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Thèses sur le sujet « Active educational behavior »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Bhatta, Tirth Raj. "CONTRIBUTION OF SMOKING BEHAVIOR TO EDUCATIONAL DIFFERENTIAL IN ACTIVE LIFE EXPECTANCY IN NEPAL." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280862961.

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Main, Patty A. "How Superintendents Prepare School Districts for Change." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou14836300290792.

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Trainum, Matthew Trent. "Initiating a Disruptive Innovation| An Early Acting College's Perceptions of Change in Its Institutional Field and Justification for Action." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718809.

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<p> Change in higher education is a topic of growing urgency and national prominence. The study addressed the limited understanding through institutional theory of how a team at one traditional university interpreted its changing environment and justified adoption of an educational innovation prior to other actors in the field. This effort used the dynamics of institutional change model (Hinings, Greenwood, Reay, & Suddaby, 2004), which tracks the process of de- and reinstitutionalization to understand how change happens within the isomorphic context of the institutional theory framework

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Ortiz, Marie Elois. "Educational Interventions to Improve Aggressive Behavior Recognition for an Acute Psychiatric Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4550.

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Nurses working in an acute psychiatric setting within a veterans' administration hospital must maintain a therapeutic milieu by recognizing and managing aggressive behaviors before violence ensues to reduce injuries to staff nurses and patients. The purpose of this project was to develop an evidence-based and theoretically grounded educational program that will help staff nurses manage escalating aggression, violence, and acting out behaviors to provide a safe environment for patients and staff through high risk identifier recognition and intervention training. During the data and information

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Paulish, Haley. "Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7213.

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This study examined the effects of preprinted response cards on disruptive behavior and rates and accuracy of responding of elementary-aged students in an inclusive education setting with or at risk for Individualized Education Plans (IEPs). An alternating treatments design with an additional baseline phase was used across three teacher recommended students. During baseline, the teacher conducted a group language arts routine as normal, posing questions to the class and prompting them to raise their hands to answer. During the intervention phase, preprinted response cards (two sets: one true/f

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Chaney, Robert A. "Active transportation prediction using Theory of Planned Behavior among college students." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1357659177.

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Attwell, Anthony. "Sanctions and power in school : Habermas' communicative and strategic action categories applied in educational research." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293401.

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Bujak, Keith R. "A framework of passive-active-constructive study techniques: a divergence between assigned and reported behaviors." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37125.

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An educational framework proposed by Chi (2009) aims to link overt study activities with outcomes via the underlying cognitive processes experienced by learners. Activities are classified along a continuum of passive, active, and constructive . Overt activities--¬such as reading, highlighting, and self-explaining--are grouped according to the hypothesized cognitive processes they engage. The framework posits that constructive activities yield the best learning, passive yield the poorest, and active is somewhere in between. Although these hypotheses are not supported by this experiment, there i

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Kim, Misol. "From Education to Action: The Effectiveness of CEMUS courses in promoting behavior and action towards sustainable development." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-177264.

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This thesis studied four CEMUS courses offered in spring 2011. The purpose of this study was: 1) to measure CEMUS students‘ self-reported behavior and action as well as behavior intention towards sustainable development; 2) to analyze different factors and barriers to their behavior and action; 3) to analyze course coordinators‘ knowledge and perspectives about behavior change and action towards sustainable development; and 4) to analyze each course‘s impact on students. Finally, this thesis discusses how education can be improved to foster behavior and action towards sustainable development.

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Hogan, Terry. "Race Matters: Administrators Perspectives on Affirmative Action in Higher Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7300.

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Legal challenges and statewide bans regarding the use of affirmative action as an admissions policy have affected the way higher education administrators must comply with these mandates to receive federal funding. The purpose of this study was to examine the perspectives and experiences of college and university administrators at public and private U.S. colleges and universities regarding the implementation of race-based and race-neutral admissions policies. Critical race theory provided the framework for the study. Data were collected through in-depth interviews with 9 administrators at U.S.

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McKallip-Moss, Shannon. "Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001518.

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Minott, Sandra Simone. "Validation of Parsons' Structural Functionalism Theory Within a Multicultural Human." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3357.

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Shared values and norms are at the core for unifying different cultures socializing or working to fulfill the goals and mission of organizations. Researchers have not examined how employees representing different cultures socialize via shared norms and values in human service companies. The purpose of this ethnography study was to explore the process of 8 culturally different employees working together at a human service organization. Using purposeful sampling, multicultural employees were selected from 4 departments within the human service company. Face-to-face interviews, field notes, quest

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Lambert, Michael Charles. "The effects of increasing active student responding with responds cards during mathematics instruction on the disruptive behavior of fourth-grade urban learners /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451960388.

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Bush, Jessica Marie. "The Relationship between Active and Passive Music Activities and Students’ On-task Behaviors in Fifth-Grade General Music Class." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493422893222217.

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Schulz, Thomas J. "A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7929.

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This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, th

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Singer, Leslie S. "Effects of Response Cards on the Disruptive Behavior of Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4772.

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Abstract This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher's typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher's question. The second baseline condition (BL') was the same as the first

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Kiarie, Mary Wanjiru. "The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721.

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Vergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.

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<p> This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology,

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Rahaman, Andrew. "The Influence of an Action Learning Process on Transformative Learning and Leadership Behavior in a Government Agency." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557500.

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<p> This phenomenological study examined how 10 leaders from one government agency described their experience in an action learning process that focused on the open-ended question and no group dialogue and how this experience resulted in transformational leadership behaviors. This study used Mezirow's (1991) transformative learning theory, transformational leadership theories (Bass, 1985; Kets de Vries, 1994; Sashkin, 1988; Yukl, 2010; Burns, 1978; Kouzes & Posner, 1987; Tichy & Devanna, 1986), and a modified action learning process modeled after Marquardt's (2004) framework as the con

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Karlsson, Sandra, and Alexandra Lindström. "Is knowledge enough? : A qualitative study investigating the knowledge-action gap of environmental science students." Thesis, Linköpings universitet, Tema Miljöförändring, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167185.

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In order to slow down, if not stop, climate change, we all need to contribute to reducing our greenhouse gas emissions. This knowledge has been with us for a long time, but nevertheless emissions have not decreased, but rather increased. To understand the reason why we don't act in line with what we know, we need to study behaviors. In this paper we focus on behaviors at the individual level. The gap that exists between what we know and what we do has many names where it is studied from different perspectives, and to understand what creates this gap is very complex. There is therefore not just

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Gardner, Ralph. "Differential effects of hand raising and response cards on rate and accuracy of active student response and academic achievement by at risk and non at risk students during large group 5th grade science instruction /." Connect to resource, 1989. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239979414.

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Vadala, Carin Elizabeth. "The impact of an environmental education program on third graders' knowledge, attitudes and behavioral intentions." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/247.

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The purpose of this study was to measure whether an after-school environmental education program based on modified Project Wild materials, positively impacted third graders environmental knowledge, attitudes and behavioral intentions. Eight lesson plans were developed, piloted and re-designed over a one year period and then delivered to third graders for a total of eight weeks in a fall semester. The lessons included units on water, air, land, recycling, insects, fish, amphibians, reptiles, birds and mammals. A pre-post test retrospective questionnaire was developed to determine changes in t

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Anderson, Jillian Rene. ""Yes, and...!" assessing the impact of theatre-based improvisational training and a simulation on work group behavior /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217826279.

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Machen, II Paul A. "Determining significant leadership behaviors of active duty Air Force Chief Master Sergeants working on Randolph Air Force Base, Texas : a phenomenological inquiry." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1320.

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Khan, Neelam K. "Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5522.

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Active student responding increases student academic outcome and on-task behavior. Response cards are an effective and efficient strategy for increasing active student responding. This study examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. An alternating treatments design was used with 5 teacher-nominated students. During baseline (BL), the teacher used her standard lecture format, having students raise their hand when responding

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Roberts, Ryan David. "Taking Corrective Action: Efforts To Change The Malignancy-Promoting Behaviors Of Monocytes And Macrophages Elicited By Tumor Education." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210630643.

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Martinez, Stephanie Angelique. "School-Wide PBS: The Link Between Action Planning and Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3235.

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Most school based initiatives are not implemented long-term and do not reach sustainability (McDermott, 2000; Mirel, 1994; Rice & Malen, 2003). Schools are implementing School-Wide Positive Behavior Support (SWPBS) as an initiative to target social emotional development and behavior. Schools that have implemented SWPBS have experienced decreases in rate of Office Discipline Referrals (ODR), In-School Suspension (ISS) and Out-of-School Suspension (OSS) (e.g. Bohanon et al., 2006; Childs et al., 2009; Lassen et al., 2006). Research has also shown that schools that implement with a higher degree

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Damons, Lynne Nesta. "Enhancing a sense of self in a group of socially marginalised adolescent boys through participatory action research." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86657.

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Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This dissertation sought to understand the experience of six participants as members of a cluster group of socially marginalised youth in a farmworker community. Through a collaborative process, the study sought to reframe the perceptions around the behavioural outcomes of membership to such an outcast group. Theories of empowerment through active participation underpinned the whole study. The study was qualitative in nature and used a Participatory Action research methodology which created the space for creative explorati

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Fisher, Robert M. III. "The effects of a parenting program on parental stress and perception of child behavior." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18666.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Judy Hughey<br>Assessment of parenting stress and child acting-out behavior was measured via pretest and posttest over the length of a seven-session parenting program, the Becoming a Love and Logic Parent program (BLLP). All participants (n=86) were randomly placed in either a seven-session BLLP program group (n=56) or placed on a waitlist (n=30) and offered the BLLP program following the completion of the posttest. The BLLP program is a widely used parenting program with limited data available as to t

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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classr

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Gallant, Ashleigh. "Communication Behavior Study of Support in the Arts Using the Situational Theory of Publics and the Theory of Reasoned Action." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5023.

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The Arts in the United States has been a thoroughly studied topic, largely trying to substantiate its value to society, resulting in a plethora of research that positively correlates the arts and a more healthy and successful society. Findings from various studies over the years have shown declines in arts support in the form of funding, advocacy, education, and participation (National Endowment for the Arts, 2009). Additional studies have suggested that millennials are redefining what participation means in the arts, and even the definition of the arts. The primary research question of this s

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Mendelsohn, Meridithe Anne. "Leading by Design: Physicians in Training and Leadership Awareness." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1469202244.

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Njogu, Caroline Njeri. "Assessment of knowledge and attitudes to HIV and sexual risk behaviour among 15-19-year-old learners in Ngong Sub-District, Kenya." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8177_1367481322.

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<p>Since the early 1980&rsquo<br>s when the first case of HIV was diagnosed, AIDS remains a serious and threatening health crisis in the world. Sub-Saharan Africa is the region most affected by the HIV/AIDS pandemic having 67 % of the 33 million people infected with HIV globally in 2007. Young people aged 15-24&nbsp<br>account for an estimated 45% of all new HIV infections worldwide. The study aimed to assess the knowledge and attitudes on HIV/AIDS and sexual&nbsp<br>behavior among 15-19 year olds in Kenya. A descriptive, cross-sectional survey was conducted among 96 students randomly selected

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Lopez, Angel L. Jr. "Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5410.

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The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and rel

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Yung, Tsang Sun-may Grace, and 容曾莘薇. "Enhancing teachers' competencies in positive behaviour management in aschool for moderately mentally handicapped children: an action research approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958436.

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Roberts, Jocelyn. "Behavioural beliefs concerning gender and high-risk sexual behaviours in the context of HIV/AIDS in PNG : views from within teacher education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54675/1/Jocelyn_Roberts_Thesis.pdf.

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Education is often viewed as a key approach to address sexual-health issues; the current concern is the burgeoning HIV/AIDS epidemic. This ethnographic study investigates the gender practices associated with high-risk sexual behaviour in Papua New Guinea as viewed by educators there. A number of practices, including gender inequality and associated sexual behaviours have been highlighted by male and female participants as escalating PNG’s HIV/AIDS epidemic. The study finds that although participants were well-informed concerning HIV/AIDS, they had varying beliefs concerning the prevailing gend

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Yung, Tsang Sun-may Grace. "Enhancing teachers' competencies in positive behaviour management in a school for moderately mentally handicapped children : an action research approach /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710171.

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Hawkins, Jennifer Anne. "A phenomenological exploration of feelings, thinking and learning : a practitioner action research investigation." Thesis, Manchester Metropolitan University, 2010. http://e-space.mmu.ac.uk/129370/.

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In this thesis I researched as a student, teacher, educational mentor, researcher and evaluator investigating the effects and functions of feelings in learning. Feelings were defined as physical and mental sensations. Four data strands contributed to a new learning theory developed over eight years. Using collaborative methods I asked the guiding question; “What is the relationship between feelings, thinking and learning?” including an appropriate subsidiary question in each strand. My first aim was to find causes for disaffected student behaviour. While home-tutoring I asked the question; "Em

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Babatunde, Adebimpe Yetunde. "Perceived Self-Efficacy and Dispositional Optimism in Leaders' Behavioral Escalation of Commitment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2200.

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Escalation of commitment is an individual's persistent behavior at sustaining commitment to an original decision or course of action. Although researchers have found that personality impacts escalation of commitment behavior, this study addressed a gap in escalation of commitment behavior regarding personality in higher education, which has consistently been ignored. Building on the self-justification theory, this study was an investigation of (a) whether perceived self-efficacy and dispositional optimism individually predicted escalation of commitment behavior; and (b) whether perceived self-

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Lor, Nawa. "Utagerande Beteende hos Barn i Förskolan : En kvalitativ studie om pedagogernas arbetssätt gällande utagerande beteende hos barn i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34473.

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The purpose of this study is to examine how pedagogues work with children that express acting out behavior in pre-school. The research questions are: How do the interviewed pedagogues define children that express extroverted behavior in preschool, and what is the reason for the behavior? How do the pedagogues work to ease daily activities for these children in preschool? Which methods do the pedagogues use to approach these children in the optimal manner in different situations? This study is based on four qualitative interviews with preschool teachers, after-school teachers and nurses from

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Nobiling, Brandye Dawn. "CLINICAL SERVICES PROVIDERS' BEHAVIORAL INTENTION TO PROVIDE THE INTRAUTERINE DEVICE (IUD) MEASURED BY THE THEORY OF REASONED ACTION." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/176.

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Today, intrauterine devices (IUDs) are used by over 100 million women worldwide, making it the most popular reversible method of birth control. Approximately only 2% of American women, however, choose to use this method of birth control. The purpose of this study was to explore clinical services providers' (CSP) behavioral intention to provide the IUD. An instrument based on the theory of reasoned action (TRA) surveyed National Association of Nurse Practitioners in Women's Health (NPWH). A total of 695 participants appropriately completed the survey, resulting in approximately a 30% response r

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McNeal, Elizabeth A. "A QUALITATIVE STUDY OF OHIO STATE UNIVERSITY EXTENSION PROFESSIONALS’ EXPERIENCE WITH MARKETING AND RECRUITING 4-H CLOVERBUDS AND THEIR PARENTS." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259160548.

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Neiderhouse, Nick R. "The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.

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Huntereece, Amy. "Shifting Paradigms: Using Action Research to Redefine Engagement in Faith Formation in Unitarian Universalism." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1624449323727633.

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Chambard, Olivia. "La fabrique de l'homo entreprenans. Sociologie d’une politique éducative aux frontières du monde académique et du monde économique." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0076.

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Cette thèse prend pour objet la diffusion dans les grandes écoles et les universités de modules de sensibilisation et de formation à « l’entrepreneuriat » ou à l’ « esprit d’entreprendre » destinés aux étudiants. Articulant science politique, sociologie de l’éducation et sociologie économique, ce travail retrace la genèse d’un problème public, sa mise en politique publique, et sa traduction en curriculum pour produire des conduites économiques d’un type particulier. Basé sur une enquête combinant méthodes qualitatives (entretiens, observations, archives) et quantitatives (passage et traitement

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Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

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Murray, Marsheena S. "The Acting White Accusation, Racial Identity, and Psychological Well-Being in African American Adolescents." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1308338249.

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Vandegrift, David W. "Lived Experience of Military Mental Health Clinicians: Provided Care to OIF and OEF Active Duty Service Members Experiencing War Stress Injury." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1518115325115816.

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Edebrant, Charlotte. "Utåtagerande barn : En studie av specialpedagogers uppfattning av arbetet med barn som utmanar med ilska i grundskolans år 1 till 6." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154603.

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Syftet med denna studie är att öka kunskapen hur specialpedagoger verksamma i grundskolans år 1 till 6 uppfattar skolors arbete med utåtagerande barn. Studien baseras på sex specialpedagogers uppfattningar om deras förutsättningar på organisation-, grupp- och individnivå samt skolans metoder och strategier i arbetet med utåtagerande barn. Uppfattade resultat i detta arbete undersöks. Studien presenterar delar av den forskning, både nationell och internationell, som behandlar metoder och strategier i arbetet med utåtagerande barn samt tre teoretiska perspektiv. I studien har en kvalitativ met

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Beirante, David Alexandre Assunção da Paz. "A cooperação nas organizações educativas em contexto de imprevisibilidade e incerteza." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/12165.

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É inegável a existência de um hiato de conhecimento em relação às circunstâncias que conduzem à cooperação na organização educativa. A maioria dos estudos nesta área subestimam a imprevisibilidade dos comportamentos, ou ignoram que os factos relacionais que estruturam este campo de conhecimento não obedecem a um empirismo simples nem a uma racionalidade única, e arriscam conclusões de forma preditiva, vazias de sentido e de utilidade. O foco desta investigação é produzir conhecimento que permita contribuir para uma melhor compreensão do desenvolvimento da cooperação entre actores empíricos, si

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