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Thiel, Gertrud. "Education, daily routine, and prospects of primary school teachers in Haiti." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2009. http://dx.doi.org/10.18452/15877.
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Ausgehend von narrativen Interviews, Beobachtungen und gemeinsamen Erfahrungen während eines interkulturellen Lehrerfortbildungsprojekts im ländlichen Haiti wird in dieser Arbeit ein detailliertes Bild der Lebenswelt ausgewählter haitianischer Grundschullehrer/-innen gezeichnet. Insbesondere wird den Fragen nachgegangen, welchen Hindernissen diese Lehrer/-innen in ihrer eigenen Ausbildung begegneten, welche professionellen und sozialen Herausforderungen ihre alltägliche Berufsausübung mit sich bringt und wie ein genaues Verstehen ihres Hintergrunds und ihres Alltags dazu beitragen kann, sowohl die Qualität ihres Unterrichts als auch ihre sozio-ökonomischen Aussichten zu verbessern. Verspätete und unzureichende Ausbildung, ein geringer Verdienst und herausfordernde Arbeitsbedingungen, sowie weitgehende Vernachlässigung durch den Staat kennzeichnen die Realität dieser Lehrer/-innen. Dennoch zeigen sie Elan und vertrauen auf eine bessere Zukunft. In dieser Studie kommen die haitianischen Lehrer/-innen selber zu Wort. Darüber hinaus wird der Prozess der interkulturellen Kommunikation und Reflexion, der mit einem solchen Projekt und einer derartigen Recherche einhergeht dokumentiert.<br>This study offers a detailed description of selected Haitian primary school teachers’ living and working conditions based on narrative interviews, observations, and common experiences during a cross-cultural in-service teacher training program in rural Haiti. The research is focused on the following questions: What type of obstacles did primary school teachers in rural Haiti encounter in their own education, what professional and social challenges are faced in the daily routines of these teachers, and how can a thorough knowledge of both their backgrounds and the conditions of their current lives help to improve the quality of their teaching as well as their prospects for socio-economic advancement? The reality of these teachers is characterized by a delayed and limited education, low remuneration and challenging working conditions, as well as a more or less complete lack of state support. Nevertheless, they demonstrate vitality and trust in a better future. Central to this study are the Haitian teachers’ viewpoints, but the process of cross-cultural communication and reflection going on during such a program and research is documented as well.
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Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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McLaughlin, Marc D. "Optimal Parenting Behaviors in Early Adolescents’ Relationships with Numerous Adults: Preliminary Survey Development and Factor Analysis." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1111780797.
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McLaughlin, Marc D. "Optimal parenting behaviors in early adolescents' relationships with numerous adults preliminary survey development and factor analysis /." Connect to this document online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1111780797.
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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.<br>Title from first page of PDF document. Document formatted into pages; contains [1], ix, 137 p. Includes bibliographical references (p. 108-113).
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Myers, William Osborne V. "Daily Control: Immigrant Experiences with Social Control." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161866874718439.
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Mirbaha-Hashemi, Fariba. "Measures and Correlates of Daily Spiritual Experiences." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5406/.
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Although a change of religious landscape in America in recent years has been suggested and widely accepted in the social sciences, most studies tend to focus on measures of religiosity and how it is changing. The subject of spirituality and its correlates seem to be mostly ignored. This study utilizes nationally representative data generated for the first time in General Social Survey (GSS) on the subject of spirituality to measure Americans' spirituality and daily spiritual experiences and their most significant correlates. In this study, most Americans (89%) showed to have some degree of spirituality and daily spiritual experiences. Moreover, variables of gender, race/ethnicity, marital status, religious origin, and residence in conservative region when growing up shown to be significant predictors of spirituality.
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Tigre, Diana Martins. "Os saberes pedagógicos no cotidiano de uma experiência formativa em Educação Física." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/24865.
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TESE DIANA FINAL.pdf: 5784260 bytes, checksum: 0dbf6ab6989f3f21e2c2b2d9adfe8d2e (MD5)<br>Capes<br>Trata-se de uma tese sobre a mobilização dos saberes pedagógicos no cotidiano de uma experiência formativa de um curso de licenciatura em Educação Física de uma universidade pública baiana. Teve como objetivo geral compreender como se constituem os saberes pedagógicos na formação inicial em EF e, como objetivos específicos, caracterizar o PIBID no contexto das políticas de formação, analisar se os futuros professores de EF identificam seus saberes pedagógicos e identificar os saberes pedagógicos mobilizados pelos futuros professores de EF. A pergunta norteadora da pesquisa é: Como os saberes pedagógicos vêm sendo mobilizados pelos futuros professores de EF na experiência do PIBID? Toma-se como referência a epistemologia da prática, a teoria dos saberes docentes e a sociologia da experiência. Para tanto, realizamos um estudo de caso qualitativo, de inspiração dialética e que investigou a formação e as práticas pedagógicas de 9 (nove) futuros professores que participam de um projeto do curso de Licenciatura em EF durante três (3) anos. Os futuros professores de EF foram acompanhados neste processo formativo, desde a sua preparação para o ingresso na escola campo até a realização de suas atividades na escola. Foram realizadas observações sistemáticas das práticas pedagógicas dos futuros professores de EF, com elaboração de um diário de pesquisa, e entrevistas semiestruturadas. Após a recolha das informações, as mesmas foram organizadas, analisadas e discutidas. A tese se constitui a partir de três eixos norteadores: a caracterização do PIBID, a identificação e mobilização dos saberes pedagógicos pelos futuros professores de EF e o cotidiano da experiência formativa, que se inscrevem em 7 (sete) capítulos. Primeiro, no qual apresenta-se a implicação do autor, o objeto de estudo, sua problematização, seus objetivos e a relevância social e científica da pesquisa. Segundo, onde expõe-se a fundamentação teórica e delineiam-se os conceitos de partida. Terceiro, aborda-se como se deu a investigação dos saberes pedagógicos. No quarto capítulo, faz-se a caracterização do PIBID. No quinto capítulo, trata-se da identificação e da mobilização dos saberes pedagógicos nas práticas de ensino dos futuros professores de EF. O sexto capítulo versa sobre o cotidiano da experiência formativa. Por fim, no sétimo capítulo, elabora-se uma síntese dos resultados da pesquisa e são traçadas as considerações finais.<br>RÉSUMÉ
Cette thèse s’agit d’un travail sur la mobilisation des savoirs pédagogiques dans la formation de la carrière de Licence Éducation Physique (LEP) d’une université publique de Bahia, au Brésil. Elle a eu pour l’objectif principal: comprendre comment se sont construits les savoirs pédagogiques dans la formation initiale de LEP; et pour les objectifs spécifiques, ou secondaires: caractériser le PIBID (Programme Institutionnel de Bourses pour l’Initiation à l’Enseignement) dans les contextes politiques de formations, analyser si les futurs professeurs de l’Éducation Physique (EP) ont reconnu leurs savoirs pédagogiques et identifier les savoirs pédagogiques mobilisés pour les futurs professeurs de LEP. La question de recherche qui guide ce travail c’est: Comment les savoirs pédagogiques sont mobilisés pour les futurs professeurs de Éducation Physique dans le système du PIBID? L’épistémologie de la pratique, les théories des savoirs pédagogiques et la sociologie de l’expérience ont été adoptées comme cadre de référence pour décomposer la question du thème de la thèse. Un étude de cas de caractéristique qualitative, basé sur l’inspiration dialectique qui a examiné la formation et les pratiques pédagogiques de neuf (09) futurs professeurs contributeurs d’un projet de académique dans la faculté de LEP pendant trois (03) ans, a été formalisé pour la réalisation de la thèse. Les futurs professeurs ont été suivis dès leurs préparation pour les stages comme des enseignants jusqu’à leurs activités dans les écoles. Des observations systématiques de leurs pratiques pédagogiques, l’élaboration d’un journal de l’observation et des interviews demi-structurés ont été réalisé au fils du travail pour le regroupement, l’organisation, l’analyse et les discutions de ces informations. La thèse est constituée pour trois parties: La caractérisation du PIBID, l’identification et la mobilisation des savoirs savoirs pédagogiques pour les futurs professeurs et la routine de l’expérience formative, structurée dans sept chapitres. Le premier chapitre présente les implications de l’acteur, l’objet de l’étude, sa nature problématique, ses objectifs et sa valeur sociale et scientifique. Le deuxième chapitre sont exposés la base et les concepts théoriques. Le troisième chapitre s’adresse aux sujets de l’investigation des savoirs pédagogiques. Le quatrième chapitre caractérise le PIBID. Le cinquième s’agit de l’identification et la mobilisation des savoirs pédagogiques dans la pratique de l’enseignement des futurs professeurs de la Licence Éducation Physique. Le sixième chapitre, à son tour, présente la routine de l’expérience formative. Le septième et dernier chapitre, synthétise les résultats de la recherche et conclut le travail en présent les considérations finales.<br>ABSTRACT This doctoral dissertation is about how the pedagogical knowledge is supported during a formative experience in a daily school life on the Physical Education (PE) Teacher Program at Federal University of Bahia (UFBA – Brazil). It mainly aims to understand how pedagogical knowledge is established in PE initial formation and, as specific goals, to enable the Institutional Scholarship Initiative Program (PIBID) in training context policies, to analyze if the future PE schoolteachers can point out their pedagogical knowledge, and to identify the pedagogical knowledge supported by future PE school teachers. The research guiding question is: how is pedagogical knowledge supported by future PE school teachers during PIBID program? The epistemology of practice, the teacher knowledge theory, and the sociology on teaching experience are taken as references. A qualitative and dialectical research methods were used to investigate the training and pedagogical practices of nine school teachers who are engaged in the PE project during a three-year course. The future PE school teachers were followed during the whole formative process, and their pedagogical practices were made through systematic observations, which resulted in a research journal, and semi-structured interviews. The data collected were organized, analyzed and discussed. The dissertation consists of three guiding axes: the PIBID program description, the identification and pedagogical knowledge application supported by the future PE school teachers and a daily school formative experience, which are presented in seven chapters. The first chapter includes the author’s implication, the object of study, its problematization, its goals and the social and scientific relevance of the research. The second and the third chapters point out the investigation of pedagogical knowledge and the way how it happened, respectively. The fourth chapter describes the PIBID program. The fifth chapter deals with the identification and the pedagogical knowledge supported by the future PE school teachers in their teaching practices. The sixth chapter is about the daily school formative experience. Finally, the last chapter shows the research results and the final considerations.
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Hahn, Elizabeth. "Daily Experiences of Older Adults with Mild Cognitive Impairment." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4060.
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Rationale and study aims: Persons with mild cognitive impairment (MCI) experience declines in everyday functioning and cognitive performance greater than what is experienced in normal aging but less than that of dementia. Daily stress and daily memory complaints associated with cognitive deficits may contribute to greater psychological distress in the day-to-day experiences of persons with MCI. However, research examining the occurrence of daily stressors, daily memory complaints and psychological distress in MCI is limited, and it is not clear how the daily processes of stress and affect in persons with MCI compare to cognitively healthy older adults. This dissertation examined the occurrence of daily stressors, daily memory complaints, retrospective and daily well-being in persons with MCI compared to cognitively healthy controls. Main analyses examined whether daily stressors and daily memory complaints were associated with worse daily affect in MCI participants compared to controls, and whether increased daily stress was associated with a greater number of memory complaints.
Methods: The study used a short-term repeated measures design, and included MCI and control participants recruited from a university-based memory clinic. The interviews consisted of a baseline interview and up to eight consecutive days of brief daily phone interviews. The interviews included both retrospective and daily measures of psychological well-being, daily stressors, daily memory complaints, and open-ended questions about daily experiences.
Results: Persons with MCI reported a greater number of daily memory complaints and worse psychological distress, as measured by both retrospective and daily reports. There were no significant differences between MCI and control participants, however, in the frequency of daily stressors. In both unadjusted and adjusted analyses, on days when a participant reported more daily stressors, they had higher negative affect. The stress-negative affect relationship was stronger for MCI participants compared to controls. MCI and control participants who reported more memory complaints, on average, had higher negative affect.
Discussion: Daily stressors were disproportionally associated with greater psychological distress in MCI participants as compared to cognitively healthy controls. Interventions targeting the potential distress associated with daily life may be beneficial for psychological well-being in persons with MCI. Future research should examine other potential mechanisms of distress in daily lives of persons with MCI in order to inform relatives and caregivers of persons with MCI, clinicians who give diagnoses to their patients, and individuals providing community support for individuals living with MCI.
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Khambaty, Tasneem. "Variability in daily experiences of mood and its correlates." Connect to resource, 2009. http://hdl.handle.net/1811/37271.
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Beveridge, Margaret Elizabeth. "A phenomenological inquiry into mothers' experiences of daily family rituals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55613.pdf.
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McDonald, Daniel A. "Examining the daily interweave of fathers' work and home experiences." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284276.
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The basic premise of the present research is that fathering may be best understood as a process through which men demonstrate care and support for their children on a day-to-day basis over time. Work and family roles for fathers are no longer viewed as occupying separate spheres, but rather these roles are seen as integrating in a complex weave. Work may enhance the family role for men by allowing them to fulfill their obligations and provide for their families. Work may also interfere with fathering to the extent that work stressors disrupt fathering activities. One way to examine the work-family interweave is to study the day-to-day connections of fathers' work and family experiences. The present study explores a transformation process, whereby daily work experiences, such as work cutbacks, are differentially predictive of fathering experiences at home. Using a daily experiences paradigm, this study combines both stable and dynamic characteristics of fathers' work and home settings to study how work and family are interwoven. Data for these analyses are from the National Study of Daily Experiences: one of the studies that is part of the National Survey of Midlife in the United States (MIDUS). The sample consisted of 1031 randomly selected respondents and 452 twin respondents from the MIDUS study who completed a short telephone interview on each of 8 consecutive evenings. The present analyses used a subsample of the MIDUS sample consisting of 290 fathers who had children age 20 or younger living in the household. Findings from the within-father HLM analyses provide some evidence supporting the transformation of fathers' work and home experiences. On days fathers experienced a cutback at work, they were two to two-and-a-half times more likely to be involved in a child-related stressor or provide emotional support (respectively) to their children than on days they do not have a cutback at work. Also, the findings indicate that work environments appear to make a difference in men's parenting experiences. Workplace characteristics such as control over the work situation, supportive work environments, and job discretion, moderate the relationship between work experiences and fathering behaviors.
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SILVA, SARA MOITINHO DA. "THE BLACK CHILD IN DAILY SCHOOL LIFE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13867@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A presente dissertação tem como objetivo conhecer e compreender as
relações das crianças negras no cotidiano escolar de uma escola pública do
município de Niterói. O principal referencial teórico utilizado foram os estudos
sobre multiculturalismo e interculturalismo, assim como as pesquisas realizadas
sobre relações étnicorraciais na escola, focando as crianças negras. Para a análise
do estudo etnográfico, foram utilizados autores do campo da antropologia e dos
estudos sobre sociologia da infância e da criança. A pesquisa de campo, de caráter
qualitativo e inspiração etnográfica, foi realizada no primeiro semestre de 2008 e
supôs observações sistemáticas no cotidiano de uma sala de aula, quatro dias na
semana, durante cinco meses, assim de diferentes espaços escolares - corredor,
recreio, refeitório, entrada e saída, etc-, assim como entrevistas com membros do
corpo docente da escola e diálogos informais com as crianças. A turma estava
formada por 28 crianças, de faixa etária de 7 a 14 anos, do 1ª ano do Ensino
Fundamental.<br>This dissertation aims at knowing and understanding the
relations of black children in daily school life in a public school in
the municipality of Niterói. The main theoretical references used were the
multicultural and intercultural studies carried out, as well as research regarding
ethnic-racial relations within the school, with a focus on black children. For the
analysis of the ethnographic study, authors in the fields of anthropology and child
sociology as well as sociological studies on childhood were chosen. The field
research, with a qualitative approach and ethnographic nature, was conducted in
the first semester of 2008, by daily systematic observations of a class room, four
days a week, during five months, and also of other school areas, such as hall,
recreational area, cafeteria, entrance and exit gates, etc., as well as via interviews
with school faculty members and informal dialogues with the children. The class
was composed by 28 students, between the ages of 7 and 14, of the first year of
elementary school.
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Boullion, Gina Q. "The Relationships Among Anxiety, Experiential Avoidance, and Valuing in Daily Experiences." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592867.
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<p> Contacting one’s values and engaging in behavior consistent with those values, referred to as valuing, is associated with improved physical and mental health (Nygren et al., 2005), increases in quality of life (Plumb & Hayes, 2008), and increases in overall well-being (Reker et al., 1987), among many other positive outcomes. But those areas of life that are valued tend to elicit unwanted, negatively evaluated experiences, often resulting in experiential avoidance (Michelson et al., 2001). Experiential avoidance has been associated with the etiology and maintenance of many psychological struggles, particularly anxiety-related struggles (Kashdan et al., 2006; Eifert & Forsyth, 2007; Hayes et al., 1999; Hayes et al., 1996). Given that anxiety is a negatively-evaluated experience that is often avoided, exploring the relationships between anxiety, experiential avoidance, and valuing appeared needed. The current study examines the relationships between anxiety, experiential avoidance, and valuing with college students using both retrospective assessments through initial questionnaires and immediate assessments through the use of ecological momentary assessment. As predicted, results indicated a significant positive relationship between anxiety and experiential avoidance. Results also indicated a negative relationship between experiential avoidance and valuing. Further, anxiety disrupted progress toward values the most when experiential avoidance was high while anxiety and experiential avoidance both independently facilitated more perceived obstacles toward values. Implications for future studies using of multiple methods of assessment, including ecological momentary assessment, along with a multidimensional conceptualization of valuing, are discussed.</p>
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Reinheimer, Paula Cristina. "Baixa visão na infância: olhares cotidianos e escolares a partir dos relatos de professores, mães e crianças." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16163.
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Previous issue date: 2014-09-26<br>For children with low vision to be able to interact with independence daily and at school time it is important to use their residual vision with property. The quality of this interaction will depend on the child's ability to interrelate continuously. The objectives of this research were to identify challenges and opportunities from the representations of mothers, teachers and children before the diagnosis of children with low vision. The method of the study was exploratory research from interviews with semi-structured script. Were interviewed six mothers of children with low vision between the ages of seven to twelve years old, six teachers that work with children with low vision and six children with low vision. The main topics of the interviews were the daily experiences of children and school life, especially reading books of children's literature. The results reveal that mothers showed the effort and dedication that children have to learn, certain fears for the issue of visually impaired children, interpreting their learning towards reality. Teachers talked about the opportunities that children have to be independent in their daily life and school experiences. The children described their routines and how they deal with their visual impairment, the low vision. It is concluded that mothers and teachers work continuously to the independence of children in daily life and everyday school experiences, especially in reading books. Children dedicate themselves to the learning process, enforcing to live well in society and at school, from low vision<br>Para que crianças com baixa visão consigam interagir com independência na vida
cotidiana e escolar é importante usar seu resíduo visual com propriedade. A
qualidade dessa interação vai depender da capacidade da criança de se interrelacionar
continuamente. Os objetivos desta pesquisa foram identificar desafios e
possibilidades a partir dos relatos das mães, professores e crianças perante o
diagnóstico de baixa visão das crianças. O método do estudo foi a investigação de
caráter exploratório a partir de entrevistas com roteiro semiestruturado. Foram
entrevistadas 6 mães de crianças com baixa visão, 6 professores que trabalham
com baixa visão, e seis crianças com baixa visão com idades entre 6 a 11 anos. Os
tópicos principais das entrevistas foram as vivências cotidianas da criança e a vida
escolar, em especial a leitura de livros de literatura infantil. Os resultados mostraram
que as mães falaram sobre o esforço e dedicação dos filhos para aprender e de
seus medos relacionados à deficiência visual de seus filhos. Os professores
mencionaram as possibilidades que as crianças têm para serem independentes na
vida cotidiana e escolar. As crianças descreveram suas rotinas e como lidam com a
deficiência visual, a baixa visão. Conclui-se que as mães e professores trabalham
continuamente para favorecer a independência das crianças na vida cotidiana e
escolar, em especial na leitura de livros. As crianças se dedicam ao aprendizado,
esforçando-se para se adaptarem à maneira de viver bem na sociedade e escola a
partir da baixa visão
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Chandler, Amy Louise Wiles. "Parents in middle adulthood: Exposure and reactivity to daily child-related experiences." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280576.
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The purpose of the present study was twofold; it examined midlife parents' exposure to daily child-related events as well as the daily emotional reactivity that parents experience in association with these events. The premise of the study is that children can influence the well-being of their parents and that both daily exposure and reactivity to child-related experiences differ with the age of child as well as parental gender. Two conceptual frameworks, generativity and stress theory are used to explain how children influence parents' development and well-being. The study variables included daily child-related stressful events of high and low severity, daily emotional support parents provided their children, and parents' negative mood. Data for these analyses are from the National Study of Daily Experiences. The sample for the present study consisted of parents of minor children, ages 1 to 21 (n = 214; 107 mothers, 107 fathers), and parents of adult children, ages 22 and above (n = 287; 107 mothers, 180 fathers). The findings indicated that there were no significant parent gender or child age differences in exposure to high severity stressors, but there were parent gender and child age differences in low severity stressors and emotional support. Mothers of children of all ages experience more frequent low severity daily stressors and provide more emotional support than do fathers. Parents of minor children also experience more frequent daily low severity stressors and provide more emotional support than do parents of adult children. However, parents of minor children do not experience more severe events than parents of adult children. For parents of adult children, the proportion of severe stressors to all stressors was much greater than for parents of minor children. In other words, when a parent of an adult child experiences a child-related stressor, it is more likely to be very serious than when a parent of a minor child experiences a child-related stressor. Last, in relation to parental well-being, this daily stressor study showed that low severity stressors are associated with parents' negative mood. Parent gender nor child age moderated the effects of stressors on negative mood. What this might indicate is that it is truly the persistent, mundane child-related stressors that wear a parent down. Implications of this study show that child-related stressors can also enhance parental development and well-being through opportunity for generativity.
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Klaich, Katherine. "The daily experiences of women with alcoholism teaching tales about women's process /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7222.
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Petry, Heidemarie. "Aging happens : experiences of Swiss women living alone /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7260.
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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06012009-172237.
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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25176.
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This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored.</p.> Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence.<br>Dissertation (MEd)--University of Pretoria, 2008.<br>Educational Psychology<br>unrestricted
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Manners, Lorraine S. "School experiences of successful students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21072.pdf.
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Wargo, Elizabeth Sue. "Hyperconnected school leadership| Shared experiences." Thesis, University of Montana, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256108.
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<p> Leaders remain perpetually connected to their work because of the rapid advancement of information technology. This research, using a qualitative approach, explored how increased connective technology is affecting school leaders with the central question: <i>How is hyperconnectivity experienced by school leaders?</i> Using personal interviews, the lived experiences of fifteen international middle and high school principals with one-to-one student-to-device programs were collected. Raw transcriptions of their experiences were analyzed using the descriptive phenomenological approach as outlined by Giorgi (2009). This approach allowed for the data to be reduced into a single narrative description shared by all participants indicating the essences of their lived experience as hyperconnected school leaders. </p><p> This shared narrative highlighted complex and paradoxical experiences associated with how these school leaders interact with technology. Their experiences indicated that work-life balance for hyperconnected leaders required strong personal boundaries and skillful use of connective technologies. Examples of effective leader development of self and community highlighted, paradoxically, the need to unplug to effectively deploy connected technology within their leadership practice. Conversely, this study also showed how leaders can be controlled by connectivity. They associated their roles as responsible school leaders with perpetual connectivity; in consequence, they fused their work and home lives, experienced increased stress, and struggled with work overload. These results imply that international school principals are impacted by increased connectivity in different ways. Findings from this study indicate those leading hyperconnected schools must pay attention to how connectivity is affecting themselves and members of their school communities. Principals must protect themselves from the increasing demands upon their attention that constant connectivity presents in order to make mental room for the self-reflection and creativity needed to provide novel solutions and approaches towards their leadership work.</p>
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McCree, Mel. "Practitioner experiences of Forest School." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2066/.
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The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.
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Cherrington, Avivit Miriam. "Learners experiences of school violence in a rural school." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/25511.
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The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Cherrington, Avivit Miriam. "Learners' experiences of school violence in a rural school." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25511.
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The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Syvertsen, Kai P. "The role of cognitive processes in dysphoria and college drinking : a daily experiences study /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=888855231&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Flensner, Gullvi. "Fatigue in individuals with multiple sclerosis : lived experiences and perceived impact in daily life /." Linköping : Linköpings universitet, 2005. http://www.bibl.liu.se/liupubl/disp/disp2005/med917s.pdf.
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Persson, Stina. "Parents' experiences of daily life having a child with Down syndrome in Costa Rica." Thesis, Sophiahemmet Högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-1595.
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Background Out of all chromosomal disorders, Down syndrome is the most common. Being a parent to a child with this contition comes with unique challenges and can be a life-changing experience, as the child will require special attention and interdisciplinary care throughout the life span. Limited research has been done regarding parents experiences of daily life with a child having Down syndrome, and this study is an attempt to contribute to the understanding of this phenomenon in general, and in Costa Rica in particular. Aim The aim of the study was to describe parent's experiences of daily life with a child having Down syndrome in Costa Rica. Method A qualitative interview study with a semi-structure was used as approach together with qualitative content analysis. An inductive approach was used for the analysis. Six parents in San José were interviewed for the study. Result Parents' experiences of daily life with a child having Down syndrome in Costa Rica was associated with various aspects, some in general and some more specific. The general were positive and negative experiences, whereas the others were more focused on specific areas regarding the daily life and Costa Rica as a country. Conclusion Parents in Costa Rica tend to have similar positive and negative experiences when comparing to other studies of this phenomenon. The findings suggest that Costa Rica is a country with deficiencies when it comes to the social, legal and educational system.
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Jahan, Nabila Farhin. "Effect of a 14-Day Mindfulness Intervention on Daily Desire Experiences and Desire Regulation." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5817.
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A growing body of research suggests that mindfulness, a receptive attentiveness to one’s present moment experiences, has the potential to adaptively regulate habitual behaviors. No prior study has tested the effect of mindfulness interventions on people’s daily desire experiences to inform the potential for adaptive desire regulation. The present exploratory randomized controlled trial examined the effect of a 14-day smartphone-based mindfulness intervention (versus a coping control intervention) on the frequency, intensity, duration, and enactment of everyday desires in 19 participants. The desire domains included basic need-based desires (i.e., for food, drink, sleep) and secondary desires (e.g., for sex, media, social interactions, work), assessed for 7 days pre- and post-intervention through ecological momentary assessment (EMA). Emotion data collected alongside, also through EMA, permitted examining the role of the mindfulness intervention in altering a potential link between experienced emotion (positive and negative) and desire. Results showed that intervention condition significantly predicted post-intervention desire frequency; those in the mindfulness condition experienced a higher frequency of desires post-training, and specifically, increased secondary desire frequency, but not basic desire frequency. Intervention condition did not predict the other desire outcomes (enactment, strength, or duration). Results also revealed that intervention significant moderated the association between positive emotion and overall desire frequency; those in the mindfulness condition experienced fewer desires when experiencing increased positive emotion, whereas there was no association between positive emotion and desire after coping training. Intervention condition did not moderate associations between positive emotions and other desire variables, or negative emotions and any desire variables.
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Brake, C. Alex. "MODELING DAILY POSTTRAUMATIC STRESS SYMPTOMS AND MENTAL CONTAMINATION EXPERIENCES AMONG SURVIVORS OF SEXUAL TRAUMA." UKnowledge, 2019. https://uknowledge.uky.edu/psychology_etds/169.
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Mental contamination (i.e., feelings of dirtiness in the absence of contact with a contaminant) is a potentially important yet understudied factor in posttraumatic psychopathology, particularly for survivors of sexual trauma. Mental contamination has been linked to PTSD symptom severity, negative affect, and coping cross-sectionally and in lab-based paradigms, but research has yet to assess these relationships in ecological contexts. The present study extends previous cross-sectional findings by modelling relationships between mental contamination and posttraumatic psychopathology, emotions, and coping both within-day and from one day to the next. Forty-two female sexual trauma survivors completed twice-daily assessments of mental contamination, PTSD symptoms, negative emotions, and avoidant/approach coping via a smartphone app. Daily averages and intraindividual changes in mental contamination scores were linked with PTSD symptoms at the same timepoint. Mental contamination also significantly predicted several specific avoidant coping strategies at later timepoints in addition to concurrent links. Unexpectedly, several negative emotions exhibited positive links with concurrent mental contamination but were negatively linked to later mental contamination. Exploratory analyses identified a significant interaction whereby elevated morning negative affect predicted evening reductions in mental contamination, but only for individuals also high in morning PTSD symptoms. Lastly, prevalence of reported baseline mental contamination was much higher in the present study compared to prior research. Clinical relevance and future recommendations for ecological research in trauma-related mental contamination is discussed.
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Effiom, Claudius Bassey. "Principal Experiences In A School Consolidation." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5214.
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Abstract
Educational leaders must operate in a complex political world that places a premium on skills and strategies involving consensus building, negotiations, and reciprocity. This dissertation is about the leadership struggles and tensions inherent in a school consolidation process. The principals highlighted in this study represent the leader of a metropolitan school which is closed and consolidated with another school in the same school district. The school district employs a defined and planned process to address many issues inherent in a school consolidation like guaranteed placement of displaced teachers in schools of their choice.
I examined the experiences of three principals during the course of the school consolidation to determine if there are any advantages in using a pre-planned consolidation to ensure the success of the consolidation process. My experiences as a principal involved in a school consolidation experience without a defined and pre-negotiated consolidation protocols was used to draw contrasts when interview data was analyzed from the three school principals. To guide my data collection and analysis I used a conceptual framework based on the work of Mead (1934), Husserl (1965), Blumer (1969), Stryker (2002) and Merleau-Ponty (2004), Interpretivism with a case study paradigm based on the work of Hancock and Algozzine (2006), Creswell (2003), Yin (2003) and Miles and Huberman (1994) to guide my study which was aimed at understanding the experiences of school principals during a school consolidation.
The initial findings of my study indicated that the experiences for most stakeholders impacted by a consolidation were consistent with those found in the literature concerning other consolidation experiences. There was some minimal reduction in the perceived levels of uncertainty and anxiety of staff members concerning their employment status. The principals had certain assignments related to the logistical planning and management of resource security and allocation removed from their agenda, but leadership experiences remained fraught with uncertainty and a sense of trial and error in navigating through the processes required for a successful consolidation experience.
This study provided several insights that may be useful to school principals in managing and seeking appropriate assistance from district level leadership to improve the probability that the level of success in a school consolidation may affect various stakeholder groups impacted by the experience. The findings discuss several implications regarding how school principals and school districts may consider the overall impact of a school consolidation on their students and their stance regarding equity and social justice for all the school's communities. Finally, this study provides several recommendations for policy and educational practice.
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Lund, Ellen. "Archive of Experiences : Toulluvaara Outdoor School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171763.
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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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Morrow, Michael Thomas. "Children's peer victimization and daily psychological functioning." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2009. http://proquest.umi.com/pqdweb?did=1891570961&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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SANTOS, RAQUEL ALEXANDRE PINHO DOS. "THAT’S WHAT HAVEN’T CHANGED YET: SEXUAL DIVERSITY, HOMOPHOBIA AND SCHOOL DAILY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18281@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Diante da sociedade plural em que vivemos, na qual existem diferentes opções de identificação nas hierarquias de pertencimento, como estão representadas para jovens do Ensino Médio as questões de sexualidade? Existem mecanismos de heteronormatividade inseridos nas relações sociais, mais especificamente, nas relações escolares? Como a educação escolar trabalha a discriminação, o preconceito e a violência direcionados às sexualidades? Se existem, quais as diretrizes políticas e pedagógicas que atuam neste quadro? Esta dissertação se propõe a ser uma análise de se e como a homofobia está presente no cotidiano escolar, por isso buscou entender: (1) como os/as jovens do Ensino Médio de uma escola pública da cidade do Rio de Janeiro percebem a diversidade sexual, (2) se ocorre uma valorização da heterossexualidade e (3) como é vivenciada e discutida a diversidade sexual nesse cotidiano escolar. Para tanto, optou-se por uma pesquisa qualitativa, através de dois instrumentos: grupo focal e entrevistas semi-estruturadas, realizados com quatorze estudantes. Assim, verificaram-se, nos discursos dos/as jovens pesquisados/as, uma concordância com a existência da homofobia, vivenciada inclusive dentro da escola, e uma afirmação de que esta temática não é trabalhada nas atividades pedagógicas. Concomitante a isso, esta pesquisa também articulou algumas questões interculturais a uma proposta de ensino que valorize a diversidade sexual. Para, por fim, debater a relevância de uma educação sexual não homofóbica, voltada para a Educação Básica.<br>Given the plural society in which we live, where different options of identification in the hierarchies of belonging, how are the questions of sexuality represented for adolescents in High School? Are there mechanisms of heteronormativity inserted in social relations, more specifically, in school relations? How does the school education deal the discrimination, prejudice and violence directed against sexualities? If in existence, which political and pedagogical directives act in this scenario? This dissertation sets itself to be an analysis of if and how homophobia is present in school daily life, in search to understand (1) how adolescents in High School of a public school of Rio de Janeiro acknowledge sexual diversity and homophobia, (2) the occurrence of an appreciation for heterosexuality and (3) how sexual diversity is experienced and discussed in school activities. For such, a qualitative research was chosen, through two instruments: focal groups and semi-structured interviews, conducted with 14 students. This way, it confirmed a concordance with the existence of homophobia was observed in the speeches of the adolescents addressed, lived even inside the school, as well a affirmation that this thematic is not inserted in pedagogical activities in and outside the classroom. Associated to this, it was also perceived the articulation of some intercultural questions to a proposal of teaching that values sexual diversity. The goal being to debate the relevance of a non-homophobic education, turned to Basic Education.
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Encina, Agurto Yonatan José, and Muñoz Myriam Viviana Ávila. "Validation of a scale on daily stress in school-age Chileans." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/99904.
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This study examines the psychometric properties of a scale of daily stress in the school context (EECE). The factorial structure and internal consistency were studied in a sample of Chilean children and adolescents from the Maule region (n = 734) between 10 to 17 years old. The factorial structure of three factors was simple and coherent with the main dimensions of the school context that can become stressful for students: academic stress, relationship stress and inadequate school climate. The internal consistency was good for both the overall scale as well as for the three factors. Also, significant differences were found in the perception of stress according to sex (male / female) and geographic location (rural /urban). These findings are consistent with the existing literature.<br>Se evaluaron las propiedades psicométricas de una escala de estrés cotidiano en el contexto escolar (EECE). Se estudió la estructura factorial y la consistencia interna en una muestra de niños y adolescentes chilenos de la Región del Maule (n = 734) con edades entre 10 y 17 años. La solución factorial de tres factores resultó simple y coherente respecto a las principales dimensiones del contexto escolar que pueden llegar a ser estresantes para los estudiantes: estrés académico, estrés relacional y ambiente escolar inadecuado. Los índices de consisten- cia interna fueron buenos tanto para la escala general como para los tres factores. Además se aprecian diferencias significativas en la percepción de estrés según el sexo (hombre/mujer) y ubicación geográfica (rural/urbano), que son coherentes con lo que señala la literatura.
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Corkery, Shannon Alicia. "An Examination of Relational Sacrifices: Associations with Daily Commitment and Satisfaction and Tripartite Commitment Experiences." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581133.
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In this dissertation, I focus on associations between relational sacrifices and commitment (e.g., daily commitment and tripartite dimensions of commitment). This collection of empirically and conceptually related studies are guided by interdependence and commitment theories. First, in Paper 1, actor-partner interdependence models (APIMs) are used to examine individuals' and partners' self-reported perceptions of relational sacrifices in association with actors' daily relational satisfaction and commitment. Here, actor and partner reports of frequency, ease and partner awareness of sacrifices were independent variables and daily satisfaction and commitment were dependent variables. For the sample of unmarried, expectant cohabitors (N = 140 individuals; 70 couples), higher perceived ease of daily sacrifices by both actors and partners was associated with individuals' higher daily satisfaction and higher daily commitment. Relational sacrifices are again independent variables for papers 2 and 3, but tripartite dimensions of commitment (i.e., personal, moral and structural commitment) are specified as dependent variables. In paper 2, data from a subset of the sample of unmarried, expectant cohabitors from Paper 1 who completed qualitative interviews about their commitment (N = 82; 41 couples) are used. Here, associations between sacrifices and commitment were primarily patterned around moral commitment. Specifically, individuals' reports of more frequent and less easy sacrifices, and partners' reports of higher perceived partner awareness of sacrifice, were associated with individuals' higher moral commitment. In contrast, partners' reports of more frequent sacrifices were associated with individuals' lower moral commitment. Beyond moral commitment, individuals' reports of higher perceived partner awareness of sacrifice were associated with their own higher structural commitment, but no significant associations were found with personal commitment. In Paper 3, associations between frequency of and satisfaction with relational sacrifices and tripartite commitment dimensions are examined in a sample of 731 individuals currently involved in romantic relationships. Unlike the sample from Papers 1 and 2 (unmarried, expectant cohabitors), the sample here consisted of individuals across varied relationships statuses (e.g., casual dating, serious dating, married). With this broader range of relationships represented, more frequent sacrifices were associated with higher structural and moral commitment, whereas higher satisfaction with sacrifices was associated with higher personal commitment. Despite a lack of patterned results across this collection of studies, the variation of findings across the samples suggests that the relationship between sacrifices and commitment may be different for different populations. For instance, results from papers 1 suggest that unmarried, expectant cohabitors may be wise to focus on making easier sacrifices given associations with more positive daily satisfaction and commitment. Moreover, results from paper 2 suggest that personal commitment may not be salient for these individuals as patterned findings were specific to the relationship between sacrifices and (mostly) moral commitment. Nevertheless, with a broader population represented (paper 3), associations were found across tripartite commitment dimensions. Thus although sacrifices may not have been relevant to personal commitment for unmarried, expectant cohabitors, it is for others. Taken together, these studies demonstrate the diverse ways in which individuals experience sacrifices relative to daily experiences, and various forms, of commitment. This knowledge can be used to inform individuals how they may choose to function in relationships, practitioners how they may design relational intervention and improvement strategies, and researchers how to apply theory and approach studying commitment across diverse populations.
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Ring, Jacobsson Lisa. "Perspectives on living with coeliac disease in remission : Daily life experiences, symptoms and well-being." Doctoral thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122382.
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Background and aims: Despite living with a gluten-free diet (GFD) Swedish women with coeliac disease (CD) report a lower level of well-being than women without the disease and men with the disease. The all-embracing aim of the thesis was to study experiences of living with coeliac disease in remission and to discover whether a patient education intervention can influence the perceived health and daily life of women with coeliac disease. Methods: Studies I-IV were based on the same sample, a total population of 106 women, > 20 years old, with confirmed CD, who had been treated with a GFD for a minimum of five years. From the total population of 106, 15 and 14 purposefully selected women were included in studies I and IV respectively, which had a phenomenological approach by which data was collected through recorded personal narrative interviews. The participants in studies II & III, comprising the total sample of 106 women, were randomized to one of two groups: either to the intervention group (n=54) that underwent a ten-session patient education (PE) program with problem based learning (PBL), or to a control group (n=52) that received information regarding CD, which was sent to their home on a regular basis. Data was collected by self-administered questionnaires. Study V included 22 purposefully selected people (11 women and 11 men) with confirmed CD that had experienced any kind of residual discomfort despite treatment for at least five years with a GFD. Data was collected by recorded semistructured interviews. Well-being (II-III) was assessed at baseline and after 10 weeks in all patients and after six months in the intervention group using the Psychological General Well-Being index and the Gastrointestinal Symptom Rating Scale. The interviews (I & IV), which were carried out before the start of the PE (I) and within two weeks of completion of the PE program and about three months after the first interview (IV), were analysed with descriptive phenomenology. The data from study V was analysed by content analysis. Results: In the results, the experience of living with CD in remission was described by participants as a constant quest for a normal life (I, V). Three constituents representing conditions necessary to achieve a normalised lifeworld were described (I) as: being secure, being in control, and being seen and included. The balance of thoughts in relation to these constituents proved to be crucial for the individual woman’s ability to experience a normal life, despite the disease. Participants described (V) conditions facilitating the opportunities to live a normal life, but also various barriers to reaching this goal. The results from the PE based on PBL (II-III) showed that the PE improved psychological well-being (II) and GI (III) in women with CD to some extent, but not sufficiently as the improvement reached normative values for women only at 10 weeks regarding PGWB mean total index, and at no point in time regarding GSRS mean total index. The effect had waned at the follow-up six months after the intervention was completed as regards the women’s psychological well-being. In coping with CD, it seems essential for women to interact with others with the same disease (IV). The interaction made women feel individually strengthened, and provided them with a broader perspective on life with CD. As a result, this strengthened their sense of self in relation to the disease. Knowledge given by other participants and experts could result in both relief and anxiety. The results from the PE based on PBL (II-III) showed that the PE improved psychological well-being (II) and GI (III) in women with CD to some extent, but not sufficiently as the improvement reached normative values for women only at 10 weeks regarding PGWB mean total index, and at no point in time regarding GSRS mean total index. The effect had waned at the follow-up six months after the intervention was completed as regards the women’s psychological well-being. In coping with CD, it seems essential for women to interact with others with the same disease (IV). The interaction made women feel individually strengthened, and provided them with a broader perspective on life with CD. As a result, this strengthened their sense of self in relation to the disease. Knowledge given by other participants and experts could result in both relief and anxiety.
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Sanchez-Horn, Roxana M. "School Experiences Then and Now: Are Parents' Perceptions of Their Own School Experiences Related to Their Perceptions of Their Child's Middle School?" [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001254.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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McConnell, Dianne. "School experiences of successful adults with blindness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23030.pdf.
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Bell, Anne C. "Storied experiences of school-based habitat restoration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0014/NQ59543.pdf.
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Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.
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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support.
Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom.<br>AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ʼn daadwerklike uitwerking op ʼn onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ʼn verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ʼn refleksie-aktiwiteit, individuele onderhoude, ʼn fokusgroeponderhoud, ʼn oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied.
Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.
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Tzibazi, Vasiliki. "Researching primary school children's "museum theatre" experiences." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/10712.
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As the number of museums that employ theatre as part of their educational provision is increasing there is a need for the articulation of the theoretical framework and an in-depth insight into the children's "museum theatre" experiences. The aim of this empirical research is to examine how primary school children "make meaning" of the form and content of the experience in two forms of "museum theatre": a) a participatory theatrical experience in the heritage site of Clarke Hall and b) first person interpretation events in the Museum of London. Based on the principles of the constructivist qualitative paradigm, the research attempts to offer an insight into how the children understand the content and format of the "museum theatre" experience. The research focuses on the interrelationship between the children's prior-to-the-event agenda and their "museum theatre" experiences and examines the children's experiences as products of relationships between the involved parties: the museum's agenda and the schools' agenda. The constructivist paradigm and the interpretive sociological approach illustrate the epistemological position that underpins the formulation of the research questions and the methodological framework employed. The data generation methods derive from ethnographical research methods and mainly involve interviews, observations and children's drawings. The research attempts to elucidate the parameters that shape the children's "museum theatre" experiences. These include the museum's setting and objects, the children's willingness to suspend disbelief, the interactive/participatory aspects of the experience and the opportunities given to children for reflection and generation of new understandings. The research findings underline the subjectivity of the theatrical experience, as shaped through the various objectives and expectations of the involved parties. They suggest that interplay between the event's format/content and the experience's fictional/real context is evident in the children's interpretation of their "museum theatre" experience.
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MacKay, Donald J. "Commonalities in missionary children's boarding school experiences." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Mwinsa, Mapoma Grant. "Exploring Children's Lived School Experiences in Zambia : Negotiating School Social Spaces." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23740.
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Just like other parts of the world, schools in Zambia are, by and large, expected to be spaces for children to socialize and acquire knowledge and skills. However, the school practices in most parts of the world suggest that school spaces are 'ideal spaces for children's training' and 'preparation for the future'. They are seen as places that keep children away from danger and misdemeanor. In view of the foregoing, the aim of this thesis was to explores children's lived school experiences and understand how they negotiate through school social spaces. The study examines school practices, physical spaces and gender differences therein. At the core of this research were views and perceptions of children, parents and teachers on schooling as a lived space. The study further discusses issues related to social structural approaches (generation and agency), space and non-spaces for children and childhood, and gender perspectives. To that end, empirical data was collected using interviews, focus group discussions and observations in school spaces and some homes. The recorded data from all 24 participants (18 children aged between 15 and 17, 5 parents and 1 teacher) were transcribed and coded into emerging themes. These were then thematically analysed by category in relation to practice and theory. Findings in this research suggest that childhood is viewed as a period of schooling and training by both adults and children. In general, adults argued that children are incompetent, immature, and irresponsible and lack the ability to coordinate their own activities. This characterization of childhood is typical of Zambian society and the analysis finds that in this respect, children's agency is underestimated by the parents and teachers working with children in the studied schools. The research has highlighted strategies that children use to negotiate through school physical spaces in view of the many rules and regulations set by adults. It also suggests that school spaces can actually be non-spaces of children and childhood as the latter continue to occupy the worst parts of these social spaces. Results also suggest differences between girls and boys in the way they view schooling and childhood. Girls saw school spaces as a place for less rules and obligations and the home as a space for domestic work. Boys however, to a larger extent, saw the home as a space for play due to less domestic obligations and rules while school as an adult space due rules and regulations. The difference in perception of the two spaces can be attributed to social cultural constructions about 'boyhood' and 'girlhood' that are embedded in Zambian society. Everything about children and childhood is seen through adult eyes and not based on views and perceptions of children themselves.
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Graham, Archie. "School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166058.
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The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.
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Falk, Kristin. "Fatigue in patients with chronic heart failure : patient experiences and consequences of fatigue in daily life /." Göteborg : Institute of Health and Care Sciencesy, Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/4386.
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Ring, Jacobsson Lisa. "Daily life experiences, symptoms and well being in women with coeliac disease : A patient education intervention." Licentiate thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-72454.
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Background and aims: Despite living with a gluten-free diet (GFD) Swedish women with coeliac disease (CD) report a lower level of well-being than women without the disease and than men with the disease. The aims of this thesis were to describe the life experience of being a woman living with CD (I) and to assess the effects of patient education (PE) with problem based learning (PBL) on psychological well-being (II) and gastrointestinal symptoms (III). Subjects and methods: In total 106 women, > 20 years, with confirmed CD, who had been treated with a GFD for a minimum of five years were randomized (II&III) to one of two groups: either to the intervention group (n=54) that underwent a ten-session educational program, called ‘Coeliac School’, with PBL, or to a control group (n=52) that received information regarding CD, which was sent to their home on a regular basis. Assessments: Well-being (II & III) (the Psychological General Well-Being index and the Gastrointestinal Symptom Rating Scale) was assessed at baseline and after 10 weeks in all patients and after 6 months in the intervention group. Individual interviews (I) were carried out with purposefully selected women (n=15) before the start of the‘Coeliac School’. Result: The qualitative study showed that CD can influence women’s lives in different ways. A desire for a normalised life-world was described. Three conditions necessary to achieve a normalised life-world were described as: being secure, being in control and being seen and included. After ten weeks of education, participants in the “Coeliac school” reported a significant improvement in psychological well-being (p=0.001) and gastrointestinal symptoms (p=0.013). The controls did not improve significantly. However, at baseline the controls, for reasons which were not apparent, and despite randomization, expressed significantly better psychological well-being and fewer gastrointestinal symptoms than women in the intervention group. Six months after completion of the PE program some of its positive effect had decreased. Conclusions: A PE with PBL can help women with CD to benefit from a greater degree of well-being. It is important to offer PE to those women who fail to achieve a normalised lifeworld. However, intervention methods need to be refined in order to provide a more pronounced long-term effect.
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Drewry, Julie Anne. "High School Dropout Experiences: A Social Capital Perspective." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26260.
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The purpose of this study was to record and analyze students' experiences with dropping out of high school within a social capital framework. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social capital context. This information can be used to develop programs designed to increase social capital in schools, families, and communities, which can contribute to a decrease in dropout behaviors.
This phenomenological study took a narratological research approach that focused on collecting the lived experiences of high school dropouts within a social capital framework. The context of this study was a high school in an urban school division in Southwestern Virginia. The participants were five high school dropouts who speak English as a primary language and were a part of the general education population at the high school. Triangulation of data sources included field notes, interviews with the participants, and archival documents. A three-iteration code mapping procedure was used for data analysis to provide an audit trail.
Narrative descriptions of the life histories of each participant were written. The overarching themes resulting from the analysis across the narratives were that none of the students had relationships with members of their families or communities who had the capacity to assist them in their endeavors to complete school; students had the desire to complete school or obtain a GED, but did not have a relationship with any person outside of the school setting who was persistent with encouragement and knowledge; and the students had access to social capital, but did not understand how to use it effectively. Results and conclusions are included in two articles, one written for publication in Sociology of Education, and the other written for publication in Professional School Counseling.<br>Ph. D.
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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.
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