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ABSTRACT The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural, and Northern settings. Three of the schools were elementary schools, and three were high schools. Data for the study were obtained by means of teacher semi-structured interviews, and a teacher survey designed expressly for this research. The research opportunity sought to “explore in the context of selected Saskatchewan community schools, teachers’ perceptions of Aboriginal achievement, the unique and contextualized features that govern Aboriginal learning, and the efforts of teachers to enhance Aboriginal student learning.” Historically, Aboriginal student achievement has been viewed through a deficit lens. To gain a positive perspective of this phenomenon, a constructivist paradigm, a social justice theory of change governed by an ethos of appreciative inquiry were employed using a Mixed Methods Research design. Specifically, a two phase exploratory methodology where a qualitative phase followed by a quantitative one was used to best inform the research perspective. A multi-case study approach for each school and division was deemed the most effective means of exploring teacher conceptualizations of the manner and conditions under which Aboriginal students best learn. A total of nine teachers were interviewed and 28 responded to the teacher survey instrument. Member checks of the interview data were undertaken and statistical data using both Excel for Windows as well as SPSS statistical programs were employed for survey data analysis. Owing to the small survey sample, the author advises that caution be used when considering the survey results. However, it is hoped that refinement of the survey tool and its use in later research will prove to be of benefit in understanding the phenomenon of Aboriginal student achievement. A peer data analysis panel was convened to thematically analyse the four open-ended questions contained in the survey. Findings for this study indicated teachers valued the work of collaborative teams, supportive school learning environments, differentiated instruction, assessment for learning, professional development, and culturally responsive instruction and curriculum and school/division alignment to enhance Aboriginal student achievement. The study found that perceptions of Aboriginal and non-Aboriginal teachers differed where Aboriginal student achievement was concerned. As well, participants felt that heightened Aboriginal student achievement could be fashioned by determined student engagement in their academic work. Finally, participants believed that parent and community engagement in schools and the academic life of their children would also enhance Aboriginal student learning outcomes. It is hoped that this study will serve as a point of initiation for more research into the phenomenon on a wider basis in order to generate greater understanding of the means by which Aboriginal students may flourish within public schools in Saskatchewan and potentially elsewhere.

Background: Home visits are part of general practice work in Germany. Within the context of an expanding elderly population and a decreasing number of general practitioner (GPs), open questions regarding the organisation and adequacy of GPs’ care in immobile patients remain. To answer these questions, we will conduct a representative primary data collection concerning contents and organisation of GPs’ home visits in 2014. Because this study will require considerable efforts for documentation and thus substantial involvement by participating GPs, we conducted a pilot study to see whether such a study design was feasible. Methods: We used a mixed methods design with two study arms in a sample of teaching GPs of the University Halle. The quantitative arm evaluates participating GPs and documentation of home visits. The qualitative arm focuses on reasons for non-participation for GPs who declined to take part in the pilot study. Results: Our study confirms previously observed reasons for non-response of GPs in the particular setting of home visits including lack of time and/or interest. In contrast to previous findings, monetary incentives were not crucial for GPs participation. Several factors influenced the documentation rate of home visits and resulted in a discrepancy between the numbers of home visits documented versus those actually conducted. The most frequently reported problem was related to obtaining patient consent, especially when patients were unable to provide informed consent due to cognitive deficits. Conclusions: The results of our feasibility study provide evidence for improvement of the study design and study instruments to effectively conduct a documentation-intensive study of GPs doing home visits. Improvement of instructions and questionnaire regarding time variables and assessment of the need for home visits will be carried out to increase the reliability of future data. One particularly important methodological issue yet to be resolved is how to increase the representativeness of home visit care by including the homebound patient population that is unable to provide informed consent.

The main focus of this thesis has been the activity development of social work practice. The thesis presents the construction of a theoretical frame for developing social work practice; namely, Interactive Activity-Documentation model (IAD), and includes the process of testing and reviewing the model. The thesis was based on an interactive research design, which involved the researcher and the practitioners in the development and testing of the model. The researcher constructed the IAD model based on theoretical considerations concerning the characteristics of social work, the practice’s knowledge requirements, learning processes, reflexivity in relation to actions, the systematic documentation of actions and reflections and the need for an interactive process to enhance the usage of the model. The setting in which the testing and the development of the model took place was a family centre, an organization in which a social worker, a midwife, paediatric nurses and preschool staff work together to coordinate services for families with children. The material that was used during the testing and for the review of the model consisted of descriptions of the family center’s aims, goals and objectives in a foundation document, continuous descriptions and reflections of the practitioners’ actions, descriptions and reflections of how the families understand the practice, documents in which the content of the foundation document and the continuous descriptions and reflections from the practitioners and families are compared and notes from the practitioners’ discussions about the comparison. The study showed that the use of a model for activity development in social work practice provides the practitioners with the possibility to systematize their documentation and the tools that they use in the development process. Another finding in the study was the importance of dealing with explicit assumptions in the construction process. Explicit assumptions provide the opportunity to discuss the possibilities of the model and potential problems. The staff’s critical discussions concerning the resources of the organization revealed that, for example, time spent together with other staff members had a positive impact on the development process. The review also shows that development achieved by learning through reflection enhances critical thinking in social work practice.

Thesis (Ph. D.)--University of Oklahoma. / Bibliography: leaves 113-119.

Diss. Linköping : Linköpings universitet, 2006.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Title from first page of PDF file (viewed Sept. 23, 2008). Includes bibliographical references.

Teenage pregnancy is an ever increasing dilemma in South Africa. Dealing effectively with pregnant teenagers is a continuous challenge for the health care providers particularly the nursing staff. The present study focuses on the reproductive health care services in a Gauteng province clinic and pregnant teenagers' experiences of their interaction with the nursing staff. Six pregnant teenagers were included in the study. Data consistied of the participants' narratives regarding the health care services provided by the nursing staff. Themes from the narratives were identified and explored according to a Social Constructionism stance within the Postmodernist paradigm. Factors found to affect the experiences of the pregnant teenagers included acceptance, respect, effective communication, privacy, trust and the dedication and professionalism of the nursing staff. / Psychology / M.A. (Clinical Psychology)

Introdução: EpiDoc® é um modelo para transferência de conhecimento na área de metodologia da pesquisa. Está baseado no conceito de estratégias de colaboração para a aprendizagem (learning communities ou communities of practice) mediante a união de esforços entre os interesses comuns de um grupo de profissionais. O objetivo deste projeto é desenvolver uma plataforma de comunicação para a transferência de conhecimento e desenvolvimento de competências em uma comunidade de prática de metodologia da pesquisa em saúde. Métodos:. A plataforma de comunicação está desenvolvido com a tecnologia de páginas de servidor ASP (Active Server Pages), interagindo com uma base de dados Microsoft SQL Server 2000. Na fase da avaliação, tomou-se uma amostra de 38 pessoas para responder a pesquisa de opinião de 84 perguntas que inclui as diferentes áreas a avaliar como são os conteúdos, a tecnologia, o ambiente educativo, os problemas e dificuldades, assim como os elementos positivos do processo de aprendizagem. Resultados: A plataforma divide-se basicamente em 2 zonas, uma pública e outra privada, e pode ser observado em inglês, espanhol e português. A plataforma conta com os seguintes módulos: Controle de acesso; biblioteca; administração de cursos; apresentações; assinatura de usuários para distribuição eletrônica de materiais educativos; correio eletrônico e correio massivo; salas virtuais de Chat; foros de discussão; manipulação de documentos entre tutores e usuários; aplicação de provas de avaliação para os usuários; geração automática de certificados; métricas e relatórios de atividades. A avaliação foi feita com uma amostra de 38 estudantes de um curso de Epidemiologia Clínica. O 94 % dos estudantes ficaram satisfeitos ou muito satisfeitos com a experiência de aprendizagem. O 95% considerou que tinha adquirido novas habilidades de comunicação e colaboração ao estudar por meio virtual. Para o 76% facilitou-se o trabalho em equipe, assim como para o 84% melhorou a capacidade para aprender dos demais, interagindo entre outros. Conclusão: EpiDoc® utiliza uma plataforma ou mecanismo de comunicação baseado em tecnologias modernas por meio de Internet. Os resultados em geral confirmam que as novas tecnologias aplicadas ao processo de ensino da metodologia da pesquisa são bem recebidas por parte dos estudantes. Há uma atitude positiva em relação ao fato de incorporar esta modalidade em seus cursos regulares. / Introduction: Epidoc® is a model for the transference of knowledge in the field or research methodology. It is based on the concept of collaboration strategies for learning (learning communities or communities of practice) by the joint effort among common interests of a professional group. The objective of this project is to develop a communication platform for the knowledge transference and developing of competences in a community which practices the Research Methodology in the health field. Methods: The communication platform was designed with a technology of ASP (Active Server Pages) interacting with a Microsoft SQL Server 2000 data base. For the evaluation phase a sample of 38 people was taken to answer an opinion questionnaire of 84 questions which include the different areas to evaluate such as the contents, the technology, the learning environment, the problems and the difficulties and also all the positive elements of the learning process. Results: The communication platform is divided in two zones, one public and one private and is available in three different languajes: English, Spanish and Portuguese. The platform contains the following modules: access control; library; courses administration; presentations; subscriptions for electronic distribution of educational materials; electronic and massive mail; Chat virtual rooms; discussion forums; documents management between users and mentors; implementation of evaluation test for the users; generation of certificates; metrics and activities reports. The evaluation was implemented with a sample of 38 students from a Clinical Epidemiology course. 94% of the students were satisfied or very satisfied by the learning experience. 95% considered that they had acquired new communication and collaboration abilities at studying by the virtual way. For 76% the group work was eased as for 84% noticed an improve capacity to learn form the others, interacting among others. Conclusion: EpiDoc uses a platform of communication based in modern technologies by theinternet. In general, the results confirm that the new technologies applied to the teaching process of research methodology are very welcomed by the students. They have a positive attitude toward the fact of incorporating this modality in their regular courses.

Background: Home visits are part of general practice work in Germany. Within the context of an expanding elderly population and a decreasing number of general practitioner (GPs), open questions regarding the organisation and adequacy of GPs’ care in immobile patients remain. To answer these questions, we will conduct a representative primary data collection concerning contents and organisation of GPs’ home visits in 2014. Because this study will require considerable efforts for documentation and thus substantial involvement by participating GPs, we conducted a pilot study to see whether such a study design was feasible. Methods: We used a mixed methods design with two study arms in a sample of teaching GPs of the University Halle. The quantitative arm evaluates participating GPs and documentation of home visits. The qualitative arm focuses on reasons for non-participation for GPs who declined to take part in the pilot study. Results: Our study confirms previously observed reasons for non-response of GPs in the particular setting of home visits including lack of time and/or interest. In contrast to previous findings, monetary incentives were not crucial for GPs participation. Several factors influenced the documentation rate of home visits and resulted in a discrepancy between the numbers of home visits documented versus those actually conducted. The most frequently reported problem was related to obtaining patient consent, especially when patients were unable to provide informed consent due to cognitive deficits. Conclusions: The results of our feasibility study provide evidence for improvement of the study design and study instruments to effectively conduct a documentation-intensive study of GPs doing home visits. Improvement of instructions and questionnaire regarding time variables and assessment of the need for home visits will be carried out to increase the reliability of future data. One particularly important methodological issue yet to be resolved is how to increase the representativeness of home visit care by including the homebound patient population that is unable to provide informed consent.