The purpose of this study was to document the construction of subject matter content through the description of daily lesson activities that occurred in two eighth grade Civics classes. Utilizing daily observations, field notes, audio-tapes, and interviews to collect data, this study focuses on how students and teachers work collaboratively during activities in order to construct a "text" of the subject matter of lessons. The metaphor of classroom as text was used as a framework for this study. Participants in this study were two teachers and their students in one section each of an American Civics course. Both classes were observed daily by a non-participant observer over the course of one semester. Field notes and audio-tapes were recorded by the observer during each lesson. Copies of materials and resources used during lesson activities were also collected. Interviews with teachers took place during the summer following the observation semester. Data were analyzed using an adapted version of Doyle's Activity Analysis Procedures (1984). In this procedure data from all data sources except interviews are combined in order to describe individual lesson activities. The focus of analysis was one unit that was taught as part of the curriculum in both classrooms. Results of analysis indicate that teachers and students in the two classrooms constructed different texts of the subject matter of the unit. Though there seemed to be similarities in general structure, the unit as it was enacted in each classroom, reflected differences in what aspects of content were represented, how content was constructed, how teachers and students interacted within the contexts of activities, and how activities were internally structured.

Background : - The past two decades has seen an increasing emphasis placed on basing health care on the best available evidence. However, existing research has come under increasing scrutiny, which suggests its quality was often poor. This problem has been exacerbated by the ever increasing volume of health care literature. To address these difficulties systematic reviews have emerged as one of the most important ways by which research is summarised and communicated to its end-users. However, as these reviews have been primarily concerned with effectiveness, they have focused almost exclusively on randomised controlled trials. As a result, systematic reviews have excluded much of the research of nurses. Purpose : - The purpose of this study was to develop a process to systematically collect, appraise, summarise and synthesise the findings of a range of different types of research. Conceptual Framework : - To aid in the development of these expanded review methods, a conceptual framework was developed that addressed effectiveness, appropriateness and feasibility. Method : - A search of the literature was undertaken to identify published reviews of different types of research, and discussions in the health care literature related to the conduct of research reviews. These reviews and discussion papers served as the basis for developing the expanded review methods. Evaluation : - To evaluate the expanded review methods, two systematic reviews were conducted. The protocol and results of the first review on the use of music in hospitals are presented to demonstrate how the conceptual framework and expanded review methods enabled a broader evaluation of the topic. Selected results from the second review on the use of physical restraint are presented to demonstrate how the findings from a number of methodologically different types of research were incorporated into a systematic review. Conclusion : - The conduct of the two systematic reviews clearly demonstrated that the proposed expanded review process was able to rigorously collect and summarise a range of different types of research. Additionally, the conceptual framework underpinning these reviews enabled each of the studies to be located logically and coherently during the synthesis of data. / Thesis (Ph.D.)--Department of Clinical Nursing, 2001.

The profession of landscape architecture has not managed to sufficiently build a  body of solid knowledge through research, which weakens the profession in terms of justifying its practice. In order to investigate why the profession has not built its knowledge-base sufficiently, this dissertation collected first-hand empirical data on the use and need of research in current landscape architecture practice, as well as the perceptions about research among landscape architects. Four questions were asked in this study:  1) What are the concerns of landscape architecture practice? 2) What is the significance of research in landscape architecture? 3) How do landscape architects perceive the need of research? 4) How are research findings disseminated in landscape architecture? To answer the questions, an online survey was given to randomly sampled ASLA members (adjusted response rate = 31%, n=239). The data was then analyzed through descriptive statistics, comparative statistics, and dimension analysis. Modern professions are expected not only to successfully perform professional actions, but also to justify these actions with rational explanations. To meet this expectation, the scope of landscape architecture knowledge has expanded from design knowledge into systems knowledge. While design knowledge concerns how to do design, systems knowledge concerns why certain design actions should be taken. Meanwhile, with expanding systems knowledge, research becomes more and more important to landscape architecture practice. Sixty-seven percent of landscape architects are using research findings often in making design decisions. However, results indicates that landscape architects expect research to generate  rational solutions based on solid understanding of the phenomena and problems involved in design. Based on a review of literature, this expectation is unrealistic. The profession, if it expects to build a research-oriented practice, needs to change its perceptions about research, and advance its knowledge through studies and evaluations of built design work. Despite the increasing use of research, this study also found that landscape architects today still make their design decisions largely based on a body of tacit knowledge, such as professional experience and intuition. This body of tacit knowledge is often learned in an apprentice manner between practitioners in their workplace, and is rarely shared in the whole profession. While practitioners do not share much beyond their workplace, educators primarily share within academia, which limits the profession from improving its work in a fast changing world. The profession should encourage practitioners to do research by promoting the examples of practicing researchers, and offer places to share knowledge. The profession should also encourage educators to share knowledge beyond academia and to be more aware of the potential implications of their research findings. / Ph. D.

This thesis examines scientific research undertaken by British travellers in the higher regions of the Alps from c.1815 to c.1880. Within this spatial backdrop I study how bodily habits and physical practices were used in the formation of a distinct observational style, how this style was transferred to other individuals and other social groups, and how they could be called upon to legitimate the knowledge produced. Mountain regions provide an ideal space to examine the role of physical practices in the production of scientific knowledge. Difficult geography and unpredictable weather make the Alps a very hostile environment. The period between 1815 (the end of the Napoleonic wars) and 1880 (when 'guideless' climbing was introduced) was a period of considerable change for Alpine research and mountain travel. It was during this period that scientific research was shifted from the lower Alpine valleys towards the higher regions of permanent snow and ice. But before the higher regions could be observed, individuals were first required to learn bodily habits and physical practices. To further these aims this study will the broadly based around the Alpine Club. Formed in 1857, it was the premier authority on high mountain travel. Though knowledge production formed a strong part of its outlook, the Club also contained members intent on pursuing mountain travel for pleasure. As a result the Club placed scientific activities alongside the unique physical skills and the technical experiences of its membership. Members interested in producing scientific research in the higher Alps used the Club to extend participation in observation gathering. To do so they used the Club's rules and regulations, meetings and committee structure as well as its publications to define and articulate how this knowledge should be collected.

No description available.

As school districts integrate evidence-based prevention programs into their daily regime, they may struggle with implementing these programs with fidelity. This is a multi-method, multi-source, retrospective explanatory study of the implementation factors associated with program installation and partial implementation of an evidence-based violence prevention program, Second Step, in six elementary schools within a large urban school district. The goals of this study were to provide a better understanding of (a) the factors that support implementation of evidence-based programs in K-12 public schools, (b) the factors that constrain implementation, and (c) how developers and researchers might facilitate the application of research to practice. Schools that identified as implementing Second Step school-wide (Level 1) were matched to schools that identified as implementing in individual classes or grades (Level 2). Matching of paired schools was done through statistical peer grouping using statistical cluster analysis to identify groups of similar schools to help support the internal validity of the study by controlling for external variables that might affect implementation factors associated with program installation and partial implementation differently between the schools (Dunavin, 2005). This present study used a variety of data collection methods, including principal, counselor, and teacher interviews, school staff focus groups, an implementation checklist, and document reviews. Propositions and their indicators were proposed. Data were collected to determine the extent schools were implementing two of the stages identified by Fixsen et al. (2005), program installation and initial implementation. Raters were trained to rate the responses of the interviewees and focus group participants to test whether responses supported the propositions proposed, were against the proposition, or showed no evidence either way. Those scores were averaged and comparisons were made between matching Level 1 schools that identified using the program school-wide, and Level 2 schools that identified as using in individual classrooms and grades. T-tests were completed to examine the interview and focus group ratings and the checklist. There were no significant differences between schools implementing school-wide and those implementing in particular classrooms or grades accept for two proposition indicators. There was evidence that school staff received training on the Second Step curriculum and there was evidence that Second Step was delivered school-wide. However, the t-test results were opposite of what was predicted. Whether a school implemented school-wide or in individual classes or grades, schools were challenged by their competing priorities. Conditions that lead to fidelity in prevention program were often adapted to better meet the everyday life of the schools. School staff understood the importance of fidelity, but no school provided the program as designed. Staff suggests that with programs designed with flexibility and clear recognition of school culture, they might better be able to implement programs as designed.

This is a study in and about systemic coaching in social work – systemic, and, as it unfolded, dialogical coaching, later named Dialogue Coaching (DC). Focus lies on what the conducted coaching brought forth, generated and created in the context of social work and for the members of the participating social welfare organisations. My specialities as coach became to inspire social workers to invite clients and especially children into partnership, making their voices heard, both in the written text and in the process of social investigations. The study was integral parts of commissions (and vice versa) of the County Administrative Board of Scania, Sweden, in my profession as systemic consultant and supervisor in Sweden. It was a study in how dialogical communication could improve how social workers, listening to the children’s invitation, could make children’s voices more heard in social investigations. In all, 55 social workers in seven municipalities participated in the dialogical participatory action research (DPAR) study, developing coaching and improving the dialogical interaction in social investigations. Focus moved from collecting data for decision-making, about what would be best for the child and other clients, to focusing on the changing process in relation to the participating clients, including children when they wanted to and could, co-creating new orientation on how to go on. The focus on communication and dialogue in the coaching changed and developed the participants’ approach in relation to clients and one another and others. In the emerging awareness of how we reciprocally and reflexively cocreate occurrences and outcomes, including who we become in relation to one another, the participating social workers’ awareness of the impact of their own contributions, and their own importance in relation to children and other clients, also improved. The expressions listening ears and listening questions were invented, capturing my, the coach’s, participation of placing myself completely 8 at the other participants’ disposal, completely accessible in the mutual responsiveness in the moment – being here and now in the present. The systemic methods and techniques were reflexively influenced and adapted from within the relational dynamic of joint actions in the dialogical interplay, metaphorically presented as peloton cycling in a voyage tour, becoming living tools in both the social workers’ practice and the coaching researcher’s practice, facilitating learning-by-doing with methods and approach connected to Appreciative Inquiry (AI). One of the living tools was reflecting teams emerging also into so called delta-reflecting teams with open narrating included.

Background and objectives: A thesis is a requirement of the doctoral counselling psychology programme and plays an important role in forming an identity as a trainee counselling psychologist. While extensive research exists for doctorate experiences in general, less is known about the experiences of trainee counselling psychologists undertaking a thesis in the United Kingdom. The rationale behind this study is therefore to explore how trainee counselling psychologists perceive and make meaning of their experiences and how they go about writing their doctoral thesis. Method and analysis: A qualitative design was employed to answer the research question. Semi-structured focus group interviews were conducted with twenty trainee counselling psychologists who were either starting to write their thesis or at the stage of almost completing it. A grounded theory analysis was used in this study, which aims to generate a theory based on categories that have been discovered from the data. Several strategies were employed in this study to demonstrate the rigour and trustworthiness in a qualitative design. Findings: The results of this study show that two categories emerged from the data: (1) obstacles in completing a thesis and (2) positive perspective towards undertaking a thesis. The theory that emerged from this study shows that trainee counselling psychologists have both positive and negative experiences which appear to fluctuate during the process of undertaking a thesis and vary from person to person due to individual circumstances. It is vital not to envisage a dichotomy between the positive and negative experiences, which form a natural and necessary journey for all doctoral students. Conclusions: The trainee counselling psychologists' experiences of undertaking a thesis can be viewed as an emotional and multifaceted journey. Overall, the shared experiences of trainee counselling psychologists undertaking a doctoral thesis was a valuable contribution to this study. The paper discusses avenues for further research alongside some practical recommendations that might be useful for trainee counselling psychologists undertaking a doctoral thesis.

The purpose of this study was to develop and validate the Educational Psychology Practitioner Scale (EPPS), which was designed to (a) assess the practices, training, and skills of educational psychologists and (b) determine their utility among K-12 schools classroom teachers. Study participants included 161 K-12 teachers across 21 states within the United States. An exploratory factor analysis yielded a 25-item, unidimensional scale. Correlating the EPPS with the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Job Satisfaction Scale (Warner, 1973) provided discriminant validity for the scale. Study limitations and future research directions are discussed.

Aims: This study aims to use trainee counselling psychologists' conceptualisations and experiences to create a research-informed model of self-care and stress. In order to do this, the study integrated the basic tenets of humanistic psychology, theory relating to human potentiality and motivation, pluralistic practice and the relevant research literature around self-care and stress in trainee counsellors, psychotherapists and psychologists. Methods: The study was qualitative in nature and utilised a theory-building case study design. The research participants where 12 trainee counselling psychologists enrolled on a Professional Doctorate in Counselling Psychology in the United Kingdom. A research-informed model of self-care and stress was developed from the relevant research and theory literature. The findings from the 12 semi-structured interviews with the trainees were applied to this model in order to contextualise and refine it. Findings: The data from the interviews was analysed using a thematic analysis and the following categories and themes were discovered: category one - conceptualisations of self-care with caring for self, caring for others and self-actualising as its lower order themes; category two - self-care strategies, with keeping work-life in balance, caring for my physical well-being, getting support from other people and realising there is more to life as its lower order themes; category three -conceptualisations of stress with theoretical understandings of stress, physical impact of stress and psychological impact of stress as its lower order themes; the final category - sources of stress with demands and pressures, financial strains, unhealthy relationships and personal and professional development as its lower order themes. Discussion: The revised research-informed model suggests a number of goals, tasks and methods of self-care and a number of practical examples for each of these areas. According to the model, the goals of self-care involve nurturing trainees' potentiality to become fully functioning trainee counselling psychologists through learning to care for self, others and self-actualising. The tasks of self-care are promoting trainees' wellbeing through meeting their training needs (social support, academic, developmental and placement). Finally, the model suggests the methods of self-care should encourage intentional individual and organisational engagement in strategies which enable trainees to meet their training needs. The study recommends the model is applicable to counselling psychology regulatory bodies and training programmes, as well as individual trainee counselling psychologists. It also proposes further development of the model through research and testing.