Global ETD Search

11	Vygotsky Circle during the Decade of 1931-1941: Toward an Integrative Science of Mind, Brain, and Education Yasnitsky, Anton 25 February 2010 (has links) This dissertation presents a study of the scientific practices of the circle of Vygotsky’s closest collaborators and students during the decade of the 1930s-and including the early 1940s (until Germany’s invasion of the Soviet Union and the beginning of the Great Patriotic War in 1941). The notion of Vygotsky Circle is introduced in this work and is explicitly distinguished from a traditional—yet frequently criticised—notion of “the school of Vygotsky-Leontiev-Luria”. The scientific practices of the Vygotsky Circle are discussed here as the unity of a) social and interpersonal relations, b) the practices of empirical scientific research, and c) discursive practices of the Soviet science—more specifically, the “Stalinist Science” of the 1930s. Thus, this study analyzes the social and interpersonal relations between the members of the Vygotsky Circle and the evolution of this circle in the social context of Soviet science during the decade of 1930s; various practices of empirical scientific research conducted by the members of the Vygotsky Circle were also overviewed. Finally, discursive practices of the Soviet scientific “doublespeak” were discussed and illustrated with several examples borrowed from publications of the time. Vygotsky Luria Scientific circle history of psychology cultural-historical psychology Vygotskian studies scientific practices doublespeak scientific discourse Stalinist science Soviet Union psychoneurological sciences Galperin Zaporozhets Zinchenko Bozhovich Zeigarnik Lebedinsky Bassin Leontiev activity theory Soviet psychology 0621 0509 0724 0620 0622 0525 0451 0681 0758 0460 0382 0347 0520 0350
12	The Bridging Education and Licensure of International Medical Doctors in Ontario: A Call for Commitment, Consistency, and Transparency Peters, Colette 11 January 2012 (has links) The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment. international medical doctors international medical graduates IMGs immigrant bridging education personnel selection: methods interviews as topic certification education Canada licensure internationally educated professionals poetry poetic representation communication residency interview foreign medical graduates qualitative research physicians english language proficiency Vygotskian sociocultural theory L. Vygotsky activity theory 0282 0516 0339
13	The Bridging Education and Licensure of International Medical Doctors in Ontario: A Call for Commitment, Consistency, and Transparency Peters, Colette 11 January 2012 (has links) The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment. international medical doctors international medical graduates IMGs immigrant bridging education personnel selection: methods interviews as topic certification education Canada licensure internationally educated professionals poetry poetic representation communication residency interview foreign medical graduates qualitative research physicians english language proficiency Vygotskian sociocultural theory L. Vygotsky activity theory 0282 0516 0339

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