Dissertations / Theses on the topic 'Narrative evaluation study'

This qualitative descriptive narrative research was the first known study to collect participants’ perceptions on the effectiveness of the Marine Corps’ Light Armored Vehicle driver training. The general problem was the Marine Corps’ vague guidance on curriculum development, instruction, and assessment for driver training of the Light armored Vehicle (LAV). Specifically, it is unknown how LAV drivers perceive the effectiveness of their driver training. The single research question for this study was what are the participants’ perceptions of the effectiveness of the Light Armored Vehicle Training Course’s driver curriculum? This study used a semi-structured interview format comprised of 10 open-ended questions to interview 20 former LAV drivers. Thematic coding discovered six themes: (1) heavy reliance on PowerPoint, (2) instructors rushing through the course, (3) low instructor motivation, (4) minimal driving time, (5) highly standardized instruction, and (6) the need for an extended course. Uncovered by participants, the findings of this research showed gaps in the LAVTC’s current education procedure, a heavy reliance on traditional learning methods, improper training emphasis, and instructor weaknesses. To ensure training and education standards are in keeping with the expectations of the United States Marine Corps. Participants’ observations, perceptions, and experiences are reference points to address the specific problem statement of this study, and to assist military educators and leaders in making measurable and pragmatic corrections to the LAVTC’s driver training.

The role of Nurse Consultant was developed as part of government strategy to reform the National Health Service. This thesis is an evaluation of my practice in this ‘new’ role. The evaluation was undertaken in three phases. In the first phase, from an extensive qualitative data base collected from my day-to-day practice, I analysed and constructed four short stories of my practice. Told in poetic form, these short stories evocatively portray the difficulties faced in caring for people at the end of life in an acute hospital and illuminate key themes that shaped my experience in this ‘new role’. These were finding my place and being put in my place, the emotion inherent in my day-to-day practice, developing and enhancing palliative care practice, and brokering professional presence and hybridity. In the second phase, I analysed and evaluated the short stories to identify the values that influenced my nursing leadership and patient care. From these a theory of my practice was constituted. This theory was critically examined in the third phase of analysis. The theory emphasises the importance of leadership as a relational practice, through which patient care is enhanced. This practice is influenced by professional power interrelations, the meanings of palliative care within the acute Trust and the cultural divide between organisations, particularly between nursing and education and acute care and palliative care. The thesis concludes with reflections on the research process and the tension I experienced in researching my own practice in a culture where ‘evidence-based practice’ is the norm and empirical evidence is most valued. My understanding and theory of leadership portrayed in this thesis stems from a different tradition. Grounded in observation and reflection on practice, it provides a perspective on the role currently absent from the literature, especially in the field of palliative care.

Abstract To experientially understand the concept and phenomenon of well-being at work is a worthy and topical goal for both humanity and society. The main goal of this study is to add to the knowledge and understanding of well-being at work as an individually experienced and accounted phenomenon. This evaluation study which uses narrative approach seeks answers to questions 1) What is well-being at work in the narrations of the participants, aged 55 years and over, of this study, and 2) What are the Well-being profile processes qualities that enhance well-being at work. Well-being profile refers to the significance of a holistic activity plan for an individual’s well-being at work, which is evaluated in the thesis work. Data in this study was gathered in individual processes (n = 12) in 2004–2006 and the research methods used were diaries kept by the participants, and two interviews. For studying well-being in this thesis work, the researcher wanted to develop a new methodological and methodical narrative approach. Ontological and epistemological choices have been guided by the dialogic nature of the process and giving voice to the participants. Narrative method includes both interpretation of stories with thematic content analysis and interpretation of told stories. Results are presented as well-being and core stories on micro level, and as meta level research results on macro level. In the core stories it is demonstrated how storyline and time-related individual meanings are construed by narrative analysis. With thematic contents analysis of interpretations on meta level of research results well-being at work appeared in this study as individual, holistically experienced state of well-being. Continuously fluctuating bodily, situational and mental elements form the state of well-being at work. In this study, combined factors that form the phenomenon of well-being at work are commitment to work, holistic well-being, responsibility of oneself, dialogical communality, experienced challenge in work, personal and appreciative leadership, feelings of joy and success at work, feeling of doing a worthy job, customer service skills and fitting of personal needs into work description. Well-being profile process has given understanding, knowledge and peer support to that well-being at work is a broad-based story. It enables understanding how a person can contribute to it and well-being of work community can be enhanced. Well-being profile process shared meanings were described as functionality, expertness, wholeness, peer support in groups and support in change situations. To develop and appreciate the phenomenon of well-being at work, it is essential to hear and understand stories of people. From the view point of enhancing well-being at work, it is essential to perceive its’ individual and holistic character. Methodologically this study provides new kind of knowledge into the field of well-being at work research
Tiivistelmä Työhyvinvoinnin ilmiön ja käsitteen kokemuksellinen ymmärtäminen on sekä yhteiskunnallisesti että inhimillisesti merkittävä ja ajankohtainen päämäärä. Tämän tutkimuksen päätavoitteena on ymmärryksen ja tiedon kasvattaminen työhyvinvoinnista yksilöllisesti koettuna ja kerrottuna ilmiönä. Lähestymistavaltaan narratiivisella arviointitutkimuksella haetaan vastauksia seuraaviin kysymyksiin: 1) Mitä työhyvinvointi ilmiönä on tähän tutkimukseen osallistuvien yli 55-vuotiaiden ihmisten kertomana ja 2) Mitkä ovat Hyvinvointiprofiili-prosessin työhyvinvointia edistävät merkitykset. Hyvinvointiprofiili-prosessilla tarkoitetaan väitöskirjassa arvioidun hyvinvointia edistävän kokonaisvaltaisen toimintamuodon merkitystä yksilön työhyvinvoinnille. Tutkimuksen aineisto on kerätty yksilöllisinä prosesseina (N = 12) vuosina 2004–2006 ja tiedonhankinnan tapoina ovat tutkimukseen osallistuvien ihmisten pitämät päiväkirjat sekä kaksi aktiivihaastattelua. Tässä tutkimuksessa työhyvinvoinnin tutkimiseen haluttiin kehittää uudenlainen metodologinen ja metodinen narratiivinen lähestymistapa. Ontologisia ja epistemologisia ratkaisuja ovat ohjanneet prosessimaisuus, dialogisuus ja äänen antaminen tutkimukseen osallistuville ihmisille. Narratiivinen metodi sisältää sekä kertomusten tulkintaa temaattisella sisältöjen luvulla että kertomuksellista tulkintaa. Tutkimustulokset tuodaan esille mikrotasolla työhyvinvointi- ja ydintarinoina sekä makrotasolla metatason tutkimustuloksina. Ydintarinoissa osoitetaan kertomuksellisen tulkinnan kautta rakentuvan juonen ja ajallisuuden henkilökohtaisten merkitysten rakentuminen. Kertomusten tulkinnan temaattisella sisältöjen luvulla metatason tutkimustuloksissa työhyvinvointi ilmiönä hahmottui tässä tutkimuksessa yksilöllisenä, kokonaisvaltaisesti koettuna hyvinvoinnin tilana. Työhyvinvoinnin tilan muodostavat jatkuvasti liikkeessä olevat tajunnalliset, situationaaliset ja keholliset tekijät. Tässä tutkimuksessa yhteiset kerrotut työhyvinvoinnin ilmiön muodostavat tekijät ovat seuraavat: työsitoutuneisuus, kokonaiselämän hyvinvointi, vastuullisuus itsestä, dialoginen yhteisöllisyys, koettu työn haasteellisuus, yksilöllinen ja arvostava esimiestyö, ilon ja onnistumisen kokemukset työssä, tunne arvostettavan työn tekemisestä, osaaminen asiakastyössä ja yksilöllisten tarpeiden huomiointi työnkuvassa. Hyvinvointiprofiili-prosessi on antanut ymmärrystä, tietoa ja vertaistukea siihen, että ihmisen työhyvinvointi on laaja-alainen tarina. Sen mukaan on mahdollista hahmottaa se, kuinka monin tavoin siihen voi sekä itse vaikuttaa että edistää työyhteisön työhyvinvointia. Hyvinvointiprofiili-prosessin yhteiset merkitykset työhyvinvoinnille kerrottiin tässä tutkimuksessa toiminnallisuudeksi, asiantuntijuudeksi, kokonaisvaltaisuudeksi, ryhmien vertaistueksi ja tueksi muutostilanteissa. Ihmisten kertomusten kuunteleminen ja ymmärtäminen on työhyvinvoinnin ilmiön ymmärtämisessä ja kehittämisessä tärkeää. Työhyvinvoinnin edistämisen kannalta on keskeistä havaita työhyvinvoinnin yksilöllisyys ja kokonaisvaltaisuus. Menetelmällisesti tämä tutkimus tuottaa uudenlaista tietoa työhyvinvoinnin tutkimisen kenttään

Thesis (MEd)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues. In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 lewenswetenskapklaskamers by ʼn plaaslike hoërskool. Ek argumenteer dat die toepassing van onderwystegnologie in wetenskapklaskamers die potensiaal het om kritiese onderrig en leer teweeg te bring, en ʼn bydrae tot professionele ontwikkeling te maak. Deur te reflekteer op my eie professionele ontwikkeling as ʼn wetenskaponderwyser oor die afgelope drie jaar (2008-2010), dui ek aan hoedat die gebruik van onderwystegnologie krities pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Met betrekking tot twee narratiewe dui ek aan hoedat onderwystegnologie reflektiewe onderrig kan bevorder deurdat, eerstens, onderwysers teorieë en kundighede in hulle gebruike ernstig opneem; tweedens, klaskamers organiseer om kritiese leer te fasiliteer; en derdens, breër institusionele en sosiale kwessies aanspreek. Daarenbowe dui ek aan hoedat onderwystegnologie ook pedagogiese ruimtes vir kritiese denke en transformatiewe leer bied – dit is, waarby leerders kreatief, aktief en betrokke is, en op hulle eie praktyke reflekteer.

Rural Kentucky residents suffer twice as many fire residential deaths than the national average. Fire prevention programs are primarily aimed at elementary school children however these children do not make the decisions nor take the precautions necessary to alter these conditions; their adult parents do. There is little research into the development of fire safety instructional interventions that need to reach these rural at-risk adults. In this study, a well-designed story simulation Uncle Charlie’s Christmas was developed to provide an instructional intervention to prevent injury and fatality from rural residential fires.An intervention-control repeated measure research design was conducted to investigate participants’: (1) exposure to fire hazard risk, (2) the knowledge of risks and (3) safe practices in the event of a fire and also (4) participants’ behavioral intentions to make changes to prevent fire through hazard reduction and to understand decision making in the event of a fire.The Uncle Charlie’s Christmas narrative simulation instructional materials were effective at engaging participants in decision- making situations they might encounter in an actual fire emergency situation. Participants’ responses to the simulation demonstrated knowledge of hazards, however, a sub-group of responses did reveal many ‘bad’ decisions (resulting in failure to exit or other unsafe practices) during the use of the simulation. The Thinking Talking and Acting (TTAS) proxy measure of behavioral intention had high internal reliability at a .93 Chronbach Alpha, demonstrating the utility of the measure for future research. A limitation was a low participation rate (n=52), requiring Wilcoxon non-parametric analyses. There were no significant differences between the intervention and control groups on the pre-post TTAS behavioral change proxy measure. There were significant pre-post (2 week) differences within the intervention group when the Thinking, Talking and Acting scales scores were analyzed. These trends suggest that further research with a robust sample size is needed for a generalizable assessment of the effectiveness of the narrative simulation instructional materials. Low literacy levels of participants suggest alternative audio formats may also improve utility of the instructional approach in real-world community settings to reach those at risk of exposure to rural residential fire hazards.

How to represent data visually in an intuitive and effective way for gaining quick insights is something that the field of visualization deals with. Effective in this context means that a visualization can be understood accurately or rapidly by the viewer. However, how to visualize geospatial time series data effectively is challenging. The challenge consists of how to visualize geospatial time-dependent data in a single view that can provide both an effective overview and details of the data set. With three or more data dimensions the available coding options grows; hence, the challenge consists in combining several visual coding and viewing options into a single effective view. This thesis investigated visualization guidelines that should promote effectivness for a visualization of geospatial time-dependent data. Furthermore, in this project the data set consisted of historical air temperature measurements in Sweden, which has both geospatial and time-dependent features. The guidelines where used in an iterative design process to redesign an existing geospatial time series visualization. The goal of the redesign was to increase the effectiveness of the existing visualization. An alternative visualization was created and compared to the original visualization in a user study. The results indicate that these users experienced the alternative visualization as more effective than the original. However, the performance of the participants on four tasks indicates that the alternative visualization is not more effective. Furthermore, compared to related work the alternative visualization is not more effective. In conclusion, the alternative visualization is harder to learn than the original which may have an effect on the user’s performance. However, once the visualization is learned, then it may be more effective than the original visualization. Additionally, the use of guidelines was helpful in the design process but, in this case, did not guarantee an effective visualization.
Hur data bör representeras visuellt på ett intuitivt och effektivt sätt undersöks i det vetenskapliga fältet om visualiseringar. Vidare är det utmanande hur geografiska tidsserier ska visualiserar. Utmaningen består i hur en enda visualiserings vy ska skapas som både kan ge en överblick över data och detaljer om specifika data punkter. Anledning till att detta är utmanande är att med fler data dimensioner blir även de möjliga visuella kodnings möjligheterna flera. Därför består utmaningen i hur olika visuella kodningssätt och vyer ska kombineras i en enda vy effektivt. För att designa en effektiv vy undersöktes olika designriktlinjer kopplade till effektivitet. Dessa riktlinjer användes sedan för att designa om en existerande geografisk tidsserie visualisering in en iterativ designprocess. Data som visualiserades var historiska lufttemperaturmätningar i Sverige, en datamängd med både geografiska och tidsberoende komponenter. Den skapade alternativa visualiseringen jämfördes med originalet med hänsyn till effektivitet i en användarstudie. Resultaten tyder på att användarna uppfattar den alternativa visualiseringen som mer effektiv än originalet. Men prestations resultatet på fyra uppgifter tyder inte på att den alternativa visualiseringen skulle vara effektivare. Vidare, jämfört med relaterade arbeten är inte den alternative visualiseringen mer effektiv. Sammanfattningsvis är den alternativa visualiseringen svårare att lära sig än originalet, vilken kan påverka användarnas prestation. Men när användarna lärt sig att använda den alternativa visualiseringen, kan den alternativa vara effektivare att använda än originalet. Vidare är designriktlinjerna användbara i en designprocess men, ingen garanti för en effektiv visualisering i detta fall.

This dissertation will examine the efficacy of peer-led team learning (PLTL) in a humanities and social sciences program, at a midsize Texas university. It will be conducted exclusively within the College of Humanities and Social Sciences (CHSS), and the academic subjects to be evaluated include English, history, and philosophy. Its primary function is to disclose whether or not PLTL facilitates in student participants improvement in critical thinking skill acquisition and deeper process content knowledge. Of primary interest in this qualitative, narrative case study is deducing how breakout sessions – supplementary meetings led by student participants, in the absence of instructors, designed to enhance classroom instruction – aid in concept synthesis and retention. Of equal importance is evaluating how the implementation of a PLTL instructional framework cultivates in its participants the acuity necessary to demonstrate that positive learning outcomes are occurring, or have the potential to occur; thereafter, collected data, in the form of participant and instructor narratives derived from questionnaires, interviews, researcher observations, writing samples, and essay-based examinations will support or refute whether improvement in critical thinking skill acquisition and deeper process content knowledge is evident in student participants. Keywords: Peer-led Team Learning (PLTL), Critical Thinking Skill Acquisition, Deeper Process Content Knowledge, Positive Learning Outcomes, Humanities and Social Sciences, Qualitative, Narrative, Case Study

The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.

Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

Introduction This thesis describes a research study designed to examine the consequences of disability arising out of spinal cord compression secondary to cancer, and to examine the rehabilitation services available to patients. Research aims and questions The study was intended to achieve the following: 1. To ascertain what might constitute effective rehabilitation interventions for patients with metastatic spinal cord compression. 2. To identify the conditions in which these intervention might be delivered. 3. To ground proposals in spinal cord compression patients’ experience of disability. The following research questions were posed: 1. What are the consequences of disability for patients with metastatic spinal cord compression? 2. What strategies do patients themselves use to manage disability? 3. What do health care staff, particularly rehabilitation professionals, understand to be the consequences of disability for this patient group, and correspondingly, what are their views on the significance and provision of rehabilitation? 4. To what extent is rehabilitation being provided to these patients, and with what effect? 5. Where rehabilitation is not being provided, why is this the case? Study design The study had two components: • A series of nine in-depth interview-based case studies, which involved talking to patients about their experiences of living with spinal cord compression, as well as gaining the perspectives of family members and the health professionals who provided care and services. • A retrospective audit of the medical records of 73 spinal cord compression patients admitted to a radiotherapy in-patient unit (the Frank Ellis Unit at the Churchill Hospital in Oxford) over a two year period (July 2003 – June 2005), identifying disability-related problems and the measures taken to address them. This was a Phase I modelling study in terms of the Medical Research Council’s framework for evaluating complex interventions, with Pawson and Tilley’s (1997) Context-Mechanism-Outcome configuration adopted as a conceptual basis for data collection. Within-case analysis was informed by George and Bennett’s (2004) account of process tracing, and between-case analysis was modelled on the constant comparative method of Glaser and Strauss (1967) with an analysis of narrative as a variation on that theme. Results Disability is a serious problem for patients with spinal cord compression, but it is one problem among many others, not the least of which are the physical and emotional consequences of life-threatening illness. In response to disability, patients ‘twin-track’ their attitudes to it, acknowledging but also resisting the idea of themselves as disabled, and adopting a series of psychological devices to manage the tension. In effect, patients recognise that something significant has changed and that, as a consequence, new self-management skills must be learned, functional boundaries must be explored, useful information must be sought. At the same time, they display a determination to hold on to an established identity, associated with a sense of normality. This identity embraces the idea of competence and resourcefulness, the events, activities and pleasures that one looks forward to, and the wish to avoid burdening others. It is not a ‘disabled’ identity. To some extent, these two attitudes are in tension, as one acknowledges disability while the other, implicitly or explicitly, resists it. Consequently, patients try to find ways of resolving this tension, by ‘revising downwards’ their expectations, by constantly deferring the anticipated pleasures, and by avoiding situations in which their abilities might be put to the test, or the sense of normality be disconfirmed. Health care professionals are likely to construe the patient’s response as indicative of a certain type of character – ‘realistic’ on one hand, and ‘unrealistic’ on the other. They do not see ‘acknowledging / not acknowledging’ as twin facets of a complex response to circumstances, or as something which every patient engages in to one degree or another. Patients are motivated not to recognise rehabilitation as something they need, a view which is confirmed by the cursory form of rehabilitation experienced in hospital, and by the marginal significance attributed to it by nursing and medical staff. On discharge, hospital staff assume that rehabilitation needs will be identified in the community, although the way in which community rehabilitation services are organised virtually guarantees that this will not happen, unless a specific referral is made (as it is in only 5% of cases). The patient, meanwhile, remains unaware of the potential value of rehabilitation, and has no incentive to request rehabilitation if no-one offers it. They are consequently unprepared for life post-discharge, and assume that they (and their families) must manage on their own. Conclusions Like the patients, health care professionals may have to ‘twin-track’ if they are to provide rehabilitation in a way that is acceptable to patients with metastatic spinal cord compression. Instead of categorising patients as ‘realistic’ or ‘unrealistic’, they should work towards sustaining patients’ ‘positive illusions’, while at the same time taking whatever opportunities arise to enhance the patient’s day-to-day ability to function in a ‘safe’ space. This entails revising some deeply entrenched ideas about working with patients who have a disability: patient-centredness, the importance of goal setting, and the need for adjustment.

The purpose of this thesis was to evaluate success of an integrated newsletter assignment for first year Human Resource Management students as an authentic and meaningful form of assessment by tracing and deciphering the narratives of the role-players. The study also examined the role that the newsletter can play regarding experiential learning, which is an essential component of teaching and learning at technikons in South Africa.

This cross-cultural study investigates the structural and cultural differences and similarities evident in 13 Mandarin (TM) and 17 English language narratives (TEFL) produced by Taiwanese university EFL students and 17 narratives (BE) produced by British university students. This study also explores how the Taiwanese L2 learners’ identities might affect their use of L2 discourse norms within their narratives. The findings show that within the three sets of narratives, past experiences, in general, are recounted in chronological order and the organisation of narratives follows the sequential order defined by Labov (1972). In terms of orientation, there is some cultural variance. The TM and TEFL narratives underscore the importance of family values in Taiwanese society and underline the role of teachers in these students’ worlds. However, the data shows some variance with Labov’s (1972) results in terms of the relationship between complicating action, resolution and evaluation. In terms of external evaluation, the British narrators use much more evaluation in directly addressing their listeners. In terms of internal evaluation, there is significant variance within the three sets of narratives i.e. stress usage, adverb usage, and repetition. The findings suggest that there is no major difference in tellership and tellability in the three sets of narratives. In terms of learner identity, although some Taiwanese EFL students demonstrate high levels of integrative motivation, they have difficulty using L2 discourse norms in their narratives. This is evidenced by their anxiety in relation to their locus of control. It is also manifest that their learner identities have changed over a period of time and were constructed in various sites of struggle, and by relations of power, in which they assumed different subject positions.

Psychology has become an increasingly popular discipline for study in the South African context, with the number of students enrolling for courses increasing rapidly. The selection and evaluation of trainee psychologists is a complex and contested issue. With so few students reaching Masters level and the changing needs of the South African context, it becomes imperative that only the most suitable candidates are selected for entry into the field of professional psychology. This study focuses on the selection process of trainee psychologists at an institution that incorporates the narrative philosophy in both the selection and training of candidates. The question is raised, whether it is possible to utilize narrative principles in a process that is intended to judge and evaluate candidates? This presents a paradox. The paradox is illuminated in both the intentions behind the narrative questions in the application form and in the candidates' experiences of responding to these. The conclusion reached is that the narrative philosophy makes for an enriching and creative experience of the selection process for candidates but this however, does not ameliorate the negative effects of evaluation and the 'gaze'.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O objetivo do meu estudo é buscar entendimentos acerca do processo de (re)construção das identidades de professores de inglês como língua estrangeira e da representação de suas práticas docentes, em particular, aquelas desenvolvidas em escolas municipais do Rio de Janeiro. O presente trabalho se insere na área da Linguística Aplicada contemporânea (Moita Lopes, 2006; Fabrício, 2006), sendo assim, a arquitetura teórica ilustra seu caráter multifacetado e interdisciplinar, tendo como base conceitos e processos identitários (Hall, 2011; Bauman, 1998; Moita Lopes, 2003; Bucholtz e Hall, 2005; Snow, 2011; Duszak, 2002), práticas narrativas (Labov, 1972; Linde, 1993; Bruner, 2004) e práticas avaliativas (Labov, 1972; Linde, 1993; Martin e White, 2005). Conduzi esta pesquisa de cunho qualitativo-interpretativo em uma reunião na qual, além de pesquisadora, assumo o papel de participante junto a três professoras de inglês. Os dados analisados são as histórias e relatos de docência contados por nós em uma entrevista não- estruturada. Os resultados mostram que avaliações de AFETO, JULGAMENTO e APRECIAÇÃO permeiam nosso discurso, atuando como recursos linguísticos que me permitem entrever identidades pessoais, sociais e coletivas das participantes e de outros atores sociais envolvidos no processo de ensino-aprendizagem, como os alunos, a direção escolar, os outros professores, etc. Os dados revelam paisagens identitárias complexas, que não podem ser vistas como definitivas na constituição do professor de inglês, mas que viabilizam a percepção de como esse grupo de professoras, no qual me incluo, representa o seu trabalho na rede municipal, através de elogios, críticas e denúncias.
My study investigates the identity construction of English teachers as a foreign language and the representation of their teaching practices, in particular, those developed in public schools in the city of Rio de Janeiro. This study falls within the area of contemporary Applied Linguistics (Moita Lopes, 2006; Fabrizio, 2006), so the theoretical framework illustrates its multifaceted and interdisciplinary approach, based on identity concepts and processes (Hall, 2011; Bauman 1998 Moita Lopes, 2003; Bucholtz and Hall, 2005; Snow, 2011; Duszak, 2002), narrative practices (Labov, 1972; Linde, 1993; Bruner, 2004) and evaluative practices (Labov, 1972; Linde, 1993, Martin and White , 2005). I conducted this qualitative and interpretative research in a meeting in which, besides being the researcher, I assume the role of a participant together with three English teachers. The data is composed by stories we told about our professional experiences in a research talk. The results show that evaluations of AFFECTION, JUDGEMENT and APPRECIATION permeate our discourse, acting as linguistic resources that allow me to glimpse at personal, social and collective identities of the group of participants and of other social actors involved in the teaching- learning process. The data reveals complex identity landscapes, which can not be seen as definitive in the constitution of the English teacher, although they enable us to perceive how these group of professionals represent their work in public schools, through praise, criticism and complaints.

碩士
靜宜大學
英國語文學系
89
English Abstract This study suggests narrative abilities could be extended to examine the developmental phases across two dimensions: (a) overall narrative structure: the length of narrative and the employment of narrative elements (b) evaluative devices: sum total evaluative devices and proportion of each evaluative device. Forty-eight children participated in this study, ages ranging from four to seven. All the subjects were divided into four age groups. There were 12 children in each age group. The results and discussions are divided into five respects. First, the length of narrative generally increased with age, but boys and girls performed unequally across age groups. Second, the relative proportion of action drooped with age, countered by an inverse rise in the proportion of evaluation. We interpreted these results as suggesting that most children (especially the older ones in this sample) recognized that besides referential information, narratives should include evaluations in order to make their narratives worth telling. Third, children gradually acquired the ability to adopt a narrative stance, and use more and more evaluative devices in sharing personal narratives. Fourth, as for the use of different evaluative device, that age effect only emerged in the proportion of "frame of mind". Besides the comparisons of evaluative devices across age groups, from the large differences in the proportions of six different evaluative devices, we see children prefer certain evaluative devices over others. Furthermore, age trend differences were found in the application of each evaluative device. Fifth, children were able to use a larger variety of evaluative devices with advancing age. Sixth, there was an order of acquisition of evaluative devices. The implicational scale plots difficulty from easy (acquired first) to difficult (acquired later), showing frame of mind as the device hardest to acquire, followed by causal explanation, direct speech, negative qualifier, rhetorical devices, and lexical devices. This study has shed light on development shifts in the ability of Mandarin Chinese-speaking children to establish both referential and evaluative personal narratives. Then, too, we see how children attain evaluative function through a variety of distinctive devices. Given the fact that so little research has been done on Mandarin-speaking children''s personal narratives, this knowledge is important for understanding narrative development of these children.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4716. Adviser: Mark S. Micale. Includes bibliographical references (leaves 226-240) Available on microfilm from Pro Quest Information and Learning.

博士
國立臺灣師範大學
英國語文學系
94
Evaluative language plays an important part in the production of a narrative, which consists of the non-factual, perspective-building linguistic expressions referring to emotion, attitude, belief and affect. It not only expresses the narrator’s attitude, provides clues to help the listener to interpret the story, but makes the story more engaging and vivid. Thus, while developing narrative competence, children need to acquire the ability to use evaluative language appropriately within various narrative activities. Despite widespread interest in emerging narrative competence, however, we lack information on how young children develop evaluative language skills. As a matter of fact, children’s narratives bristle with evaluation. Therefore, the present work tries to explore how Mandarin-speaking children develop their evaluative language skills in narration, both quantitatively and qualitatively. Twelve Mandarin-speaking preschoolers, six boys and six girls, participate in the present study. The narrative data are collected when the subjects are of mean ages 5;5, 5;8, and 5;11. We divide evaluative language into several sub-types and analyze the developmental trajectory of each sub-type. Three independent factors are considered in this work: age, gender, and narrative task. Their main effects and interactional effects on the development of evaluative language are assessed. The quantitative findings suggest that preschoolers employ increasing amount and variety of evaluative devices over time. Among various evaluative devices, merely two evaluative devices, CAS and SOM, display Age main effect; only one device shows Gender main effect. Regarding Task effect, we note that preschoolers use evaluative devices differently in different narrative tasks, which implies that they are aware of task difference in their early life. As hypothesized, the preference for each evaluative device changes over time, and varies between genders and between narrative tasks. We also note that preschoolers tend to use lexical devices such as INT and EVA more often than other types of devices. Moreover, two developmental patterns for preschoolers’ use of evaluative devices emerge. Both patterns reveal ascending trends; the difference between them lies in the rate of increase rather than the general tendency. The qualitative analyses suggest three developmental shifts for preschoolers’ use of evaluative devices. First of all, preschoolers’ narratives progress from static picture description to dynamic event narration. Once children evolve into the event-oriented stage, they more and more rely on evaluative expressions to emphasize their viewpoints. The second developmental shift is that the precursor for children’s references to ‘frames of mind’ progresses from local event to global story plotline. The third shift is children’s progression from handling individual events to relating event complex. In addition to the documentation of three developmental shifts, our samples of narratives exemplify the first three stages of the continuum for narrative development identified by Berman and Slobin (1994). Moreover, our data suggest the trade-off between top-down organization and bottom-up lexical elaboration in narrative development, and lead us to speculate the dissociation in abilities for providing linguistic expressions and for inferring relations between events. The results of the research not only advance our understanding of preschoolers’ development of evaluative language, but also exhibit developmental differences in young children’s emerging narrative skills.

碩士
輔仁大學
語言學研究所
90
The aim of the present study is to investigate Taiwanese children’s narrative competence in providing evaluative comments to make a good story. It will examine when and how younger children acquire the ability to make good use of evaluative devices and to combine with sequential events to produce an understandable narrative as adults do. Forty children ranged from age 3 to 12 were randomly selected from several institutions in Taipei area. They were divided into four groups: (1) Group 1 aged from 3 to 4, (2) Group 2 aged from 5 to 6, (3) Group 3 aged from 7 to 8, and (4) Group 4 aged from 9 to 13. A series of wordless picture cards were used as the materials to collect data. All data were recorded and transcribed for analysis. Chi-squire test was applied to test the evaluatives. The results are summarized as follows: (1) Age plays an important role in the children’s acquisition of making evaluatives in narration. Children aged from 7 to 13 use a larger number of different evaluative types than younger kids from 3 to 6. (2) Both of the story complexity and story length increase from 3-4 to 7-8 year-olds. Also, stories are more complete in the 10- to 11- year-olds, but story length does not increase from 7-8 to 9-13. (3) Older children do not produce longer stories, but they provide more information relevant to the plot. The results of the study enable us to have a better understanding that in order to acquire narrative abilities in evaluating, not only do children learn the language skills needed to form coherent narratives, but they also acquire cognitive maturity and social appropriateness.

碩士
臺北市立教育大學
幼兒教育學系碩士班
96
The main purpose of this research was mainly to probe into the narrative evaluative ability of the children with the new immigrants’ mothers of Southeast Asia. I tried to understand the situation of the difference in the length of the narration and the narrative evaluative ability among the children with the mothers of different nationalities, in addition, I intended to understand the situation of the difference of the length of the narration and the narrative evaluative ability among the children with the mothers of different nationalities when facing the different narrative topic. In order to achieve the above research goals, we chose 60 young children whose mothers were from Southeast Asia and the Taiwanese respectively from public and private kindergartens and nursery schools in Yunlin County. The Taiwanese mothers and children were the control group. The control variables were ages, non-language intelligence, vocabulary comprehension ability, the fathers’ education levels and the financial status of the families. For the purpose of understanding the children’s intelligence and the vocabulary comprehension ability, the research adopted Test of Nonverbal Intelligence（TONI-3）revised by Wu Wu-tien, Hu Hsin-tzu, Tsai Chung-chien, Wang Chen-te, Lin Hsing-tai and Kuo Ching-tzu (2006) and the Peabody Picture Vocabulary Test（PPVT） revised by Liu Li and Liu Hung-hsiang to be the research means. Furthermore, in order to understand the children’s narration and comment ability, I collected the children’s personal experience of language corpus by means of interviewing. In addition, I collected the children’s personal basic information by using the “Basic Information Questionnaire” compiled by myself. I used the statistics methods such as descriptive statistics, single sample t-test, independent t-test, dependent t-test and chi-square test to carry out my analyzing the results of the tests. The results of the research: 1. On the whole there was no distinct difference between the children with Southeast or Taiwanese mothers in the narration length and the narrative evaluative ability. 2. In the different narration topics, take “the experience of being frightened” topic for example, there was some difference between the narration length or the narrative evaluative ability. The children with Southeast Asian new immigrants’ mothers did a better job than those of the Taiwanese. 3. In using the classifications of reviews strategy, the new immigrants’ children could use 16 kinds of strategies while the Taiwanese children 17. However, there was some difference in using frequency. The children of the two groups had obvious difference in two strategies of Frame of mind and Intensifier 4. The reviews strategies most commonly used by the new inhabitants’ children were Intensifier、Frame of mind、Causal explanation、Repetition、Sound modification in order and the Taiwanese children are Frame of mind、Intensifier、Repetition、Sound modification、Exclamations and utterance-final particles in order. There was a slight difference between the most commonly used classifications of strategies and the orders. Some qualitative discoveries: 1. The new immigrants’ children, take “the experience of being frightened” topic for examples, were more multiplicative in content than those of the Taiwanese. 2. There were quite a few related contents about “ghost’ or “devil” in the narrative contents of “the experience of being frightened” between the samples of the children in these two groups especially the new immigrants’ children. 3. Judging from the narrative contents in “the experience of being frightened” of the children in these two groups, quite a few children with new immigrant mothers narrated more than those with the Taiwanese mothers. Some children could explain the entire process and some described more than the other children. The children with Taiwanese mothers narrated simpler but usually they could come to the point precisely. 4. There were three more phenomenon discovered: Firstly, in the procedure of the narration of the new immigrants’ children, they frequently narrated with their voice, movements and emotional expressions. Secondly, the children in these two groups used plenty of utterances and expletives. Thirdly, the children in these two groups would change different languages to reinforce their own feelings. According to the findings, we had a conclusion was children’s narrative evaluative ability wasn’t related to the mother’s nationalities.

Indiana University-Purdue University Indianapolis (IUPUI)
Background: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.