Effective instructional practice has a significant impact on student learning. Shared personal practice within a professional learning team (PLT) is one of the key elements in consistently improved instructional practice. However, this PLT characteristic is often the least evident and the hardest to absorb into PLT culture. This study examined the relational characteristics, facilitating factors, or barriers to shared personal practice within a PLT. Two PLTs in core subject areas across two Texas high school campuses were included in this comparative case study. Data from document analysis, PLC observations, focus group interviews, and in-depth individual interviews were examined thematically to answer the research questions guiding this study. The results of this study revealed that building strong relationships and an emphasis on collective creativity were strong predictors of sharing personal practice. Collective clarity on PLT practices and the purpose of sharing personal practice increased the success and occurrence of sharing personal practice. The results also revealed that the copious tasks of teaching and negative perceptions of being observed by colleagues hindered consistent sharing of personal practice. This study describes the current context of shared personal practice as a foundation for future studies to examine how practice can be transformed.

The process which culminated in the establishment of the East African Community (EAC) in 1967 started in the early 1920s. The idea was first conceived in Britain. Initially, East Africans vehemently opposed this idea fearing that it would sustain British hegemony in the region, but their resentment did not prevent the establishment of the East African High Commission (EAHC) in January 1948. It was only in the 1950s and 1960s that East African leaders embraced the idea due to political and economic reasons. In 1961 they converted the EAHC into the East African Common Services Organisation (EACSO) and in 1967 they established the EAC. Nationalism and sub-nationalisms in the region cast a spell on the EAC. The coup, which took place in Uganda in 1971, strained relations between Idi Amin and Presidents Nyerere and Kenyatta thus making it impossible to hold regional meetings. Eventually, the EAC collapsed in June 1977. / Political Science / M.A. (Politics)

Text in English / The purpose of the study was to explore the registered nurse’s perceptions with regard to the use of authority by nurse managers in the workplace. A qualitative approach using phenomenological descriptive design was used. Data was collected by means of audio-taped individual interviews and field notes. The sample included registered nurses aged 25-45 years with more than two years’ experience. Ethical issues were adhered to. The data was analysed using content analysis as proposed by Creswell (2013). Five themes and seventeen subthemes emerged from the data. The findings revealed that the registered nurses were unhappy with the way authority is being used, their non-involvement in decision-making; lack of two way communication between nurses and managers; poor relationship between nurses and health service managers which hindered nurses’ opportunity for growth. Autonomy is a major determinant of nurse job satisfaction, and failure to apply it may lead to high turnover and absenteeism. / Health Studies / M.A. (Health Studies)

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / After the election of the new democratic government in April 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. The immense disparity in the provision of education for the vast majority of South Africans was the main reason for educational change. Curriculum reform/educational change emerged as the key focus in restructuring the educational system. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore how principals experienced their new roles and responsibilities as curriculum leaders and managers in a changing educational system. Data was generated by means of semistructured questions to provide rich descriptions and explanations of how principals experienced educational change in their particular contexts. The literature review revealed that during educational change principals are faced with the challenge to create a climate for change through their particular style of leadership and management, acting as key agents for initiating the desired change, or leading the way as agents of change. Principals, as curriculum leaders, have an important role to play in setting the tone to provide direction, executing their roles as both curriculum leaders and managers and building democratic schools. To keep up and cope effectively with the constant and rapid educational change, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. Moreover, by developing a better understanding of change, the principal will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting change. While leadership skills are essential for providing effective leadership, the leader must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicated that principals do fulfil their new roles and responsibilities as educational leaders during educational change, but the challenge is to identify adequate approaches and to enhance their professional and personal growth and development. The study concludes by pointing out that although principals perform their roles and meet their responsibilities as curriculum leaders, they still require additional support to execute certain aspects of their duties.

According to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes complementary to the work the graduate student is doing in the classroom and thus becomes a practical learning opportunity After completing a preparation program, a former master’s student will most likely move into an entry-level position in student affairs, such as residence hall director, student activities coordinator, judicial affairs coordinator, or a fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate assistantship plays in assisting students in their socialization and transition into the field and how this prepares these new student affairs professionals for their first position post-master’s degree Thirteen new professionals in student affairs who graduated from two preparation programs in the southeastern region of the United States participated in this basic interpretive qualitative study The purpose of this basic interpretive qualitative study was to examine and describe the experience of new student affairs professionals who held a graduate assistantship in student affairs during their graduate preparation program and the role, if any, the graduate assistantship played in their perceptions of preparedness Based on the findings of this study, the graduate assistantship in student affairs indeed plays a role in the perceptions of preparedness of these new professionals The overarching themes that emerged using Schlossberg’s (1984) transition theory as the analytical lens were mentorship, hands-on experience, peer interactions, and financial enticement The findings from this study align with and expand upon the existing student affairs literature, and provide awareness to student affairs practitioners and higher education leadership faculty on how to best support new professionals as they transition into the field of student affairs / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection

The process which culminated in the establishment of the East African Community (EAC) in 1967 started in the early 1920s. The idea was first conceived in Britain. Initially, East Africans vehemently opposed this idea fearing that it would sustain British hegemony in the region, but their resentment did not prevent the establishment of the East African High Commission (EAHC) in January 1948. It was only in the 1950s and 1960s that East African leaders embraced the idea due to political and economic reasons. In 1961 they converted the EAHC into the East African Common Services Organisation (EACSO) and in 1967 they established the EAC. Nationalism and sub-nationalisms in the region cast a spell on the EAC. The coup, which took place in Uganda in 1971, strained relations between Idi Amin and Presidents Nyerere and Kenyatta thus making it impossible to hold regional meetings. Eventually, the EAC collapsed in June 1977. / Political Science / M.A. (Politics)

The purpose of this paper is to study cross-cultural communication from a Chinese perspective. Professional relationships between the West and China have become pivotal in the political, economic, and cultural domains. It is, therefore, of importance to understand and make use of different communication practices in a bilateral context. This research draws upon studies in the field of sociolinguistics and the material consists of Chinese papers and journals as well as interviews and questionnaires. The results show that the differences in communication practices from a Chinese perspective are considered significant in terms of certain aspects; the reasons at large being argued as cultural and societal. The results furthermore show that direct communication style is regarded as confrontational and emotionless, the strong emphasis on the individual is seen as rude and impolite and the Western concept of negative face is not applicable to Chinese conditions. Factors as high and low context, collectivism and individualism, direct and indirect communication style as well as face is of great importance to better understand and avoid pragmatic failures regarding professional relationships in a bilateral context. / 本文的目的在于从中文的视角来研究跨文化交际。中瑞双边关系在政治、经济和文化等领域都十分关键。因此，在中瑞双边语境下，正确理解和应用不同的交际习俗也变得非常重要。本文通过总结社会语言学领域的研究成果，参考中文报刊杂志的语言材料，结合问卷和访谈，得出了以下结论:中瑞交际习俗的差异在某些特定方面影响显著，其原因在于文化和社会方面。在中文的视角下，直接交际的交际风格被认为是具对抗性的和缺乏情感的，而在西方文化中，“面子”的贬义概念并不适用于中国的情况。在中瑞双边语境下，正确理解高语境和低语境、集体主义和个人主义、直接交际风格和间接交际风格等因素对于更好地理解双边关系、避免语用失误有着极其重要的意义。

The purpose of the study was to investigate the perceived lack of empowerment of registered nurses in the Mpumalanga Province. To determine the reasons for the perceived lack of empowerment and the effect thereof on professional conduct after which empowerment guidelines would be developed which managers can apply in order to enhance the empowerment of registered nurses in their service, and in turn cultivate confident nurse leaders. The main study objectives were to describe what empowerment entails, and its effect on professional conduct in the workplace; explore the level of empowerment among nurse managers and registered nurses; ascertain the effect of perceived powerlessness on the professional conduct and behaviour of nurse managers and registered nurses; establish the reasons for the perceived lack of empowerment among nurse managers and registered nurses; determine if there is a difference in the way in which nurse managers and registered nurses perceive the existing empowerment in their public hospitals and to develop empowerment guidelines for nurse managers and registered nurses. Kanter’s Theory of Structural Empowerment formed the basis of the study and guided the structure of the report. This theory contains three components, each with several dimensions resulting in 14 factors to be tested. A quantitative research approach, with an exploratory and descriptive design was used. Using a researcher-developed questionnaire as the data collection instrument. The site population consisted of one randomly selected district containing eight public hospitals in the Mpumalanga Province. All nurse managers and registered nurses in these hospitals were invited to participate in the study. The researcher delivered the questionnaires to the respondents of the eight hospitals that met the inclusion criteria. Two hundred and sixty seven (267) completed questionnaires were collected upon completion resulting in a response rate of 30.2%. Descriptive and inferential statistics were used to analyse the data. Generally, the results indicated that the majority of the respondents felt empowered with the dimensions contained under the structural empowerment, psychological empowerment and positive work behaviours and attitudes components of Kanter’s Theory. However the respondents noted that they had limited resources. According to the results those nurse managers and registered nurses who felt empowered, scored strongly in the areas of structural and psychological empowerment. The empowerment guidelines were developed for dimensions which were found to be non-empowering to assist nurse managers and registered nurses in creating workplace environments that could enhance the empowerment of registered nurses in their hospitals. / Health Studies / D. Litt. et Phil. (Health Studies)

Text in English / The purpose of the study was to explore the registered nurse’s perceptions with regard to the use of authority by nurse managers in the workplace. A qualitative approach using phenomenological descriptive design was used. Data was collected by means of audio-taped individual interviews and field notes. The sample included registered nurses aged 25-45 years with more than two years’ experience. Ethical issues were adhered to. The data was analysed using content analysis as proposed by Creswell (2013). Five themes and seventeen subthemes emerged from the data. The findings revealed that the registered nurses were unhappy with the way authority is being used, their non-involvement in decision-making; lack of two way communication between nurses and managers; poor relationship between nurses and health service managers which hindered nurses’ opportunity for growth. Autonomy is a major determinant of nurse job satisfaction, and failure to apply it may lead to high turnover and absenteeism. / Health Studies / M.A. (Health Studies)

The central position in this study is that the professional identities, and consequently the classroom practices, of mathematics teachers are continuously being shaped by their narratives of past and present experiences. The primary research question explores the narratives that shape the professional identities of seven mathematics teachers; and the secondary research question, how their narratives shape their professional identities. Furthermore, the potential implications of this study for the design and implementation of pre-service teacher education programmes and in-service teacher development initiatives are considered. This study is framed by Socioculturalism; a theoretical perspective of human thinking as social in origin and of learning as participation in social practices. Futhermore, in line with Situated Learning Theory, the key theoretical notions are: identity (or learning as becoming); community (or learning as belonging); practice (or learning as doing); and meaning (or learning as experience). Identity is construed here as a conceptual bridge between learning and its cultural settings; and also between the individual and the social. In this study, the identity-shaping narratives of seven mathematics teachers, all purposively sampled from schools in the Port Elizabeth and Grahamstown education districts of the Eastern Cape Province of South Africa, were accessed via a narrative inquiry; followed by a horizontal analysis to identify common patterns or recurring themes in the narratives of all seven participants; and, a vertical analysis of the narratives of four of the participants to determine how their narratives shape their professional identities. Recurring themes that emerged during the horizontal analysis include the influence of: family support; role models; changing work environments; continuous professional development; professional recognition; religion; and, micro-politics. The vertical analysis demonstrated how, through a process of interpreting the narratives and restorying them into a meaningful core narrative; it is possible to gain insights into how personal narratives shape a professional identity. This study highlights the importance of listening to the narratives of mathematics teachers; because their professional identities, and consequently their teaching practices, are continuously being shaped by their narratives. It is anticipated that this research will be of interest and benefit to researchers, policy-makers, and teachers; especially in the area of Mathematics Education, where both narrative inquiry as a research method and research into teachers’ professional identities are relatively new.