The purpose of this research was to determine teachers’ perceptions of the degree to which research-based characteristics exist in alternative high schools and programs in the Commonwealth of Virginia and the importance of these characteristics to effective education. In addition, this research investigated whether or not these perceptions were related to the teachers’ perception of efficacy. These seven characteristics were (a) clearly identified enrollment criteria, (b) low ratio of student to teachers, (c) one-to-one interactions between staff and students, (d) social skills instruction, (e) effective academic instruction, (f) parental involvement and parental support programs, and (g) specific training for teachers who are working with at-risk youth. Alternative school teachers were also administered the short form of the Tschannen-Moran and Woolfolk Hoy (2001) Teachers’ Sense of Efficacy Scale that is specifically designed to assess the respondents’ perceptions of their self-efficacy as teachers. The data show that alternative school teachers in Virginia ranked “low student to staff ratio” as the most important and “parental involvement and parental support programs” as the least important research-based characteristics for the academic focus of their schools. It was also evidenced by the data that none of the research-based characteristics were shown to have “strong evidence” of existence in Virginia’s alternative schools and programs. Finally, the data showed that there is a positive correlation between the existence of the research-based characteristics and the reported self-efficacy of the alternative school teachers.

Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle. With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)

Eingebettet in die Theorie der Weiterbildung nimmt die Dissertation die Forderung der bildungstheoretisch orientierten Biographieforschung auf, den transformatorischen Bildungsbegriff zu präzisieren. Aus der Diagnose einer Stagnation in diesem Bereich wird der Wechsel vom interpretativen zum relationalen Paradigma vorgeschlagen und eine relationale Entwicklungslogik als methodologische Basis relationalen Denkens eingeführt. Mit der Übertragung der Ergebnisse der informellen Axiomatisierung von Robert Kegans strukturaler Entwicklungstheorie auf den Bildungsbegriff wird unter Verwendung weiterer Referenztheorien aus dem Bereich der relationalen Kommunikationstheorien die Präzisierung des Begriffs möglich. Bildung wird als Prozess der Transformation der Regel der Bedeutungsbildung einer Person unter Konfrontation mit der Regel der Bedeutungsbildung nächsthöherer Ordnung definiert und als eine Struktur der Übergänge zwischen Kontext-Regeln beschrieben, die ein Beobachter der Person im Interaktionsprozess zuschreibt. Mit dem hier entwickelten Kontext-Ebenen-Modell der Bedeutungsbildung lassen sich zum einen Zeichen-Arten ZA definieren, die eine empirische Beschreibung des Bildungsprozesses einer Person zulassen, und zum anderen drei Typen von Kontext-Regeln XR bestimmen, die aus der relationalen Entwicklungslogik abgeleitet, die Prinzipien der Bedeutungsbildung als Regeln der Zeichenrelationierung darstellen. Das Kontext-Ebenen-Modell der Bedeutungsbildung steht als Ergebnis einerseits für eine erfolgreiche Präzisierung des transformatorischen Bildungsbegriffs, andererseits für die Leistungsfähigkeit der strukturalistischen Methode im Rahmen des Programms der relationalen Weiterbildungsforschung. / Embedded in the theory of adult education (andragogy) this PhD-thesis takes up the challenge proclaimed by the biography research based on the concept of Bildung and seeks to define the concept of transformational Bildung more precisely. To overcome the identified stagnation in this research field, this thesis proposes a change from qualitative research paradigm to relational paradigm and introduces the relational logic of development as methodology of relational thinking. The application of the results of the informal axiomatization of Robert Kegan’s theory of human development to the concept of transformational Bildung as well as the use of various approaches based on relational communication theories allowed to provide a more precise definition of the concept of transformational Bildung. In this thesis Bildung is defined as a process of transformation of individual’s rules of meaning making caused by a person’s confrontation with the rules of meaning making of a higher order. From the observer’s perspective the structure of the Bildung process can be described as a transition from one context rule to another. The developed model of context levels of meaning making allows defining types of signs (ZA) that enable to measure the levels in the process of Bildung. Furthermore, this model allows determining three types of context rules (XR), which – according to the relational logic of development – represent principles of meaning making seen as rules for relating signs. Thus, on the one hand, the model of context levels of meaning making has succeeded to specify the concept of transformational Bildung and, on the other hand, has proven the effectiveness of the structuralist method for the relational adult education research.

Learner discipline is one of the pillars of the education system of any country. However, research studies have found that it has become the number one public health problem in state secondary schools in Mauritius, in particular, over the past decade. This study aimed at determining the role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools. The researcher determined the causes of a lack of learner discipline, the possible barriers that prevent state secondary school principals from maintaining effective learner discipline and the disciplinary strategies that the principal may adopt and implement for effective learner discipline. The qualitative research approach was used for the empirical inquiry carried out in the selected research sites. The researcher gathered information about learner discipline and disciplinary strategies from selected participants, namely 24 learners, 24 educators, 24 parents, 4 principals and 2 school superintendents from four state secondary schools through focus group interviews, individual interviews and non-participant observation. The study revealed that all the stakeholders in the education system of Mauritius, inter alia the principals, parents, school superintendents, educators, learners, the Educational Zone Directorates and the Minister of Education have a misconception of learner discipline. They follow a custodial perspective rather than a humanistic perspective of learner discipline at schools: they adopt reactive and punitive or corrective disciplinary approaches instead of proactive, preventive and positive approaches to learner discipline management. The literature study on the causes of learner indiscipline and the reseach-based behavioural strategies and the empirical inquiry in the selected schools allowed the researcher to make a critical assessment of the current disciplinary strategies implemented by the state secondary school principals. In addition, the findings of the investigation provided the researcher with the knowledge to propose a learner discipline management model. The model provides the principals with the research-based strategies and guidelines to effectively manage learner discipline. / Educational Leadership and Management / D. Ed. (Education Management)

The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.

L’utilisation des connaissances issues de la recherche (CIR) est primordiale pour informer les politiques, les interventions et les pratiques en santé, spécialement dans les pays à faible revenu où les indicateurs de santé des populations sont toujours inquiétants. Toutefois, encore peu d’études ont été réalisées pour mieux comprendre comment favoriser le transfert et l’utilisation de ces connaissances, spécialement en Afrique de l’Ouest. La présente thèse vise donc à faire avancer les connaissances en évaluant différentes stratégies de transfert de connaissances (TC) en santé publique mises en œuvre au Burkina Faso dans le cadre du programme de recherche Équité-Santé (2012-2017). Ces stratégies de TC visaient à créer des opportunités d’échanges entre les chercheurs et les utilisateurs potentiels des CIR et ainsi, réduire l’écart entre les connaissances issues de la recherche en santé et leur utilisation. Trois stratégies de TC distinctes ont été étudiées soit 1) un atelier de dissémination de la recherche, 2) un atelier incluant un processus délibératif et 3) une stratégie de courtage de connaissances. Elles ont impliqué une diversité d’acteurs tels que des chercheurs, des décideurs, des professionnels de santé et des représentants d’organisations non-gouvernementales et de la société civile. Une évaluation de la mise en œuvre et des effets a été réalisée pour les deux ateliers et une évaluation des processus de mise en œuvre a été conduite pour la stratégie de courtage de connaissances, étant donné l’arrêt de l’initiative plus tôt que prévu. Les activités d’évaluation ont mobilisé des approches méthodologiques complémentaires et divers outils pour collecter les données (entretiens qualitatifs, questionnaires d’évaluation et observations sur le terrain). Les résultats montrent que les stratégies de TC ont été appréciées par les acteurs car elles ont permis l’apprentissage de nouvelles connaissances et ont représenté une opportunité importante de réseautage afin d’apprendre les uns des autres. Cependant, ces différentes expériences ont mis en lumière plusieurs enjeux tels que le pouvoir décisionnel des acteurs parfois limité, la présence déficiente des décideurs politiques aux activités ainsi que les ressources et incitatifs organisationnels souvent restreints. La présence d’un leadership fort pour assurer une mise en œuvre efficace, le renforcement des relations de partenariat, le développement des compétences en communication et la possibilité d’offrir un accompagnement à long terme aux acteurs représentent également des défis importants pour assurer une mise en œuvre efficace des activités de transfert de connaissances. Davantage d’études sont nécessaires pour mettre en œuvre des stratégies de TC et évaluer leur efficacité. En se basant sur les résultats de la thèse, certaines recommandations générales peuvent être formulées. Par exemple, il apparait important que les stratégies de TC soient en cohérence avec les besoins et ressources des milieux, qu’elles visent le renforcement des capacités et incluent un processus évaluatif en temps réel afin que les stratégies soient adaptées au contexte. En conclusion, la thèse contribue à l’avancement des connaissances sur le TC en santé mondiale en proposant un modèle conceptuel à expérimenter pour guider le développement et la mise en œuvre des stratégies de TC. / The use of research-based evidence (RBE) is essential for informing health policies, programs and practices, especially in low-income countries where population health indicators are still alarming. However, there are still few studies to understand how to improve knowledge translation (KT) processes and research utilisation, especially in West Africa. Thus, this thesis aims to advance the body of knowledge by evaluating different KT strategies in public health implemented in Burkina Faso as part of a research program Équité-Santé (2012-2017). These KT strategies were intended to create exchange opportunities between researchers and potential RBE users and thus reduce the gap between health research knowledge and its use. Three different KT strategies were studied: 1) a research dissemination workshop, 2) a deliberative workshop and 3) a knowledge brokering strategy. They involved a diversity of health system actors such as researchers, policymakers, health professionals and representatives of non-governmental organizations and civil society. An evaluation of the implementation and effects was conducted for both workshops and only an evaluation of the implementation process was conducted for the knowledge brokering strategy, because the initiative came to an early end. Complementary methodological approaches were mobilized during evaluation and different data collection tools were used (qualitative interviews, evaluation questionnaires and field observations). The evaluation results show that stakeholders have appreciated the KT strategies because they learned new knowledge and had a networking opportunity to learn from each other. However, these experiences have brought to light several issues such as the actors’ limited decision-making authority, weak engagement of political actors as well as scarce resources and organizational incentives. The presence of a strong leadership during implementation, partnership synergy, continuous communication skills’ development and long-term support to stakeholder also represent important challenges to assure an effective implementation of KT strategies. More studies are needed to implement KT strategies and evaluate their effectiveness. Based on the results, some general recommendations can be made. For example, it appears important that KT strategies are in line with stakeholders’ needs and resources, facilitate capacity building and include a real-time evaluative process to enable KT strategies to be constantly adapted to the implementation context. In conclusion, the thesis contributes to the advancement of knowledge about KT in global health by proposing a conceptual model to be considered and experimented during KT development and implementation.

No description available.

En Haïti, la sécurité routière est un problème de santé publique important, causant plus de blessés et de morts que le système de santé du pays ne peut prendre en charge. Afin d’améliorer la sécurité routière, des stratégies de transfert de connaissances (TC) sont nécessaires pour promouvoir l’élaboration de politiques basées sur les connaissances issues de la recherche (CIR). Une stratégie de TC a été élaborée pour partager avec des acteurs clés les résultats de trois récentes études sur la sécurité routière en Haïti. L’objectif de la présente recherche était d’évaluer l’appréciation, le contenu et l’impact sur l’utilisation des connaissances de cette stratégie. L’étude a utilisé un devis mixte, employant deux questionnaires quantitatifs (n = 13/16) deux à trois mois après un atelier délibératif au coeur de la stratégie et des entretiens qualitatifs (n = 12/16) ont été menés sept à neuf mois post-atelier. L’atelier a généralement été apprécié par les participants, notamment pour la qualité des données présentées et pour son approche multidisciplinaire. Cependant, ils ont été déçus par l’absence de décideurs, et par le nombre et la variété limités de parties prenantes présentes. Même si les participants ont rapporté une forte volonté d’utiliser les connaissances présentées, l’atelier a eu un effet limité sur leur utilisation. Cette étude met en évidence le potentiel des ateliers délibératifs intégrés à une stratégie de TC dans les pays à revenu faible et intermédiaire, ainsi que l’importance d’inclure les décideurs dans le processus. Cette recherche aboutie à une série de recommandations pour de futurs ateliers, afin d’augmenter leur impact sur l’utilisation des connaissances et de promouvoir la prise de décision basée sur des CIR. / In Haiti, road safety is an important public health issue, causing more deaths and injuries that the country’s health system can provide for. Knowledge transfer (KT) strategies are needed to promote evidence-based policy-making (EBDM) to improve road safety. A KT strategy was developed to share with key actors the results of three recent studies about road safety in Haiti. The present research’s purpose was to evaluate the appreciation, the content, and the impact on knowledge use by key actors of this KT strategy. This research used a mixed-method design, using quantitative questionnaires (n = 13/16) two to three months following the workshop at the center of this strategy, and qualitative interviews (n = 12/16) seven to nine months post-workshop. The workshop was generally appreciated by participants, especially for the quality of the data presented and its multidisciplinary approach. However, they were disappointed by the absence of decision-makers and by the limited number and variety of stakeholders present. Even though the participants reported a strong will to do so, the workshop had limited effect on knowledge use. This study highlighted the potential of deliberative workshops as a knowledge transfer strategy in LMICs, as well as the importance to include policy-makers in the process. This research also resulted in certain recommendations for future workshops, in the objective of increasing knowledge use and of promoting evidence-based decision-making.