care. Study II aimed to explore how people experienced leg ulcer care. The researcher acted as a consultant who performed the interviews and  analysed the data. Although the informants experienced their encounters with the nurses as satisfying, the study illuminated low participation in the care and low practitioner involvement in issues about daily living with the leg ulcer. The findings were brought back to the informants and the practitioners. The project did not proceed towards development and change. In study III the aim was to explore the Swedish concept ‘trygghet’ by using stories from daily life. Four older women were interviewed and the Story Dialogue method was used together with assistant nurses and registered nurses who participated in data collection and analysis. Two themes emerged: Sense of Security and factors strengthening the Sense of Security. Together with the assistant nurses, areas for improvements were identified. Study IV aimed to explore the discharge planning situation in order to     generate ideas for development. Members from a discharge planning network participated in the whole research process. Conditions for a successful coordinated discharge planning situation were a system including: the participation of the patient, the competence of the staff and the support from the organisation. The group arranged a workshop about communication and interdisciplinary   collaboration. The findings resulted in a form with self-evaluation questions. In conclusion, this thesis illustrates that it is possible to clarify abstract concepts and complex situations together with practitioners. To do this successfully, sense making activities and to start from practitioners’ experiences and their own context are key factors. The studies illuminate that building trust, relationship and sense of participation are essential in health and social care in general and specifically in the participatory action research process.

This qualitative study explores daily environmental sustainable attitudes and behaviours of Gauteng’s urban youth. A social constructivist paradigm underlines the views, challenges and activities expressed. The Reasonable Person Model (RPM) and Social Networking Theory ensure that the content, as well as methodological elements and results herein adhere to a psychological framework. Focus groups and online interviews were utilised to explore the link between community well-being and the state of the natural environment and the sample was drawn using purposive and snowball sampling. The literature reviewed focuses on existing climate change concerns, pro-environmental attitudes and behaviours, and emerging local and international practices, including the importance of expanding local practices. A thematic analysis, ensured for a broad variety of responses, and hence detailed discussion -of and dissemination of results. Using common threads in the results, recommendations and suggestions were made, to improve future studies and research practices concerning Environmental Responsible Behaviours (ERBs).

Abstract This doctoral thesis focuses on children’s participation in a Finnish reception centre. Using participatory action research (PAR) as the research methodology, the study engaged 12 unaccompanied asylum-seeking girls from Somalia, Angola and Democratic Republic of Congo to consider children’s participation during the asylum process, and to explore the ways in which the girls’ participation and wellbeing could be promoted. The research questions, which were formulated during the process in cooperation with the girls, were the following: How do the unaccompanied asylum-seeking girls view participation, its relevance and the possibilities for it during their asylum period? How does the liminality of their life situation promote or hinder their participation? How do the intersecting social categories affect their participation? Methodologically, the study focused on how PAR can be applied to promote children’s participation in institutional care in a culturally and gender-sensitive way. The conceptual framework consists mainly of critical pedagogy and intersectionality. Critical pedagogy made the foundations for the PAR, whereas intersectionality helped to comprehend the liminality of the girls’ life worlds. Both theoretical perspectives contributed to understanding and implementing the participatory paradigm. The findings show that the unaccompanied girls’ experiences of participation cannot be explained only through the girls’ vulnerability or their resilience, as they clearly belong to both categories and move within them. The participation, which was meaningful for the girls, reflected their fluid positions in relation to their gender, age and status as asylum seekers. Participation meant both the right to voice opinions and the possibility to choose silence, as well as the opportunity to include ‘ordinary things’ into their lives. / Tiivistelmä Tämä väitöstutkimus keskittyy lasten osallisuuteen suomalaisessa vastaanottokeskuksessa. Yhteensä 12 yksin maahan tullutta turvapaikanhakijatyttöä Somaliasta, Angolasta ja Kongon demokraattisesta tasavallasta osallistui toimintatutkimuksen keinoin pohtimaan lasten osallisuutta turvapaikkaprosessin aikana, ja miettimään keinoja miten lasten osallisuutta ja hyvinvointia voisi edistää. Tutkimuskysymykset, jotka muotoiltiin prosessin edetessä yhdessä osallistujien kanssa olivat seuraavat: Miten yksin maahan tulleet turvapaikanhakijatytöt käsittävät osallisuuden merkityksen ja mahdollisuudet heidän turvapaikkaprosessinsa aikana? Miten elämäntilanteen liminaalisuus heikentää tai edistää heidän osallisuuttaan? Miten ristikkäiset sosiaaliset kategoriat vaikuttavat heidän osallisuuteensa? Tutkimus pureutuu myös siihen, miten osallistavaa toimintatutkimusta voidaan käyttää kodin ulkopuolella asuvien lasten osallisuuden tukemiseen kulttuuri- ja sukupuolisensitiivisellä tavalla. Tutkimuksen käsitteellinen viitekehys rakentuu pääosin kriittisen pedagogiikan ja intersektionaalisuuden teorioista. Toimintatutkimus pohjautuu kriittiselle pedagogiikalle, kun taas intersektionaalisuus auttaa ymmärtämään tutkimuksen tyttöjen elämäntilanteen liminaalisuuden. Molemmat teoreettiset näkökulmat auttoivat tulkitsemaan ja toteuttamaan osallistavaa paradigmaa. Tulokset osoittavat, että yksin maahan tulleiden turvapaikanhakijatyttöjen osallisuuden kokemukset ovat moninaisia ja muuttuvia. Turvapaikanhakijastatuksen mukanaan tuoma haavoittuvaisuus ei riitä selittämään tyttöjen kokemuksia, kuten ei myöskään heidän elämänkokemuksensa mukanaan tuoma sinnikkyys ja vahvuus. Tutkimuksen tytöt olivat sekä haavoittuvaisia että vahvoja, ja heidän asemansa näissä kategorioissa oli joustava. Merkitykselliseen osallisuuteen vaikuttivat myös tyttöjen muuttuvat positiot, jotka liittyivät heidän sukupuoleensa, ikäänsä ja turvapaikanhakija-asemaansa. Osallisuus tarkoitti tytöille sekä oikeutta ilmaista mielipiteensä että vaieta, kuten myös arkisten asioiden sisällyttämistä jokapäiväiseen elämään.

This dissertation documents the everyday lives and spaces of a population of youth typically constructed as out of place, and the broader urban context in which they are rendered as such. Thirty-three female and transgender street youth participated in the development of this youth-based participatory action research (YPAR) project utilizing geo-ethnographic methods, auto-photography, and archival research throughout a six-phase, eighteen-month research process in Bogotá, Colombia. This dissertation details the participatory writing process that enabled the YPAR research team to destabilize dominant representations of both street girls and urban space and the participatory mapping process that enabled the development of a youth vision of the city through cartographic images. The maps display individual and aggregate spatial data indicating trends within and making comparisons between three subgroups of the research population according to nine spatial variables. These spatial data, coupled with photographic and ethnographic data, substantiate that street girls’ mobilities and activity spaces intersect with and are altered by state-sponsored urban renewal projects and paramilitary-led social cleansing killings, both efforts to clean up Bogotá by purging the city center of deviant populations and places. Advancing an ethical approach to conducting research with excluded populations, this dissertation argues for the enactment of critical field praxis and care ethics within a YPAR framework to incorporate young people as principal research actors rather than merely voices represented in adultist academic discourse. Interjection of considerations of space, gender, and participation into the study of street youth produce new ways of envisioning the city and the role of young people in research. Instead of seeing the city from a panoptic view, Bogotá is revealed through the eyes of street youth who participated in the construction and feminist visualization of a new cartography and counter-map of the city grounded in embodied, situated praxis. This dissertation presents a socially responsible approach to conducting action-research with high-risk youth by documenting how street girls reclaim their right to the city on paper and in practice; through maps of their everyday exclusion in Bogotá followed by activism to fight against it.