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Lori, Jody Rae. "Cultural Childbirth Practices, Beliefs and Traditions in Liberia." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193885.
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Over 500,000 maternal deaths occur globally each year. Over half of these deaths take place in sub-Saharan Africa. The purpose of this study was to understand the sociopolitical and cultural context of childbirth in Liberia including practices, beliefs and traditions that influence maternal health, illness and death. The concepts of vulnerability, human rights related to reproductive health, gender-based violence and war trauma within the theoretical perspectives of global feminism provide the framework for this study. Critical ethnography was used to study 10 cases of severe maternal morbidity and eight cases of maternal mortality. Data collection included participant observation, field notes and semi-structured, in-depth interviews with 54 women, family members and community members. Three major themes derived from the data were Secrecy Surrounding Pregnancy and Childbirth; Power and Authority; and Distrust of the Healthcare System. The interpretive theory, Behind the House, generated from data analysis provides an effective way of understanding the larger social and cultural context of childbirth and childbirth related practices, beliefs and traditions in Liberia. It defines the complexity and challenges women in Liberia face in their reproductive health. This interpretive theory moves beyond the biomedical understanding of birth by contextualizing childbirth as a social as well as a biological process. This study provides a starting point for more relevant, sensitive and culturally congruent public health programs and policies to address maternal morbidity and mortality in this population.
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Burgh, Hugo de. "The beliefs and practices of Chinese regional television journalists." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343543.
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Abuidhail, Jamila. "Rural Jordanian mothers' cultural health beliefs, knowledge and practices of postnatal care." Thesis, Glasgow Caledonian University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494576.
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Cultural beliefs, knowledge and practices have been found to be interlinked factors that have led to increased maternal and infant mortality and morbidity during postpartum period (Thompson 2003). In Jordan, despite being one of the most modem countries in the Middle East, postpartum (postnatal) care services are still under-utilised by Jordanian rural mothers (MOH 2004). Postpartum (postnatal) care is the aspect of reproductive health care that has received limited attention in research to date. This is particularly true in the Jordanian rural areas. The aim of this study is to explore, analyse and critique the postnatal cultural health beliefs, knowledge and practices of rural Jordanian mothers. These issues are approached from a critical ethnographic perspective. Based on this theoretical framework, the cultural health beliefs, knowledge and practices of 13 rural Jordanian postpartum mothers from four rural areas of the Mafraq Govenorate were studied.
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Massingham, Lester Charles. "The essence of marketing : a cross-cultural inquiry into prevailing beliefs and practices." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/5770/.
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This doctoral research constituted a cross-cultural inquiry into the contribution of professional marketing education to marketing practice. The essence of marketing, as a collective term, contains the essential ingredients to enable marketing to become a viable system for business; namely, marketing orientation, marketing planning and marketing training connected by the management of change. The Chartered Institute of Marketing Diploma programme was selected as the educational vehicle through which sample surveys were conducted at pre-course, pre-examination and post- qualified stages of respondents' career development. Cross-cultural distinctions and symmetries were examined and accounted for by national culture, experience base and by size of employing organisation in the countries of the United Kingdom, Nigeria, Malaysia, Singapore and Hong Kong, so that an insightful understanding could be achieved between belief and practice. Perceptual gaps were discovered and proposals through the research surveys made to help to bridge the gap between the ambitions of the individual for change and the adoption of integrated marketing by the respective employing organisations. The research is distinguished by the use of innovative techniques for perceptual mapping to enable cross-cultural positions to be visualised and thereby to be more fully appreciated.
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Civitillo, Sauro [Verfasser], Linda [Akademischer Betreuer] Juang, Maja [Akademischer Betreuer] Schachner, and Axinja [Gutachter] Hachfeld. "Teachers’ cultural diversity beliefs and culturally responsive practices / Sauro Civitillo ; Gutachter: Axinja Hachfeld ; Linda Juang, Maja Schachner." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1219514802/34.
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Civitillo, Sauro [Verfasser], Linda P. [Akademischer Betreuer] Juang, Maja [Akademischer Betreuer] Schachner, and Axinja [Gutachter] Hachfeld. "Teachers’ cultural diversity beliefs and culturally responsive practices / Sauro Civitillo ; Gutachter: Axinja Hachfeld ; Linda Juang, Maja Schachner." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1219514802/34.
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Westhues, Anita Kay. "Beliefs and Practices Related to Community Water Sources: "The Specialness of Springs"." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1959.
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The practice of gathering water from community springs in Kentucky constitutes a rich and complex research setting for the study of folklore beliefs and practices. Local knowledge construction, nostalgia as an evaluative process, contested views about purity and impurity, the protection and retention of a “public commons,” and the crisis which ensues when infrastructure maintenance and the delivery of safe drinking water are no longer guaranteed to communities, are all relevant to this vernacular practice. My thesis explores these topics, informed by fieldwork I conducted in nine Kentucky counties, which included formal and informal interviews with individuals who have used springs, as well as participant observation of spring sites.
Roadside water sources are used by the public for drinking water, and are vestiges of the public commons. In addition to gathering water, these sites allow us to gather and study folkloric practice and knowledge. Historically, community springs were utilized before public water systems were implemented, providing a critical source of water for travelers, or for those who did not have private access to a reliable water source. Yet today, even with the presence of municipal water systems, many people still gather water from springs. My thesis integrates archival/historical library research, participant observation, and oral history narratives collected in 2016 as part of a Kentucky Oral History Commission Project Grant, in order to illuminate two fundamental research questions: Why do people prefer to get water from springs today? And what cultural meanings are constructed through the continued engagement with this tradition?
I examine the historical use of these resources, their relationship to the implementation of municipal water systems, and how localized knowledge about water purity is formed and put into practice in this region. I also explore the use of nostalgia, collective memory, and narrative for constructing place and landscape, as well as theorize on how springs function as public commons resources today. I also use photographs to convey ethnographic knowledge distinct from the written word, providing an opportunity to convey sensory information about the spaces I describe in my research.
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Solomon, Julia 1950. "Prenatal and postpartum health care beliefs and practices of Arab women." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278338.
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The purpose of this study was to describe the prenatal and postpartum health care beliefs and practices of Arab student wives in a small Southwestern university town. The study also explored whether temporary migration to the United States altered or complicated any of the traditional beliefs and practices. The sample consisted of five Moslem Arab women (all from different regions of the Middle East) who had experienced at least one pregnancy prior to the interview. An ethnographic method was used in guiding questions which dealt with beliefs and practices during the prenatal and postpartum periods. Analysis of data showed the importance of upholding traditional beliefs regarding pregnancy, and beliefs in religion and God, which determine the health of the pregnancy and the postpartum period, the importance of following advice of mothers, and the support system of female family members during the postpartum period.
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Jeong, Hyunjeong. "Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271836/.
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The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by the MTAI scale. A strong relationship between accommodation and preparedness for disabilities was found. Most of the barrier factors to practicing inclusive education were considered substantial obstacles, but more so for South Korea teachers than US teachers. University coursework was the least preferred method for improving inclusive practices according to teachers in both countries. Based on the outcomes of the two nations' teachers' beliefs about inclusion, the author suggests that supportive practices, including collaboration between educators, professional development, partnerships with parents and families, and peer supports, be implemented within the two countries for the upkeep of inclusive practices.
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Muraya, Phyllis Njjoki. "Issues of African traditional cultural beliefs and practices and psycho-spiritual health in a Christian setting." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/312303/.
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Are there vestiges or elements of African traditional cultural beliefs and practices that affect the psychological and spiritual well-being of African Christian students in Tangaza University College (TUC)? If there are, how best can pastoral carers work with the affected students to help them deal with the issues and regain congruence? These questions, arising out of our practice in the Student Life Ministry in TUC, are the puzzles I set out this study to try to resolve. Our experience was that some of the students were presenting issues in counselling and spiritual direction emanating from unresolved conflict between their African backgrounds and the Christian faith. Observation was that the issues did not surface easily and when they did the carers were not sure how best to help the clients. I thus felt a need to find out what cultural issues affect the students, how the issues manifest in their lives and how best the pastoral care team could work with those affected to help the issues surface and be resolved. This is an original research designed as an inductive case study and to collect data, a multi-dimensional approach including focus discussion groups with students and members of the SLM, depth interviews with SLM members, selection of some vignettes of counselling and spiritual direction and practitioner observation - were used. The main finding is that there indeed are elements of African beliefs and practices that impinge on the psychological and spiritual wellbeing of some of the African Christian students in TUC. However, not all the students experience such dissonance as some have developed a synthesis between their two world views. Those who have not are embarrassed about and reticent in disclosing the issues thus the need for the pastoral carers to help them to integrate their traditional culture with their Christian faith. Clinical experience has shown that by combining two counselling models – the Rogerian Person-centred and Albert Ellis’s Rational Emotive Behaviour Therapy, underpinned in a dialogical, theological paradigm, counsellors and spiritual guides can help the affected students not only to talk about the issues but also to work through them to re-gain equilibrium and enjoy greater fullness of life.
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Chikerema, Fiona. "Cultural practices and beliefs of caregivers of malnourished children, aged 6-24 months, regarding feeding and dietary intake in Gweru, Zimbabwe." University of the Western Cape, 2020. http://hdl.handle.net/11394/8101.
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Master of Public Health - MPHThe burden of malnutrition continues to persist and is the major cause of morbidity and mortality in children. According to the results of the Zimbabwe Multiple indicator cluster survey in 2019, stunting remains high at (26.8%) and the leading form of malnutrition, affecting 1 in 3 children less than 5 years in Zimbabwe. Suboptimal feeding practices have been identified as one of the many causes of malnutrition. Various studies have shown that many risk factors of malnutrition can be addressed during the crucial first 1000 days of life. Cultural beliefs, values, and practices play a vital role in the pre and postnatal period. However, there is a knowledge gap in how culture influences the caregivers regarding feeding and dietary intake. Therefore, the study’s major aim was to explore the cultural beliefs and practices of caregivers of malnourished children between 6-24 months, regarding dietary intake and feeding practices in Gweru, Zimbabwe.
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Fung, Chi-lai Esther, and 馮志麗. "Mother-infant bonding: is it a cultural construct? : comparative beliefs and practices among Chinese, Japaneseand American societies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951260.
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Otsuka, Setsuo. "Cultural Influences on Academic Performance in Fiji: A Case Study in the Nadroga/Navosa Province." University of Sydney, 2006. http://hdl.handle.net/2123/1416.
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Doctor of Education (Ed.D.)At an upper level of education, especially Forms 5, 6 and 7 of secondary school and in tertiary institutions, Indo-Fijian students often perform better than their ethnic Fijian counterparts. This pattern of ethnic difference in academic performance is a long standing one, lasting over 70 years. However, both ethnic groups have been participants in the same educational system in Fiji. Educational policies have been implemented to reduce this difference. This present case study argues that there are cultural differences of values, beliefs and practices with respect to educational achievement among Indo-Fijians and ethnic Fijians. The achievement ethic of the two ethnic groups differs. Indo-Fijian culture respects and values education highly. Generally speaking, educating children has been always the top priority of Indo-Fijian culture. They believe that education changes people for the better, and the only way to “success” is through education. Thus, Indo- Fijian parents believe that helping children to strive for academic excellence is one of the most important tasks for them. The priority attached by such parents to educational success is one of the strongest forces behind academic success. By contrast, ethnic Fijian culture encourages children to have a strong sense of loyalty to their community and of becoming good members of their koro (i.e., village). Indeed, one’s total commitment to communal activities and cultural requirements is of vital importance. Although ethnic Fijian parents generally understand the importance of their children’s education and wish to support their education, ethnic Fijian communal demands are enormous in terms of time and labour. The pressure to maintain their moral and social obligations within the community tends to make ethnic Fijians spend a large amount of time, energy and money on functions such as ceremonial events and church activities, at the possible expense of providing for the formal education of their children. These demands mean that parents are often absent from home, and unable to supervise children’s homework. Ethnic Fijian children, upper secondary schoolers, feel strong pressure from their peers within their koro to conform to social activities, such as attending church, playing sports such as rugby and volleyball, and hanging around in the koro and town. Besides, the layout of the typical ethnic Fijian home is a more difficult environment than Indo-Fijian households for children’s study, largely due to the limited space to study independently. The socio-cultural background of ethnic Fijians, especially their home environment including family values and priorities, is one of the major barriers to their children’s educational progress. In addition, school leadership, teachers’ expectations, colonial policies and legacies, e.g., land tenure issues, play important roles in affecting differences in the academic performance of these two ethnic groups. Consequently, the educational achievement differences between ethnic Fijians and Indo-Fijians are revealed substantially during the secondary and tertiary educational institutions.
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Ruto-Korir, Rose Cheptoo. "Preschool teachers' beliefs of developmentally appropriate educational practices." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-05012010-155439.
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Fung, Chi-lai Esther. "Mother-infant bonding : is it a cultural construct? : comparative beliefs and practices among Chinese, Japanese and American societies /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18736609.
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He, Huihua. "Exp[l]oring the cultural roots of parenting European American and Mainland Chinese parenting beliefs, goals, and practices /." Online access for everyone, 2004. http://www.dissertations.wsu.edu/Thesis/Spring2004/h%5Fhe%5F050504.pdf.
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Ohnmar, Aung Pimpawan Boonmongkon. "Life styles, sexuality and cultural beliefs related to unsafe sexual practices among youth in Peri-Urban Yangon, Myanmar /." Abstract, 2005. http://mulinet3.li.mahidol.ac.th/thesis/2548/cd375/4637982.pdf.
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Tshitswana, Dintle S. "Batswana cultural beliefs and practices implications for methods of care for AIDS orphans and other vulnerable children in Botswana /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1082143462.
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McClung, Tracy M. Ray Dee C. "An investigation of beliefs and practices of conservative Protestant parents and the cultural applicability of child parent relationship therapy." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3642.
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Tshitswana, Dintle. "Tswana Cultural Beliefs and Practices – Implications for Methods of Care for AIDS Orphans and Other Vulnerable Children in Botswana." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1082143462.
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McClung, Tracy M. "An investigation of beliefs and practices of conservative Protestant parents and the cultural applicability of child parent relationship therapy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3642/.
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The purpose of this study was to conduct a survey to identify the beliefs and practices of conservative Protestant parents, which assisted in clarifying the assertions in the current literature regarding conservative Protestant parenting. Additionally, this researcher sought to determine the applicability of child parent relationship therapy (CPRT), a filial therapy model based upon the principles of child centered play therapy, for conservative Protestant parents by ascertaining the need for cultural modifications. Beliefs and practices of conservative Protestants were measured using the Protestant Parenting Inventory (PPI), an original instrument developed through a series of focus groups and pilot testings. The population comprised 148 mothers and fathers from 4 Southern Baptist churches in and around the Dallas/Fort Worth metroplex. Exploratory factor analysis was applied to the data in order to increase internal consistency estimates and percent of explained variance. Criterion coding of demographic data allowed a multiple regression analysis to determine which demographic variables were significant predictors of participant responses on the PPI. Descriptive statistics allowed the researcher to investigate the compatibility of conservative Protestants and CPRT. Results of this study both confirm and refute past findings regarding conservative Protestants. Results also revealed the need for some cultural modifications to CPRT in order to make it an acceptable parenting resource for conservative Protestant parents.
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Varian, Nancy Aiken. "Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1227273079.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008."December, 2008." Title from electronic dissertation title page (viewed 12/29/2008) Advisor, Evangeline Newton; Committee members, Sandra Spickard Prettyman, Ruth A. Oswald, Jacqueline K. Peck, Lynn A. Smolen; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Luzha, Besa. "Music education in post-war Kosovo : generalist and specialist teachers' identities, beliefs and practices." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021766/.
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This study explores Kosovan teachers’ identities, beliefs, self-reported practices and perceived needs, concerning the interface of music, society and education. It does this at a time when the newly independent country is emerging from war and establishing an education system, of which music forms an important part. The discussion takes a social constructivist viewpoint, whereby music learning and teaching are understood in relation to the historical, political and cultural contexts of the society in which they occur. The focus of the investigation is on the current practical and theoretical situation faced by music education in Kosovo. This is approached through the voices of music teachers, all of whom belong to the Albanian-majority ethnic group in Kosovo (92%), which was subject to political oppression and acculturation under the former Serb regime until the Kosovan war ended in 1999. Using an ‘explanatory mixed methods design’ (Creswell, 2003, p. 15) a questionnaire survey was conducted with 204 teachers falling into two main, very different, groups – generalists and specialists – across all regions of Kosovo. The survey was followed up with semi-structured interviews of 16 individuals, selected as representative of each of the two main groups. The study investigated issues within and across each group, concerning: i) the teachers’ musical identities in relation to Kosovan history, culture and Albanian ethnicity; ii) their beliefs about the role of music and music education in Kosovan society; iii) their self-reported music teaching practices and iv) their perceived needs and opportunities for professional development. Similarities and differences between the two groups were found to be of potential importance in the future development of music education. In addition, the findings reveal serious challenges faced by Kosovan music teachers, who find themselves trapped between traditional musical values, styles and practices on one hand, and modern, Western music ideologies present in the newly developing music curriculum. Finally, the thesis offers some concrete recommendations to the relevant institutions in Kosovo, aimed at furthering and supporting the development of the new music curriculum.
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Boote, David. "Promoting professional autonomy?, five papers on the beliefs, practices, and organizational cultures of teacher educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ61627.pdf.
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Anastasiou, Elena. "Enacting inclusion for students with dyslexia : using cultural historical activity theory to explore teachers' beliefs and classroom practices in Cyprus and north west England." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/enacting-inclusion-for-students-with-dyslexia-using-cultural-historical-activity-theory-to-explore-teachers-beliefs-and-classroom-practices-in-cyprus-and-north-west-england(8cde6d89-74fa-41c1-a038-11885315d082).html.
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The current study is focussed on teachers' beliefs in inclusion and dyslexia and how these are linked to their professional practice when working with dyslexic learners in their primary classrooms in two cultural contexts; in Cyprus and in North West England. The study is guided by the theoretical framework of Cultural Historical Activity Theory (CHAT) which was used as the descriptive and analytical tool to explore teachers' personal interpretations and inclusive practice. A qualitative research design is used and includes semi-structured interviews, classroom observations and follow-up discussions with ten teachers in total, five Greek-Cypriot and five British teachers. The findings indicate that the teachers presented both similarities and differences on the way the concepts of inclusion and dyslexia are perceived and understood. For example, teachers interpret 'inclusion' as a shared objective to work collectively towards, making reference to shared values such as 'human rights' and 'equal participation'. One difference identified in some of the Cypriot teachers was that that they appeared more critical about teaching disabled students (e.g. students with more complex needs) in relation to their counterparts. In terms of dyslexia, most of the Cypriot and British teachers conceptualised it as a disorder with a biological basis but, at the same time, they refer to the mediating role played by the environment in contributing further to students' difficulties with literacy. Teachers who engage in practices in their classrooms in order to be more inclusive were identified as those who propose innovation in their activities. On the other hand, there are teachers who seem less inclusive, by creating learning opportunities which are not sufficiently made available for everyone and can allow dyslexic students to access the curriculum. The study enriches the international literature on teachers' beliefs and how they are can influence teachers' professional practice. Cultural Historical Activity Theory, contributed into understanding the factors that can influence teachers' practice for inclusion and their between interactive relationship in an activity system. This is an important area of investigation since changing teachers' beliefs about students' ability can reflect changes in their professional practice.
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Jang-Tamanaha, Esther Songyi. "The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628192.
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As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have an impact on students' learning. A learner's culture and language can be an asset to learning. It is critical for teachers to utilize diversity to drive curriculum and pedagogy, instead of viewing differences as a deficit. Teacher leaders, more than formal administrators, can provide meaningful and relevant support to classroom teachers and may be able to positively influence teacher growth and change (Mansfeld & Volet, 2010).
This study used surveys, interviews, and observations to identify the beliefs of teacher leaders as well as their positive actions in supporting classroom teachers who teach culturally and linguistically diverse students. This research identified teacher leaders with or without formal titles and their beliefs toward diversity. Teacher leaders with positive beliefs were identified, and their actions were analyzed in order to examine the positive actions of effective teacher leaders. The findings of this research can substantiate the importance of beliefs, especially in teacher education programs. This study has possible implications for professionalizing teacher leadership through doctoral programs and/or licensure opportunities.
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Abdussatar, LaShonda D. "Assessing Administrator Attitudes and Beliefs About the Trauma Informed Care Model and Their Perceptions of the Implementation of Restorative Practices." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619991319109943.
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Morgan, Michelle S. "Beliefs and behavior of nurses providing healthcare services for gay and lesbian individuals." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1459169522.
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Kelsey, Beth M. "Culture care values, beliefs, and practices of Mexican American migrant farm workers related to health promoting behaviors." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312003.
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The purpose of this study was to describe, explicate, and systematically analyze the culture care values, beliefs, and practices of migrant farm workers related to health promoting behaviors in context of their temporary living accommodations and work setting in two small towns in east central Indiana. The goal of this study was to generate knowledge regarding culture care values, beliefs, and practices of migrant farm workers related to health promoting behaviors. Such knowledge can be used by nurses to provide culturally congruent care which can influence migrant farm workers' health and well-being.The theoretical framework for the study was Leininger's Theory of Culture Care Diversity and Universality. The qualitative ethnonursing research method was used. Semi-structured interviews were conducted using both an ethnonursing inquiry guide and an ethno-demographic information guide developed by the researcher.Sixteen key informants and three general informants participated in the study. Informants were purposefully selected for knowledge of migrant farm life and willingness to share this knowledge with the researcher. Key informants were Mexican American migrant farm workers in east central Indiana for farm and tomato factory work from July through October, 2004. General informants were health and social service workers who provided care for the migrant farm workers. Three key informants were interviewed twice each. All other informants were interviewed once. Interviews took place in the informants' homes and at a local food pantry. Interviews were audio taped and transcribed verbatim.Four major themes were synthesized from the research data: (a) health promoting behaviors are recognized and valued by migrant farm workers but are influenced by economic and political/legal factors in the social structure; (b) traditional gender roles of migrant farm worker men and women influence health promoting behaviors; (c) professional caring is viewed by migrant farm workers as respect through the use of the Spanish language and acceptance of culture care values, beliefs, and practices; and (d) health promoting behavior of migrant farm workers is influenced both by traditional culture care values and beliefs and by knowledge acquired through diverse formal and informal education. Findings were discussed in relation to Leininger's three modes of culture care action for nurses: culture care preservation/maintenance, accommodation/negotiation, and repatterning/restructuring.Department of Educational Studies
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Wong, Marina Wai-yee. "Elementary teachers' expressed beliefs and observed practices of music education in Vancouver and Hong Kong, a descriptive, exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46451.pdf.
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Al-Hamadi, Abdul Basit Talib. "Impact of value orientations, ethical beliefs, national culture and national institutions on HRM policies and practices in Oman." Thesis, Cardiff University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438917.
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Ravindran, Neeraja. "PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2836.
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The purpose of this qualitative study was to examine the experience of parents and professionals living in a large metropolitan city in South India who were raising and/or working with a child with an autism spectrum disorder. The study explored the unique perspectives of parents and professionals regarding their beliefs and practices about autism, as well as the nature of the parent-professional relationship. Nineteen parents (all mothers) and 21 professionals were interviewed in person at four schools, an early intervention program, a hospital clinic, and a physician’s office. Themes were developed using qualitative software, and reliability was established through multiple coders and member checks. The meaning of health, illness, and disability vary greatly across cultures and across time. Bronfenbrenner’s ecological model provided the conceptual paradigm to examine how broad cultural beliefs in the macrosystem, local services in the exosystem, parent- professional relationships in the mesosystem, and practices at home and school in the child’s microsystem worked together to explain autism spectrum disorders for this group of participants at this point in history. Four major themes emerged from the study that related to parents’ and professionals’ beliefs about causes of autism, expectations from treatments and services, nature of parent-professional partnerships in managing a child’s autism, and the current ‘state of things’ with regard to autism in one South Indian city. Across the themes, parents and professionals embraced two seemingly contradictory yet perfectly compatible cultural beliefs: a modern, scientific approach and a traditional Indian viewpoint. The treatments offered to children were similar to Western practices, with the addition of traditional Indian practices (e.g., yoga, Ayurvedic medicine, Siddha). Parents were mostly happy and comfortable with their interactions with the professionals. Parents valued collaboration and respect but also acknowledged that the relationship was vertical in nature, with professionals having more authority. Professionals’ assessment of their relationship with parents was influenced by their overall views about the families—positive or negative—which in turn was influenced by what they believed caused the child’s autism (e.g., genetics/scientific causes vs. cold parenting and departure from traditional family structure). Services for children with autism in India are rapidly expanding, though the vast majority of those affected are not diagnosed or treated.
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Widner, David E. "Old Order Amish Beliefs About Environmental Protection and the Use of Best Management Practices in the Sugar Creek Watershed." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290405236.
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Sanchez, Giselle. "Analyses of Language and Culture Beliefs and Reported Practices of Pre-Kindergarten and Kindergarten Teachers Working with Dual Language Learners." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3328.
Full textAbstract:
This study explored the underlying factors involved in the Language and Culture Questionnaire (LCQ), a measure of lead pre-kindergarten and kindergarten teachers'
(n = 119) beliefs and best practices for working with dual language learners (DLLs). The LCQ was found to have suboptimal reliability and all results herein should be interpreted with caution. The exploratory factor analyses suggested the LCQ weakly captures two factors, beliefs and practices. Frequencies of teachers holding the appropriate beliefs and implementing best practices were reviewed. The beliefs and practices scores exhibited a degree of relationship between each other. Finally, multiple regression designs were utilized to reveal what teachers demographic characteristics (e.g., years teaching DLLs, level of education) were related to greater scores on the LCQ.
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Yeo, Marie. "South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3120.
Full textAbstract:
Teachers in South Korean schools have begun to pay attention to the importance of multicultural education as Korea transforms into a multicultural society from a historically mono culture society. Because of Koreans' pride in the homogeneity of their race, language, and culture, multiculturalism is an idea that is hard for many to accept. Education needs to play a key role in fostering and retaining the value of diversity. Studies suggest that teachers' positive beliefs about diversity play a significant role to develop their multicultural competence and eventually to practice better multicultural education. The problem is little evidence exists in the literature about Korean teachers' beliefs about diversity. The purpose of this study was to examine South Korean teachers' beliefs about diversity, the factors that influence those beliefs, and the impact of those beliefs on their practice of multicultural education teaching. I used a mixed methods research approach which included surveys among a group of elementary teachers in South Korea and interviews with six teachers to examine their beliefs about diversity in more depth. Results indicated that for teachers in this study: (a) intercultural experiences positively influenced Korean teachers' beliefs about diversity; and (b) teachers' beliefs about diversity had a significant impact on their practice of multicultural teaching. Based on the findings, I suggest that teacher education programs provide meaningful intercultural experiences and support teachers to develop positive beliefs about diversity, and eventually, to practice better multicultural education in South Korea.
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DeFelipe, Renata Pereira. "Caracterização das relações entre depressão pós-parto, modelos culturais de self, etnoteorias e práticas maternas em uma amostra paulistana atendida pelo sistema público de saúde." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-02062014-162633/.
Full textAbstract:
Como a literatura dificilmente investiga variáveis culturais e situacionais em conjunto, o presente trabalho procurou conjugar tais variáveis (depressão pós-parto, fatores ecossociais, modelos culturais de self, etnoteorias e práticas de cuidado) a fim de caracterizar uma amostra de mães paulistanas atendidas pelo sistema público de saúde do Butantã. Estas mães já faziam parte do projeto temático e longitudinal da FAPESP (No. 06/59192) que deu origem a este trabalho. Partiu-se da premissa de que etnoteorias (metas de socialização e crenças sobre práticas) e práticas de cuidado maternas, além de serem influenciadas pelo contexto ecossocial e modelos culturais de self, também poderiam ser afetadas por uma variável situacional materna mais específica: depressão pós-parto (DPP). Dividiu-se a amostra (N=91) em função da intensidade da DPP: (1) Menor intensidade (escores 0-24): N=46; e (2) Maior intensidade (escores 24-67): N=45. Foram utilizadas: (1) Entrevistas estruturadas; (2) Escala de Depressão Pós-parto de Edimburgo; (3) Escala de Apoio Social; (4) Critério de Classificação Econômica Brasil; (5) Escala de Metas de Socialização; (6) Escala de Crenças sobre Práticas; (7) Escala de Importância Atribuída às Atividades Realizadas; e (8) Escala de Atividades Realizadas. As mães foram de modo geral autônomo-relacionais e strictu sensu mais interdependentes em suas metas e mais autônomas em suas crenças e práticas de cuidado. Encontraram-se as seguintes variáveis (1) associadas e (2) preditivas da intensidade da DPP: (1) relação empobrecida com a mãe na infância e adolescência; menarca precoce; maior número de homens com quem já teve filhos; conflito conjugal; história prévia de doença psiquiátrica; menor religiosidade; gravidez não desejada; e percepção de se dedicar menos do que o suficiente à criança, de considerar os cuidados infantis difíceis, de vivenciar impaciência com a criança e de receber menos apoio social principalmente do companheiro; (2) relação empobrecida com a mãe na infância; percepção de vivenciar impaciência com a criança; percepção de receber menos apoio social; e menor realização de práticas autônomas. As mães não se diferenciaram em função da intensidade da DPP quanto aos modelos culturais e metas de socialização, tendo se diferenciado quanto às crenças e práticas de cuidado. Mães de ambos os grupos valorizaram e realizaram igualmente cuidados primários, mas apenas mães mais deprimidas: (1) valorizaram menos práticas de cuidado interdependentes (fazer massagem; tentar evitar que se acidente; abraçar e beijar) e autônomas (responder perguntas; ficar olho no olho; ver livrinhos juntos); e (2) realizaram menos práticas de cuidado autônomas (jogar jogos; pendurar brinquedos no berço; ver livrinhos juntos; mostrar coisas interessantes; responder a perguntas). Os resultados sugerem que devemos considerar o quadro completo onde experiências estressantes vivenciadas na infância, adolescência e início da vida adulta das mães, ao se associarem e/ou predizerem a maior intensidade de DPP, podem afetar parcialmente a cognição e o comportamento materno. Tais resultados apontam ainda que em um único contexto urbano de criação podem coexistir cenários de risco e de proteção regidos por estratégias reprodutivas quantitativas e qualitativas, respectivamenteAs literature hardly investigates cultural and situational variables together, we conjugate these variables (postpartum depression, ecosocial factors, cultural models, and maternal ethnotheories and practices of care) in order to characterize a sample of mothers who were attended by public health system of Butantã (city of São Paulo). Those mothers had already taken part of FAPESP´s thematic and longitudinal project (No. 06/59192) which gave rise to this work. The starting point was that maternal ethnotheories (socialization goals and beliefs about practices) and practices of care besides being influenced by ecosocial context and cultural models, they could also be affected by a specific maternal situational variable: postpartum depression (PPD). The sample was divided (N=91) according to intensity of PPD: (1) Lower intensity (scores 0-24): N=46; e (2) Higher intensity (scores 24-67): N=45. It was applied: (1) Structured interviews; (2) Brazilian Edinburgh Postnatal Depression Scale; (3) Brazil Economic Classification Criterion; (4) Brazilian Social Support Scale; (5) Brazilian Socialization Goals Scale; (6) Brazilian Parenting Ethnotheories Scale; (7) Brazilian Scale of Importance Assigned to Accomplished Parental Practices; and (8) Brazilian Scale of Accomplished Parental Practices. The mothers were broadly considered autonomy-relatedness and strictu sensu more interdependent in their socialization goals and more autonomous in their beliefs and practices of care. We found the following (1) associated and (2) predictive variables of the intensity of PPD: (1) poor relationship with the mother in childhood and adolescence; early menarche; the highest number of sex partners with mothers had children with; marital conflict; previous history of psychiatric illness; lower religiosity; unwanted pregnancy; and perception of devoting less than enough to the child, considering childcare a difficult task, experiencing impatience with the child, and receiving less social support especially from their partners; (2) poor relationship with the mother in childhood; perception of experiencing impatience with the child; perception of receiving less social support; and less autonomous practices performed. The mothers did not differ according to the intensity of PPD regarding cultural models and socialization goals, they only differed concerning their beliefs and practices of care. Mothers of both groups valued and performed primary care practices equally, but only more depressed ones: (1) valued less interdependent (do massage; try to avoid child accident; hug and kiss) and autonomous (answer questions; make eye contact; see books together) practices of care; and (2) performed less autonomous practices of care (playing games; hanging toys in the crib; seeing books together, showing interesting things, answering questions). The results suggest that we must consider the \"whole picture\" in which stressful events experienced in mothers childhood, adolescence and early adulthood when associated and/or predictive to higher intensity of PPD can partially affect maternal cognition and behavior. These results also show that in a single urban context of child rearing can coexist risky and protective scenarios which are governed by quantitative and qualitative reproductive strategies, respectively
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Taylor, Elizabeth Lee. "Meaning in Transition: An Ethnographic Study of the Cultural Construction of Health, Identity and Brands among Young Adults." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609100/.
Full textAbstract:
This study explored the lived experience of Gen Z adults in a liminal life-stage crisis where the symbolic meaning of health, identity and brands are in transition. Sixteen ethnographic in-home interviews with college students were conducted and analyzed using Geertz's interpretive and Turner's symbolic anthropology. A hermeneutic textual analysis was used to interpret three types of phenomenological data: text, pictures and collages. An "incubation" step was key in the creative interpretation process where the leap from data to abstract themes was made. Environmental circumstances like money, time, resources and social networks change the quality of health, but the fundamental health explanatory system of a young person is a reflection of their family of origin experiences. Women associate health with mental health-independence and empowerment. Men define health as physical health-food and cooking. Skills such as cooking and shopping as well as the consumption of water, cannabis and other complementary products impact health and identity. Three health worldview themes emerged: health as negotiating identity; creating home; and taking responsibility. Implications for branding and public information campaigns to change the health beliefs and practices of young adults are offered. This thesis closes with a reflection on the "research study," the dominant symbol in the practice of research as a way to analyze the fluid role of consumer anthropology in a capitalist system.
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Hamilton, Mary Lynn E. "The practical argument staff development process, school culture and their effects on teachers' beliefs and classroom practice." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184857.
Full textAbstract:
This qualitative study investigates the interaction among teachers' beliefs, their practices, and the practical argument staff development process in two schools and suggests how school culture may affect that interaction. The subjects for this study were the intermediate teachers from two of the schools participating in the OERI Study, A Study Teachers' Research-Based Instruction of Reading Comprehension (RIS). This study was designed to investigate the proposal in staff development/teacher change literature that conscious examination of beliefs facilitates teacher change. Furthermore, this study explores the importance of school culture to the success of a staff development program. Social interactivity may affect the change process. Data was gathered in a participant-observation process extending over an eight-month period. During that time, there were classroom and staff development process observations, formal and informal interviews with teachers and administrators, examination of audio/videotapes of events, dialogues with the research team, and documentation of each event with field notes. The findings are introduced through a description and interpretation of events in each of the two schools. They are established upon an understanding of how the participating teachers responded to change and to the staff development process, and how school culture affected those teachers and the process. The findings also incorporate the most recent research on teachers' beliefs, staff development, and school culture. They address the theory/practice dichotomy and its relation to change; teachers' beliefs about reading and teaching and their relationship to the teachers' involvement in the staff development program; the culture of each school; the practical argument staff development program, its organization, and presentation; and the relationship between the teachers' willingness to change and the school culture, teachers' beliefs, and the staff development process. This is a set of case studies about teachers in two schools with varied beliefs and backgrounds. Generalizations from this study, applied to other schools and/or staff development programs, may focus on an understanding of the influence of teachers' beliefs and school culture on a staff development program and the process of teacher change.
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Gilligan, Philip Anthony. "Exploring neglected elements of cultural competence in social work practice : promoting and developing understanding of religion, belief and culture." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6313.
Full textAbstract:
This PhD by published work consists of: • five single authored articles in refereed journals; • two main author articles in refereed journals; • four jointly authored articles in refereed journals; • a single authored article in a non-refereed journal; • one jointly authored book, including five single authored chapters; • two single authored chapters in edited books. They were published in the period 2003-2013. None has been submitted for any other degree or diploma by me or any other person. The theme running through these publications is the need for social workers to pay significant attention to issues arising from religion, belief and culture. The research reported highlights the impact of such issues on the lives, experiences, resources and responses of individuals, groups and communities for whom they are important. The work emphasises the importance of developing such understanding and of enhancing knowledge of different ways in which religion, belief and culture impact on the issues that social workers deal with. I suggest that these are essential aspects of culturally competent social work practice which have too often been neglected in both research and professional training. The publications are listed in Appendix 1 (pp 56-59). They demonstrate how my thinking has developed over the past decade. They reflect and are, in part, a response to the developing professional, theoretical and political context within which I have operated as a social work practitioner, manager and academic over a longer period. The majority are solo-authored. However, I remain committed to collaborative work and recognise that discussions with those researched, my collaborators, and others remain invaluable to the ongoing development of my thinking. Joint authorship declaration forms have been completed, in respect of all relevant publications, and are appended. Eight publications (Art.12, Art.11, Art.10, Art.9, Art.8, Art.6, Art.5 and Art.3) are based on findings from primary research, while Art.1 and Art.2 explore published data or data supplied by others to provide original analyses of particular issues. The remaining publications, notably book chapters, are primarily conceptual in their approach. They are underpinned by findings from both the primary research reported elsewhere and the use of case examples collected from semi-structured interviews with social work practitioners.
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Gilligan, Philip A. "Exploring neglected elements of cultural competence in social work practice. Promoting and developing understanding of religion, belief and culture." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6313.
Full textAbstract:
This PhD by published work consists of:
five single authored articles in refereed journals;
two main author articles in refereed journals;
four jointly authored articles in refereed journals;
a single authored article in a non-refereed journal;
one jointly authored book, including five single authored chapters;
two single authored chapters in edited books.
They were published in the period 2003-2013. None has been submitted for
any other degree or diploma by me or any other person.
The theme running through these publications is the need for social workers
to pay significant attention to issues arising from religion, belief and culture.
The research reported highlights the impact of such issues on the lives,
experiences, resources and responses of individuals, groups and
communities for whom they are important. The work emphasises the
importance of developing such understanding and of enhancing knowledge
of different ways in which religion, belief and culture impact on the issues
that social workers deal with. I suggest that these are essential aspects of
culturally competent social work practice which have too often been
neglected in both research and professional training. The publications are listed in Appendix 1 (pp 56 - 59). They demonstrate
how my thinking has developed over the past decade. They reflect and are,
in part, a response to the developing professional, theoretical and political
ii
context within which I have operated as a social work practitioner, manager
and academic over a longer period. The majority are solo-authored.
However, I remain committed to collaborative work and recognise that
discussions with those researched, my collaborators, and others remain
invaluable to the ongoing development of my thinking. Joint authorship
declaration forms have been completed, in respect of all relevant
publications, and are appended. Eight publications (Art.12, Art.11, Art.10, Art.9, Art.8, Art.6, Art.5 and Art.3)
are based on findings from primary research, while Art.1 and Art.2 explore
published data or data supplied by others to provide original analyses of
particular issues. The remaining publications, notably book chapters, are
primarily conceptual in their approach. They are underpinned by findings
from both the primary research reported elsewhere and the use of case
examples collected from semi-structured interviews with social work
practitioners.PhD by published work. The published articles are not displayed in full text with the online version of the PhD due to publisher copyright restristrictions.
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Wenger, Lisa M. "Unser Satt Leit: Our Sort of People - Health Understandings in the Old Order Mennonite and Amish Community." Thesis, University of Waterloo, 2003. http://hdl.handle.net/10012/723.
Full textAbstract:
Our cultural orientation informs our fundamental understandings of health. It has the potential to guide how we define health, how we understand the determinants of well-being, and how we respond to illness. For researchers, the recognition of this reality is central to not only how we interpret our findings, but also to the ways in which we develop the approach, questions, and methods central to our research.
The Old Order Mennonites and Amish are a culturally, ethnically, and religiously distinct population existing within the North American society. This thesis sought to improve upon previous health-related research on this population by asking several basic questions: Among Old Order Mennonites and Amish, how is health perceived and 'good health' understood? What are the perceptions of the determinants of health? How is illness perceived? What is the response to illness? And how does culture relate to health in the Old Order community?
A hermeneutical approach was adopted to address these questions and a qualitative textual analysis of an Old Order magazine, Family Life, completed. To allow the voices of community members to guide understandings, a broad approach to health was adopted throughout the examination of two years of the publication (2001, 2000).
Findings indicate that in the Family Life writings health is primarily defined by an individual's ability to fulfill his or her role. A focus on nutrition and reproduction dominated discussions of the determinants of physical health and an individual's relationship with God was viewed by many as the central source of mental health or illness. Emotionally, analysis suggests that individuals may have a range of responses to illness including a desire to accept the experience of illness as a part of God's plan, a struggle to find this acceptance, and the incorporation of community and Divine support throughout this pursuit. Behaviourally, health information appears to be transferred through a variety of mediums including health practitioners, community members, and advertisements. Individuals expressed concern with appearing too quick to seek professional medical care and may incorporate a range of considerations into the decision of whether to begin, continue, or end medical treatments.
The textual analysis indicated that a mixture of methods may be adopted for achieving health. Individuals appear to care for themselves through home remedies or non-medical measures (including alternative treatments) for as long as possible. In situations of acute physical illness, however, there appears to be comfort with seeking formal medical care. Amidst limited discussion of a physiological root of mental illness, analysis suggested that the main method of treating mental illness is refocusing concentration toward God rather than the self.
In consideration of the cultural understandings guiding these submissions related to health and illness, there were two primary themes. The first is that God determines life and is an active and present force in the lives of individuals. The second theme is that the community responds to this belief in God's defining role in particular ways. More specifically, the Old Order orientation to life which includes a deferment of individual will to that of the authority of God and Community (Gelassenheit) and appreciation for a set of rules guiding behaviour (Ordnung), directs discussions and understandings of health in culturally-unique ways.
Overall, this study highlighted the distinct ways in which cultural perspective guides understandings of health and illness within the Old Order community.
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Calveric, Sarah. "Elementary Teachers' Assessment Beliefs and Practices." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2332.
Full textAbstract:
Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers’ limited exposure to assessment training, four distinct assessment beliefs exist within the elementary classroom: assessment for school accountability, assessment for student certification, assessment for improvement of teaching and learning, and assessment as irrelevant. Assessment for the improvement of teaching and learning yielded the highest composite mean and was negatively correlated with the irrelevance belief and positively related to school accountability. An analysis of the importance of assessment practices revealed authentic assessments, short answers, teacher-made assessments, and performance assessments as the most valued, while publisher assessments and major exams had the lowest means. Significant relationships were identified between demographics and beliefs and practices, with the most practical findings related to exposure to assessment training and level of degree attainment. Significant relationships were also noted between all beliefs and the value of specific assessment practices, with the exception of the irrelevance belief. No significant relationships were noted between the irrelevant belief and value of assessment practices; however, many negative correlations were documented. Results are discussed in light of other research, indicating that a greater understanding of assessment beliefs and importance of practices can contribute to the development of relevant professional development aimed at the improvement of teachers’ assessment pedagogies and practices can contribute to greater educational success.
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Lehmann, Jane Nedine. "Reading mathematics: Mathematics teachers' beliefs and practices." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186198.
Full textAbstract:
This study explores the relationship between university mathematics teachers' beliefs about the nature of reading mathematics and their practices regarding reading mathematics. It is a response to the calls for reform in mathematics education, particularly to the assertion made by the National Council of Teachers of Mathematics in 1989 that not all students can read mathematical exposition effectively and that all students need instruction in how to read mathematics textbooks. It presupposes a collaboration between reading and mathematics teachers to help students learn to read mathematics. The objectives were (1) to examine mathematics teachers' beliefs and practices regarding reading, mathematics, and thereby, reading mathematics; (2) to determine whether the theoretical perspectives implicit in those beliefs and practices could be characterized vis-a-vis the theoretical orientations that inform Siegel, Borasi, and Smith's (1989) synthesis of mathematics and reading; and (3) to determine the relationship, if any, that exists between mathematics teachers' beliefs about reading mathematics and their practices regarding reading mathematics. The synthesis presents dichotomous views of both mathematics and reading: Mathematics is characterized as either a body of facts and techniques or a way of knowing; reading, as either a set of skills for extracting information from text, or a mode of learning. The latter view, in each case, can be characterized as constructivist. The researcher was a participant observer in a university sumner program. The primary participants were fourteen mathematics instructors. Interviews were conducted using a heuristic elicitation technique (Black & Metzger, 1969). Field notes were taken during observations of classroom activities and other non-academic summer program activities. The data were coded using a constant comparative method (Glaser & Strauss, 1967) comparative method. Twelve instructors held conceptions of reading that were consistent with their conceptions of mathematics. Of those twelve, two held conceptions that could be characterized as constructivist; ten held conceptions that were not constructivist. Two instructors held conceptions of reading that were not consistent with their conceptions of mathematics. Of those two, one held a constructivist conception of reading but not of mathematics; one held a constructivist conception of mathematics but not of reading. Teachers' practices reflected their theoretical orientations. The study has implications for teacher education: If teachers' beliefs are related to their practices, then teacher education programs should (1) acknowledge the teachers' existing beliefs and (2) address the theoretical orientations implicit in various aspects of pedagogy.
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Shoyer, Beth G. "Psychotherapist self-care : beliefs, practices, and outcomes /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901280.
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Mitchell, Adam James. "Assessing Scientific Inquiry: Teacher Beliefs and Practices." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2521.
Full textAbstract:
Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized measuring and improving student science achievement. Researchers have questioned the alignment and balance between these reforms (Lane, 2004; Yeh, 2001). This study addresses issues faced by secondary science teachers as they simultaneously meet the goals of these reform movements. Mixed methods were used to answer the questions: 1) Can a teacher's beliefs and practices regarding inquiry teaching methods be correlated with his/her assessment practices?; 2) What item types are most commonly employed by teachers that use an inquiry pedagogy?; and 3) What assessment strategies do teachers describe to assess scientific inquiry? Secondary science teachers, mostly from one western state, responded to a survey (N = 83) and provided a teacher-made classroom assessment (n = 30). Survey responses were used to assign a teacher inquiry score based on described frequency of pedagogical practices supporting or detracting from an inquiry focus. A rubric based on cognitive complexity was used to determine a numeric value for each test item with the sum of item scores providing an overall assessment score. Using regression analysis and Pearson's correlation this study found a moderate correlation (r = 0.0447, p = 0.0133) between teacher inquiry scores and assessment scores. A modest correlation was also established between teacher inquiry levels (high, medium, and low categories assigned using cut scores) and overall assessment scores using an ANOVA (DF=2, p = 0.0262) and Tukey-Kramer pairwise analysis (low to medium p = 0.046; low to high p = 0.057). Correlations indicate that teachers are able to simultaneously focus on inquiry in pedagogical and assessment practices. Cognitively complex items used by teachers with an inquiry focus measure the same cognitive skills as scientific inquiry. Survey responses to open-ended questions provided additional qualitative data supporting the study's findings. Respondents reported challenges in creating assessments that measure student scientific inquiry competency, but also noted that labs, observation and questioning, and performance assessments are useful in measuring inquiry skills.
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Adeyemi, Cheryl Moremi Presmeg Norma C. "Semiotic chaining preservice teacher beliefs and instructional practices /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172873.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Norma C. Presmeg (chair), Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 289-301) and abstract. Also available in print.
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Kittleson, Julie M. "Epistemological beliefs and epistemological practices in elementary science /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file [ ] Mb., 250 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220733.
Full text
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Buchholz, Arthur J. "Prayer attitudes, beliefs, and practices of international students." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Lin, Yih-Ren. "The environmental beliefs and practices of Taiwanese Buddhists." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312753.
Full textAbstract:
This thesis explores the phenomenon of Taiwanese Buddhists' environmental concerns as they occurred in the 1990s. A socio-cultural perspective is adopted to enquire into the following questions: (1) what does 'Huan-Bao' (Jl-1*-, literally environmental protection) mean to Taiwanese Buddhists? (2) are there patterns of Buddhist environmental concerns? (3) how do Taiwanese Buddhists construct their environmental concerns? (4) what is their relationship with Taiwan's environmental movements? and (5) have their environmental concerns any relevance to the development of Buddhism in Taiwan? The field work was carried out from Jan. 1996 to Aug. 1997 by employing several different qualitative methods. Three Buddhist-centred organizations' 'Huan-Baos' were researched from both institutional and individual levels. These organizations are: TzuChi Charity Foundation, Dharma Drum Mountain, and Life Conservationist Association. An integrated framework of discourse analysis was developed through reviewing Maarten Hajer, David Harvey, Klaus Eder, and Kay Milton's works. Based on their works, this framework emphasizes the power of discourse coalitions, the dynamics of social process, the globalization of environmental particularisms, and the formation of individual and institutional identities. In summary, the study finds that: (1) Taiwanese Buddhist 'Huan-Bao' discourses are constructed through Buddhist Masters' re-interpretations and lay Buddhists' social practices, namely: Tzu-Chi's 'Cherishing Fu (tit, literally good fortune)'~ DDM's 'Pureland on Earth'~ and LCA's 'Life Respecting'. Though hardly challenging the 'ecological modernity' theme that is dominant in Taiwan's environmental movements, these discourses, nevertheless, demonstrate a special spiritual dimension that was rarely found before. (2) The social practices of lay Buddhists play an important role in defining and redefining what 'Huan-Bao' means to them. This social process not only enriches and reshapes the institutional definitions of 'Huan-Bao' but also helps to create individual identities. More importantly, it allows practitioners to 'dwell securely' in Taiwan where a rapid social change and insecurity are often experienced. In this way, this trend of Buddhist Huan-Bao discourse has become well situated in the phase of 'place making' of Taiwan's environmental movements. (3) The distinctive interpretation of'Huan-Bao' by each Buddhist organization suggests a unique social process behind each organization's evolution of 'Huan-Bao' discourse. These multiple meanings of 'Huan-Bao' and associated social processes manifest a new developmental stage of Taiwanese Buddhism characterized by rationalization, secularization, and contextualization. (4) This study establishes a bridge for dialogue with the search for an eastern religious environmental ethic that has for a long time been romanticized and stereotyped in western environmental movements. The study not only illustrates how the dynamics of social change cannot be separated from Buddhists' heightened environmental awareness, but also challenges the over-simplified assumptions that western environmentalists make about the environmental beliefs of' eastern religions'.