Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.

The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous computer-mediated online distance education with creative prose fiction writing workshops taught face-to-face in order to better understand their operational pedagogy and correlative affective features to determine if workshops are transferable to a computer-mediated delivery system in order to aid administrative decision-makers regarding the possible pedagogical usefulness of expanding their existing writing program to offer an optional-residency creative writing program in concert with their current high residency program. Qualitative data were collected through non-participatory virtual observation of two computer-mediated workshops and in person at a face-to-face mediated workshop. Both workshops used the traditional social constructivist workshop approach which is widely considered to be the gold standard method by the majority of creative writing programs based on its long-standing success as a pedagogical method. In addition to observing the respective workshops, one-on-one interviews were conducted with three creative writing program administrators and three creative writing instructors, one of whom was also a former program administrator. Creative writing students participating in the three observed workshops were also interviewed one-on-one. Findings revealed that from a pedagogical perspective both the computer-mediated and the face-to-face mediated workshops are pedagogically efficient and effective using a social constructivist model when workshop teachers demonstrate a strong teaching presence focused on honing novice writers’ ability and desire to write. Additionally, the researcher concluded a robust teaching presence is imperative in order to establish and maintain a strong social presence between students and between students and the instructor, as both components are critical for learner autonomy in a social constructivist teaching and learning community. However, teaching presence alone cannot guarantee a strong affective social presence as differences between students’ and/or between students’ and an instructor’s social, cultural, educational, and historical ontogenies can lead to unresolved conflicts that increase psychological distance in the teaching and learning community. Additionally, while pedagogically equivalent, computer-mediated workshops have important time management and potentially affective advantages compared to the face-to-face mediated workshop that help ensure establishment and maintenance of social presence.

The construct social impact has been shaping debates and supporting decision making in many segments of society. From research agendas in academia to the missions of corporations, social impact is easily presented as one of the centers of concern. Despite all this relevance, little is known about social impact\'s conceptual and paradigmatic approaches that frame the social impact academic research agenda and, similarly, the meaning-making processes that lead academics and practitioners\' understanding of social impact. This thesis fills this gap in three parts: first, by characterizing the academic research agenda on social impact over the years and building a snapshot of its paradigmatic orientation; second, by studying the academic discourse to understand the academic meaning-making processes of the social impact concept; third, by analyzing the discourse of practitioners from the Brazilian social finance ecosystem to unveil regularities and differences on their processes of signification of social impact and how these meanings affect their practices. To characterize the academic research agenda on social impact, I use bibliometric techniques and structured literature review. The contributions of this characterization are both the methodology applied and discussions on how social impact studies can advance. I show that research on social impact is rapidly expanding and integrate insights from environmental, social and economic related areas. Besides its interdisciplinary trait, the social impact research is mostly of positivist nature, especially interested in assessment. These results inform how social impact research can advance and proposes more subjective inquiries to complement the positivist studies, as more comprehensive approaches increase the potential for integrating scientific knowledge into decision making. To address the need for interpretative studies about social impact, I analyze the discourse of academic literature on social impact. To this end, I apply the social constructivist lenses and the sociology of knowledge approach to discourse (SKAD). The analysis shows that, at least, three different classifications of social impact emerge from the academic discursive construction: 1) social impact as a dynamic force; 2) social impact as a side-effect of development; and 3) social impact as a performance metric. Besides some expected differences across different research fields, I also observe regularities: social impact is perceived as measurable, multifaceted and interaction-dependent. Finally, these uncovered regularities, particularly in works related to social entrepreneurship that construct social impact as a metric of performance, puts social impact as the key concept that connects the actors in these scenarios. Thus, I also apply social constructivist lenses and SKAD to gain insights on the construction of social impact by Brazilian impact investors and social entrepreneurs. In summary, I find that differences in the meaning-making process of social impact influence the way in which social problems are understood, as well as the designing of solutions and, consequently, the metrics to assess such solutions. Also, I observe how different meaning-makings of social impact shape investor-investee relationships. This thesis concludes with guidelines on how future academic research, social impact investors and social entrepreneurs can benefit from the important aspects uncovered through the analysis of their discourses / O construto impacto social tem moldado os debates e apoiando a tomada de decisões em muitos segmentos da sociedade. Desde agendas de pesquisa acadêmica até às missões das corporações, impacto social é colocado como um dos centros de interesse. Apesar da relevância, pouco se conhece sobre as abordagens conceituais e paradigmáticas da agenda de pesquisas acadêmicas sobre o tema impacto social, ou como sobre como acadêmicos e profissionais constroem diferentes entendimentos de impacto social. Esta tese preenche essa lacuna em três estágios: primeiro, caracterizando a agenda de pesquisa acadêmica sobre o impacto social ao longo dos anos e construindo um retrato de sua orientação paradigmática; segundo, estudando o discurso acadêmico para compreender como a comunidade acadêmica constrói significados de impacto social; terceiro, analisando o discurso de atores do ecossistema brasileiro de finanças sociais para desvelar seus processos de significação do termo impacto social, bem como os efeitos desses significados em suas práticas. Para caracterizar a agenda de pesquisa acadêmica sobre impacto social, eu utilizo técnicas bibliométricas e revisão estruturada da literatura. Eu mostro que a pesquisa sobre impacto social está se expandindo rapidamente e integra contribuições de diferentes áreas de pesquisa. Além de seu traço interdisciplinar, a pesquisa de impacto social é majoritariamente de natureza positivista, especialmente interessada em avaliação. Esses resultados informam como a pesquisa de impacto social pode avançar e propõe lentes de pesquisa mais interpretativas para complementar os estudos positivistas e aumentar o potencial de integração do conhecimento científico na tomada de decisão. Como um primeiro passo para preencher a lacuna de estudos interpretativos sobre impacto social, eu analiso o discurso da literatura acadêmica sobre impacto social. Para tanto, aplico as lentes do construtivismo social e da Sociologia do Conhecimento Aplicada do Discurso (SKAD). A análise mostra que, pelo menos, três classificações diferentes de impacto social emergem da construção discursiva acadêmica: 1) o impacto social como uma força dinâmica; 2) impacto social como efeito colateral do desenvolvimento; e 3) impacto social como uma métrica de desempenho. Além de algumas diferenças esperadas em diferentes campos de pesquisa, também observo regularidades: o impacto social é percebido como mensurável, multifacetado e dependente de interação entre agentes. Finalmente, essas regularidades descobertas, particularmente em trabalhos relacionados ao empreendedorismo social que constroem o impacto social como uma métrica de desempenho, colocam o impacto social como o conceito-chave que conecta os atores nesse cenário. Assim, eu também aplico as lentes do construtivismo social e SKAD para entender como se dá a construção do impacto social por investidores de impacto e empreendedores sociais brasileiros. Em resumo, percebo que as diferenças no processo de construção de significado de impacto social influenciam a maneira como os problemas sociais são compreendidos, bem como a concepção de soluções e, consequentemente, as métricas para avaliar tais soluções. Além disso, observo como os diferentes significados do impacto social modelam as relações entre investidor e investido. Esta tese conclui com orientações sobre como futuros pesquisadores, investidores de impacto social e empreendedores sociais podem se beneficiar dos aspectos descobertos através da análise de seus discursos

The dissertation is about the significance for, and impact upon public administration of the correspondence theory of truth or veridicality, and its underlying epistemological assumptions. The underlying thesis is that, unduly influenced by the success of the natural sciences, and naive in accepting their claims to objectivity, many disciplines have sought to emulate them. There are two principle objections. Firstly, all other considerations aside, the supposedly objectivistic methodologies apparently applied to the explanation and prediction of the behavior of interactions of physical objects, may simply be inappropriate to certain other areas of inquiry; and more specifically objectivist methodologies are indeed inappropriate to understanding of human subjects, and their behavior, relations and interactions, and thus to public administration. The second objection is that it is of course logically impossible for any supposedly empirical discipline, as the natural sciences claim to be, to justify the belief in a supposedly objective realm of things-in-themselves existing outside, beyond, or independently of the changing, interrupted and different 'appearances' or experiences, to which an empirical science is qua empirical, necessarily restricted. Correspondence of any empirical observations or appearances (and the consequent or presupposed theoretical explanations) to an objective realm, upon which the claim to objectivity is based, is unverifiable. In light of the above it becomes evident that far from being objective, the natural sciences themselves, and the empirical observations upon which they are supposedly grounded, are subject to conceptual mediation and subjective interpretation; subjective and inter-subjective coherence replacing objective correspondence as the criterion of veridicality. Consequently it becomes clear that the presuppositions and prejudices of the observers enter, in the forms of concepts and preconceptions, into the very observations, and even more so into the theoretical constructions, or theories, of the natural, and indeed human and social sciences, and their claims to be authoritative and true. Subsequent discussion is then focused on both the coherence of individuals' experiences and understanding, and their inter-subjective coherence - which both rises from and constitutes, a "community". The role of language facilitates such coherence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The thesis traces the construction of the Western Balkans since the end of the armed conflict in 1995. The term Western Balkans has become a commonplace in international politics that refers to a recognisable region on the European map – ignoring that it does not constitute a historical formation of European and Balkan politics. Most contemporary analysis focuses on functional aspects of economic cohesiveness and security interdependence. However, this thesis argues that the concept of Western Balkans is better understood as a social construction, externally-driven. The argument is that the Western Balkans is what the European Union makes of it. By taking a macro-historical perspective, we look at the long and special ties that the EU has had from the time of Yugoslavia to the Western Balkans until the mid-2000s. What we uncover is a special and consistent involvement of the European Commission into the regional affairs. The Western Balkans starts as a small organisational department within the institutional structure of the external relations' portfolio to become a regional identity question for the local populations. Also, the thesis points to the Commission’s actions as not just the outcome of micro-calculations but part of a social context of competing world-views; and, finally, this is the reason that the end-product of the Western Balkans resembles more a messy amalgam rather than a rational design.

This study examines boundaries and synergies between continuing professional learning contexts of academy, workplace and profession, and considers what factors and approaches of learning contribute to common good in societies. In a review of literature, historical trends in professions and professional learning, concerns of managerialism and performativity, and educational theories of socially constructivism, developmental and ethical learning were considered. A constructivist grounded theory approach was used to collect and analyse data from eighty work-based student documents and from twelve semi-structured interviews with practitioners in four Scottish professions. The findings indicated that learning across contexts was disconnected, creating additional demands for professionals. Increased academic study indicated a more knowledgeable and skilled workforce, with a caveat of market-led credentialism in response to demands for higher qualifications. Professional CPD provided benefits of quality assurance and public safety, but was reported as individualised procedural accountability. Interpersonal communicative action was identified as key to workplace learning, although was afforded less significance than accredited learning in professional and academic contexts. Factors of individualism, accountability and credentialism were noted to have effect on participative workplace learning, which, the study argued, impacted on ethical agency in professions. To address these trends, adaptability, reciprocity and dialogical critical thinking were identified as necessary factors for a continuing professional learning that contributes to common good in societies.

This dissertation focuses on Japanese policy as a whole, internal and external policy priorities and objectives, in order to illustrate the role, and analyze the level of effectiveness of conducted foreign policy tools. This paper explores some of the reasons and factors of conducted internal and external policy tools. Therefore, it shows how effective and in timely manner reaction of Japanese to state's internal policy, has influenced and played a key role during the country recovery and restoration. Moreover, proper policy objectives not only have restored the country but also made Japan one of the most advanced world centers. Japan is in a number of the advanced countries of the world, participating in modern world political process which dynamics has the general laws and the tendencies of development connected with transformation of the Pacific Rim into the center of global activity of the leading countries of the world. Changes in global scale, aftermath of the World War II affect the significant characteristic of foreign policy, official and economic diplomacy of Japan towards peace and security advocating country.

A disparity in the mathematics performance between students with disabilities (SWDs) and students without disabilities in K-8 grades in international schools may lead to a lack of opportunities for SWDs to take advanced mathematics classes and enter mathematics-related college programs and careers. This problem may be increased if K-8 teachers of SWDs do not use social-constructivist-based practices needed for effective mathematics teaching. The purpose of this bounded qualitative exploratory case study was to explore the constructivist-based practices teachers applied in the mathematics K-8 classrooms for SWDs. Vygotsky's social-constructivism theory was used to guide this study. The research question addressed which social-constructivist principles were used to instruct K-8 SWDs to learn mathematics. Eight K-8 mathematics teachers from 5 international schools were purposefully chosen and volunteered to complete a qualitative questionnaire and to participate in a semistructured interview. Data were analyzed thematically using a priori, open, and axial coding strategies and related to the conceptual framework. Teachers reported building relationships with SWDs to guide and use differentiated instruction, fostering student efficacy, and integrating real-world context and activities in their mathematics instruction. Based on the findings, it is recommended that teachers use self-reflection to align their teaching practices with social-constructivist principles and use self-reflection and feedback opportunities with SWDs to discuss student learning. This endeavor may contribute to positive social change when administrators encourage teachers to use self-reflection and self-assessment of their mathematics instruction to lead SWDs to increased motivation, engagement, and learning, which may result in more options for college majors and career paths for SWDs.

Syftet med denna kvalitativa studie har varit att undersöka vilken betydelse humor tillskrivs av professionella i behandlingsarbete med ungdomar, vilken betydelse humor beskrivs ha i att skapa meningsfulla relationer med ungdomarna samt vilken betydelse humor upplevs ha för de professionellas egna samarbete. Studiens empiri är baserad på två fokusgruppsintervjuer om fyra deltagare vardera samt två enskilda semi-strukturerade intervjuer. Sammantaget har 10 informanter från fyra verksamheter deltagit i studien. Studiens vetenskapsteoretiska perspektiv är socialkonstruktivism. Studiens empiri har primärt förståtts genom Erving Goffmans dramaturgiska perspektiv och begreppen “Roll” samt “Ram”, Michel Foucaults diskursperspektiv och begreppet “Biomakt”. Som komplement har även begreppet “Att göra kön” Från Candace West och Don Zimmerman använts. Det empiriska materialet har bearbetats med en tematisk analys där fyra huvudsakliga teman identifierats: “Professionalitet och humor”, “Kommunikation och humor”, “Relation och humor” samt “Kultur, klimat och humor”. Dessa teman utgör grunden för studiens analys- och resultatdel, och blir på så vis också det som tolkas för att besvara studiens frågeställningar. Den tolkning vi gjort av studiens material visar att humor beskrivs som en ständigt närvarande faktor i arbetet med ungdomarna, samt även inom personalgruppen där den uppges fungera som en coping-strategi. Humor återges av de professionella som en funktion som kan fungera avväpnande i spända situationer, exempelvis kan den ge en mänsklig aspekt i det första mötet med institutionen. Det som främst belystes i materialet var att humorns främsta egenskap var att verka relationsskapande. Vidare redogjordes för att humor var något som främst “bara finns” i sammanhanget, men att ett korrekt användande av humor är en stor del av den professionella rollen. Återkommande i studien betonades att ett korrekt användande var svårt att formulera, då användandet i sig är väldigt kontextbundet och att en stor del “fingertoppskänsla” är av yttersta vikt. / The purpose of this qualitative study has been to investigate the how the importance of humour is described by professional social workers in residential care. Additionally, the significance humour is given in creating meaningful relationships with adolescents as well as its importance for the professionals own cooperation has been investigated. The empirical material from this study is based on two focus group-interviews consisting of four participants each and two semi-structured interviews with one professional each. A total of ten informants from four different institutions were interviewed for this study. The theoretical perspective of the study is social constructivism.The studies empirical material have foremost been understood through Erving Goffman’s dramaturgical perspective including his theoretical concepts of “Role” and “Frame”, and Michel Foucault’s discourse perspective and the concept “Biopower”. The concept “Doing gender” from Candace West and Don Zimmerman was also used as a complementary perspective in the analysis. The empirical material of the study has been processed with a thematic analysis in which four main themes were developed. “Professionalism and humour”, “Communication”, “Relation and humour” and “Culture, climate and humour”. These themes made the foundation of the analysis- and results chapter of the study, and was therefore also what was interpreted to answer the question formulation of the study. The interpretation made out of the empirical material of the study show that humour is a constantly present factor in the work with the adolescents as well as with the professionals themselves where humour worked as a coping-strategy. Humour has a disarming feature in tense situations, and can for example give a human touch in the first meeting with the institution. What was mostly highlighted in the material was that the primary characteristic of humour was its function to aid people in forming relationships. Furthermore humour was described merely as something that’s “just there” in the context, but that a proper usage of humour played a major role in what it meant to be a professional. Recurrent in the study was how the professionals emphasized that a proper usage of humour was difficult to formulate since the usage in itself was described as very contextual and that a great deal of sensitivity is of utmost importance.

<p>The following thesis is dedicated to the investigation of the comparative gender discourse of two of the current South American female Presidents: Michelle Bachelet, the first woman elected President in Chile for a four year term, in 2006 and Cristina Fernández de Kirchner, the first woman elected President in Argentina also for a four year term, but in 2007. Using secondary sources and critical discourse analysis, the study attempts to characterize their agenda on gender both before and after their election campaigns. Recognizing that a candidate must balance between many actors, as one of the principles of social constructivism runs, the essay presents a short history of the feminist movement in both countries and the current state that the movement finds itself in, either institutionalized or absorbed and fragmented by party politics. The conclusions that the study arrives to are that, of the two subjects, the one who has presented a more concrete and convincing stand on gender thanks to her political views, the space created for feminism by her coalition and the climate of her country, is Michelle Bachelet.</p>