My experience in the teacher education program at Claremont Graduate University has been eye opening and display of true growth for myself as an educator. Part A provides a description of my personal background and motivations for becoming a teacher. Provided, is an explanation behind my current teaching pedagogy. In addition, Part B introduces my three focus students. This year, I selected a student with a traumatic life experience, an English Learner, and a student with an Individual Education Plan. Getting to know these students’ academic profiles and personal lives, I have formulated individualized action plans based on personal goals. Part C dives into my student teaching experience at Canyon Hills Junior High. This section offers an analysis of the community, the school, and a microanalysis of my own classroom. In reflection of all that I have learned and grown this past year, Part D provides a self-analysis of teacher effectiveness and areas in which there is room to continue to grow.

The aim of this essay is to create an understanding, of how teachers comprehend knowledge, grades and tests in a school context. It is important to get a grip of the different parts of the teacher’s reality. The test, the grades and knowledge are deeply connected as a part of a whole. The teachers view on knowledge can not be understood without asking about the practical parts of their work and understand how the different parts are dependent on each other. The main material consists of interviews with four teachers that work in a public mandatory school in the south suburbs of Stockholm. Two of the teachers work with social science and the other two works with natural science. The result shows that the teachers have a complex and contradictory view of the different parts of their praxis. They all have different perspectives of what the grade system is, what knowledge is and what a test is. All these parts even if they appear as contradictory but can be understood as a whole, when comparing the teachers goals and the practical reality they work in. What the result shows is that the social science teachers are deeply critical to a "grade school" while the natural science teachers are not. The first group is critical because their goal with social science cannot be fully expressed in a school with large numbers of individuals in each classroom and with a priority on tests and grades. The second group is not critical to the school in the same way as the first one. This is because their subject works better with a school with big classes and tests. The natural science teacher’s goals can coexist in a grade system much better than the social science teachers. The essays result also shows that even if the individual teachers are critical and cannot express their goals in a practical way in the grade system, they can have small "rebellions" against it. The teacher’s way of interpreting the grade system can also be seen as an adjustment to their subject’s nature, and a conflict between how they want to teach and how they have to teach.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 166-175). Available also in a digital version from Dissertation Abstracts.

Activity evaluation problems of a real estate company have been raised, evaluation methods of a service company suggested by foreign authors have been explored and systematized, activity evaluation peculiarities of a real estate company have been formulated in the Master’s thesis. Theoretical evaluation aspects of service rendering companies have been summarised in the thesis. The real estate company UAB ŠVR has been analysed applying a method of evaluation the enterprise in 6 parameters. Having evaluated the specifics of the real estate company activity it was ascertained that the method used for service company activity evaluation may be also employed in real estate company evaluation.

In this paper is analyzing influence of competition on company work. It is taken an example of “Septyni užraktai ir ko“ company. The theory of competition and competition environment is included. Types of market structure, their influence on company work and on price variation of goods is measured as well. It has been done the researched on JSC „Septyni užraktai ir ko“ of competitive advantages. M.Porter model of five powers is taken as a ground. Efficiency of advertisement is researched and is given approaches how to reform it. It‘s given calculations on security service budget and possibilities of project implementations. In the context of security services market formation is delivered the solution how to gain essential advantage between competitors in the market.

Interpretive social science is well established institutionally at universities and research centres. It benefits from this institutional context in terms of prestige, credibility and grants. In comparison with non-interpretive disciplines however, its scientific status is questionable. What elements of it are really scientific and what elements are threats to this scientific character? This problem has been discussed in the past but unfortunately the discussion has gradually dried up without a successful resolution. In my thesis I am revitalising it. I take a systematic rather than historical approach: instead of picking up the discussion where it has been abandoned, I begin with a working definition of science, and analyse to what extent interpretive inquiry meets the requirements of this definition. The structure of my thesis follows this definition in that what is discussed is the three substantial elements of it - theory, research method, and professional quality control. In relation to theory, I pose questions on a range of topics, such as whether interpretive social science is explanatory, and whether it generates new knowledge. In relation to method, I explore, amongst other things, whether qualitative method permits the production of valid and reliable findings. The discussion of professional quality control considers issues around the reporting of findings and the assessment of these findings by others. I complement my analysis by considering three interpretive case studies, exploring both whether they produce theoretical knowledge and reflecting on their methodological strengths and weaknesses. Additionally, I explore the border between interpretive inquiry and non-fiction arts, such as literary reportage and documentary filmmaking, arguing that this border is more blurred than it may first appear.

This research investigates the work involved for social science graduate students (SSGS) in their development of an application for the Canadian Institutes of Health Research (CIHR). Central to CIHR’s mandate is the desire to “excel according to internationally accepted standards of scientific excellence” (CIHR, 2010, p. 3) which frames its epistemological stance around a traditional conception of science. Social scientists utilize a wide range of methodologies and work from a variety of epistemological positions. Some use very traditional "scientifically accepted" methodologies, which are most often quantitative. However, many social scientists use a wide range of qualitative methods to produce knowledge. This project describes how SSGS learn to make a CIHR application, navigate the application process, and negotiate its content, as well as other activities involved. It discusses the double subordination they face from both their supervisors and CIHR as well as the difficulties and challenges they encountered when making the application. By interviewing graduate social scientists, and through a textual analysis of their CIHR applications, I examine how social science graduate students know and describe their experience of developing their social science research project into a CIHR grant application. / Graduate

Thesis (Ed. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [200]-209).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.