In order to test a social learning theory model which states that fear and anxiety responses are Classically conditioned by a terror-inducing rape experience, 46 recent rape victims and 35 nonvictims matched for age, race, and neighborhood of residence were assessed with the 120-item Modified Fear Survey at four postrape intervals: (lJ 6-10 days, (2) 1 month, (3) 3 months, and (4) 6 months. Victims were significantly more fearful than nonvictims, and victim fears declined somewhat over time but remained at high levels at the 6-month postrape period. Content analysis of highly feared situations revealed that most fears were rape related in that they were rape cues, rape-precipitated concerns, and/or cues signaling vulnerability to subsequent attack. Patterns of fear appeared to change such that attack vulnerability cues were most feared.

The purpose of this course is to examine the growing body of theory and research related to online learning. The learners will learn to distinguish between a wide variety of theoretical positions such as the Connectivist theory, the view of learning developed specifically to describe networked learning, and the Community of Inquiry approach.  Topics will include but are not limited to meta-analytical studies of online learning as well as earlier meta-analyzes of distance learning with the highest priority to be given to recent research, especially research focused on adult learning.

This article presents a self-presentation approach to the study of social anxiety that proposes that social anxiety arises when people are motivated to make a preferred impression on real or imagined audiences but doubt they will do so, and thus perceive or imagine unsatisfactory evaluative reactions from subjectively important audiences. We presume that specific situational and dispositional antecedents of social anxiety operate by influencing people's motivation to impress others and their expectations of satisfactorily doing so. In contrast to drive models of anxiety but consistent with social learning theory, it is argued that the cognitive state of the individual mediates both affective arousal and behavior. The traditional inverted-U relation between anxiety and performance is reexamined in this light. Implications of the approach for counseling situations are considered, especially the recommendation that treatments be tailored to the specific type of selfpresentational problem encountered by clients,

Early intervention (EI) programs face severe and often condemnatory critique. Some common criticisms arising within the social science literature concern the burden of moral blame that EI programs supposedly place upon parents; the use of inaccurate or misleading scientific ‘evidence’; and the absorption of children from minority or peripheral backgrounds into the dominant culture. These criticisms might be unwarranted and must be questioned. In this paper, I draw from ethnographic research conducted with ‘Preparing For Life’ (PFL), an EI program operating in Darndale, Ireland. Research with this population provides ways of responding to criticisms frequently levelled at EI. In defending this argument, I propose approaching the debate about EI from at ethical rather than a political perspective.

In the current study, we propose an integrative approach, which will incorporate elements from the social learning and self-control theories of delinquency and crime to examine violence in an understudied, marginalized, and often discriminated subpopulation group—American Indian youth. The analysis is based on survey data collected between 2009 and 2013 from a sample of American Indian adolescents ( N = 3,380) enrolled in 27 school districts located in five regions of the United States (Northern Plains, Southwest, Upper Great Lakes, Southeast/Texas, and the Northeast). The main objective of the analysis is to identify the factors more likely to predict violent offending among American Indian adolescents, a vulnerable group that has an elevated risk of violent victimization. Results of the Tobit regression analysis indicate that in both gender groups a low level of self-control, association with delinquent friends, poor school performance, and underage alcohol consumption significant...

This meta-analysis surveyed 177 usable sources that reported data on gender differences on 21 different measures of sexual attitudes and behaviors. The largest gender difference was in incidence of masturbation: Men had the greater incidence (d = .96). There was also a large gender difference in attitudes toward casual sex: Males had considerably more permissive attitudes (d = .81). There were no gender differences in attitudes toward homosexuality or in sexual satisfaction. Most other gender differences were in the small-to-moderate range. Gender differences narrowed from the 1960s to the 1980s for many variables. Chodorow's neoanalytic theory, sociobiology, social learning theory, social role theory, and script theory are discussed in relation to these findings.

The obesity epidemic has been recognized in the professional and lay public as a major health problem in the United States and many other cultures. The gastroenterology literature has recently paid attention to this problem, focusing primarily on either physiological mechanisms of obesity or surgical remedies for obesity. However, behavioral strategies developed from social learning theory have been the most thoroughly tested interventions for the treatment of obesity, as well as the interventions shown most clearly to have clinical benefit. Nevertheless, descriptions of behavioral techniques and their theoretical underpinnings have been minimal in the gastroenterology literature. Here, a brief history and presentation of the theoretical underpinnings of behavioral strategies for obesity management is summarized, emphasizing some of the key components, treatment effectiveness data, and needed areas for further research. Overall, it is concluded that behavior therapy is both the most studied and most effective therapy for treating obesity at present. Gastroenterologists are encouraged to use it as a first line of treatment for most obese patients, and as a key component of therapies that involve pharmacologic and surgical components.

Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community.

' T h e 35 a priori scales employed in our PC measure, and studies reporting the invariance of the majority of the PC components underlying these scales across relatively diverse samples, are reported in Jones and James (Note 1). The five components with demonstrated invariance were (1) Job Challenge, Importance, and Variety; (2) Conflict and Ambiguity; (3) Leadership Facilitation and Support; (4) Workgroup Cooperation, Friendliness, and Warmth; and (5) Organizational Esprit. ' In the discussion above, as well as in others, the use of the terms "situational attribute" and "individual attribute" connote domains of measurement. They do not imply that the measured variables are always entirely situational or entirely individual (as discussed later, a reciprocal interaction is often assumed).

This article deals with the main anthropological question of gender identity development from the biological, psychoanalytical and sociocultural perspective. It focuses on the main factors influencing the complicated process of the development of differentiated gender identity in men and women according to the different theories of gender development. The main concern of this article is also the problem of whether the gender identity is a product of biology or culture (nature versus nurture debate). It arrives at the conclusion that both, biology and culture, play an essential role in gender identity development.

AFRICAN AMERICAN EIGHTH GRADE FEMALE STUDENTS’ PERCEPTIONS AND EXPERIENCES AS LEARNERS OF SCIENCE LITERACY by Sharan R. Crim The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Ahlgren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students’ perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) serve...

Previous studies suggested a significant interaction between criminal attitudes, associations with criminal friends, and criminal behaviour. The purpose of the current investigation was to provide the possible mediating role of associations with criminal friends between criminal attitudes, and criminal behaviour. Based on a sample of 133 violent offenders, the proposed mediation model tested was found to be a good fit of the observed data, with each of the respective fit indices exceeding the criteria for a good fitting model. Thus results suggest that the presence and influence of criminal friends has a significant mediating effect on the interaction between criminal attitudes and recidivistic behaviour. Further implications in relation to research and theory are discussed. is a researcher in criminal psychology with a special interest in application of advanced statistical analysis and methodology to the field of criminal/social psychology. He is also the Editor-in-Chief and the Founder of the Journal of Criminal Psychology.

Humanistic psychology has a long tradition of developmental thought. Yet, no place has been reserved for a specifically humanistic perspective in developmental psychology textbooks. This article presents a humanistic perspective to serve as a convenient guide for the potential creation of a textbook entry. A highly condensed account of Existential-Humanistic Self- Development Theory (EHSDT) is outlined and compared with the theories that most frequently garner coverage in developmental textbooks. Suggestions for further research on the major themes of EHSDT are also provided. These include the role of the imagination in shaping the trajectories of lifespan development, the intercorporeal and multicultural em- beddedness of the narrative imagination, the self-cultivation process, cooperative culture creation, thriving amid paradox, and the ways in which motivational dynamics operate within diverse social contexts. Carefully planned rollout of such research should help prevent further marginalization of explicitly humanistic developmental theory on the basis that it challenges some of the fundamental assumptions of the established theories and, accordingly, tends to be met with resistance or, at best, indifference.

Latar Belakang: Sebuah penelitian di salah satu SMA X di Kabupaten cilacap ditemukan bahwa 3,3 persen dari 123 siswa kelas XI sudah melakukan hubungan seksual, dan dari informasi guru BK (bimbingan konseling) yang ditemui oleh peneliti menyebutkan bahwa perilaku tersebut sudah dilakukan sejak siswa duduk di bangku SMP.Tujuan: Mengetahui faktor-faktor yang mempengaruhi perilaku seksual pranikah pada remaja SMP dan SMA di wilayah eks-kota administratip CilacapMetode: Jenis penelitian ini merupakan penelitian analitik observasional dengan desain crossectional. Penelitian dilakukan di 5 sekolah SMP dan 12 sekolah SMA di kabupaten Cilacap pada tahun 2013. Populasi penelitian adalah seluruh remaja (putra-putri) yang duduk di bangku SMP dan SMA dengan jumlah sampel sebanyak 596 orang yang dipilih secara Systematic Random Sampling. Variabel-variabel penelitian diukur dengan menggunkan angket. Analisa data menggunakan analisis jalur/path analysis dengn program PLS.Hasil: Tidak ada pengaruh l...

Becoming an elite athlete is a social affair. This paper aims: 1) to explore and identify elite athletes' key persons in their career; and 2) to explore how these key persons are influential for athletes by analyzing characteristics of their relationships as contexts for learning and development. In-depth biographical interviews with 17 elite athletes from a variety of sports were analyzed using a focused cross-case analysis of excerpts from the interviews to explore these influential relationships. Athletes had two main types of relationships with key persons, both of which had critical significance. The transitory relationship had a directional supportive influence during a transition and had significance for the onset of a pivotal turn in the athletes' career. The existential relationship was characterized by continuity across career stages, by the integration of the private and sport spheres, and by the supportive influence in the process of becoming an elite athlete.

Leaders should be a key source of ethical guidance for employees. Yet, little empirical research focuses on an ethical dimension of leadership. We propose social learning theory as a theoretical basis for understanding ethical leadership and oVer a constitutive deWnition of the ethical leadership construct. In seven interlocking studies, we investigate the viability and importance of this construct. We develop and test a new instrument to measure ethical leadership, examine the proposed connections of ethical leadership with other constructs in a nomological network, and demonstrate its predictive validity for important employee outcomes. SpeciWcally, ethical leadership is related to consideration behavior, honesty, trust in the leader, interactional fairness, socialized charismatic leadership (as measured by the idealized inXuence dimension of transformational leadership), and abusive supervision, but is not subsumed by any of these. Finally, ethical leadership predicts outcomes such as perceived eVectiveness of leaders, followers' job satisfaction and dedication, and their willingness to report problems to management. 

A variety of environmental education practices are emerging to address the needs of an increasingly urban population. Drawing from social-ecological systems and social learning theory, we propose a conceptual framework to stimulate research questions in urban environmental education. More specifically, our conceptual framework focuses on environmental education programs that are nested within and linked to community-based stewardship or civic ecology practices, such as community forestry, streamside restoration, and community gardening. It suggests ways in which educational programs, stewardship practice, and other social-ecological system components and processes interact through feedback loops and other mechanisms, as well as means by which urban environmental education might lead to local ecosystem services and human and community well-being. Human and community outcomes may in turn result in pressure to change environmental policies.

An increasing problem of great concern for academic institutions is the pervasiveness of cheating among students. Further compounding this problem is advancements in technology that have created new ways for students to engage in cheating. Despite a growing interest in technology facilitated cheating, little is known about why students may employ electronic resources to cheat. However, Akers' social learning theory offers one plausible explanation. Surveys were collected from a sample of 534 college students at a large southeastern university in order to quantify the prevalence and frequency of Internet facilitated cheating. These surveys allowed for an exploration of factors associated with this form of cheating and a comparison between what we refer to as E-cheating and traditional forms of cheating. Results indicate that approximately 40% of students have engaged in some form of E-cheating in the last year. Social learning variables emerge as the strongest predictors of both the occurrence and frequency of E-cheating while self-control and strain variables have little effect. An exploration of the relationship between E-cheating and similar technology free cheating behaviors suggests that there is significant overlap, but that some students do "specialize" in E-cheating or technology free cheating. We conclude by offering suggestions for teaching strategies, course and assignment design, and testing that will best limit Echeating.

... Observer attentiveness to and learning from the model is increased when he or she knows that the consequence of ... Impressive empirical support for social-... Sorcher (1974) explained the potential value of behavioral modeling procedures for first-line supervisory training, but they ...

This paper develops a theory of strategic group identity that explains how strategic groups emerge in an industry and how they can affect firm behaviors and outcomes. In so doing, it provides a theoretical basis for the existence of strategic groups. We argue that managers cognitively partition their industry environment to reduce uncertainty and to cope with bounded rationality. Social learning theory and social identification theory are used to describe how cognitive groups coalesce into meaningful substructures and how a group-level identity emerges. We describe the ways in which macro level factors condition the development of groups and their identities. We introduce the notion of a strong identity, which characterizes any group sufficiently recognized and attended to by members to affect individual action. Groups with 'weak identities' are no more than transient agglomerations of firms and do not exist in any meaningful sense. These ideas are developed into propositions that describe the conditions under which groups with strong identities are likely to emerge. A second set of propositions describes their transformation over time. Identity strength is linked to both positive and negative outcomes in a final set of propositions. We show how strategic groups with strong identities can affect firm performance, resolving a longstanding problem which has plagued strategic groups research and conclude by suggesting some approaches for measurement and future research. © 1997 by John Wiley & Sons, Ltd. led others to question even the existence of strategic groups, as distinct from random collections

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

This thesis presents a study of learning processes in Norwegian folk high schools. The folk high schools play a decisive role in Nordic educational system as alternative pedagogical institutions. The Danish roots of the schools can be traced to the theologian N.F.S. Grundtvig and his ideals of a learning that develops not just the mind but the whole student. Based on an empirical study of two Norwegian folk high schools, this thesis asks what learning processes take place in these schools. From an initially wide research question, the study narrows its focus to two related concepts linked to the history and identity of the Norwegian folk high schools. The sub-questions of the study ask how values and religion can be seen as a part of the learning processes of the schools.
The theoretical framework of the study connects to sociocultural theory, with a special focus on the critique and development of Etienne Wenger’s theories of social learning. The theoretical construct defines values and religion from their use in practice. The dialogical or monological discourses of values and religion described by the students in the empirical material become central in the analysis of the study.
The empirical study was carried out as a qualitative study influenced by ethnographic field studies. The period of active fieldwork lasted from August, 2014 to May, 2015. The empirical material includes a) document studies with a focus on documents exhibiting the basic values of the two schools, b) observations characterized by progressive focusing, c) interviews both with mixed groups of students through the school year and final interviews with prefects, and d) the writing of reflective texts by students at the end of the year. Three sub-studies (presented in three articles) each refer to one or two of these parts of the empirical study. After the initial document study, the empirical fieldwork sought to map the experience of students in the two schools. The empirical material was designed to provide a picture of students' experience of the folk high schools and, through this, of the meaning negotiated by students at the two schools.
The findings of the study show how a student’s former identifications become secondary in the processes of identification and dis-identification with the practices of the schools. The schools are found to represent a boundary-oriented pedagogy characterized by a shared negotiation of meaning. These characteristics created an openness for students to follow an outward as well as an inward learning trajectory in reference to the values of the schools. The discernible identities of the school’s staff in areas of values and religion and dialogical discourses in the school community were found to constitute central parts in the learning processes. These findings describe the distinctive learning community that the folk high schools represent, as conceptualized in the title of the thesis: The reflective community.

This study reports on a content analysis of 64 websites that promote, advocate, and convey information in support of sexual relationships between adults and children to determine whether these sites were structured as learning environments for crimes involving the sexual exploitation of children. The findings indicate that the adult-child sex advocacy websites examined are criminogenic in that they contain a myriad of communication tools (e.g. chat rooms, instant messengers, and message boards) to foster interaction among site users and expose users to rationalizations for offending and, in turn, definitions favorable to sexual violations against minors. Given the present findings, the courts and community corrections officials should consider expanding restrictions put on the Internet use of offenders released on parole and defendants on probation to include adult-child sex advocacy websites. Additionally, companies offering website hosting services should modify their terms of service agreements to ban content advocating sexual relationships between adults and children.

In a world in which self-discovery is highly encouraged, much of learning is done by observation. As a result, one can deduce that observational learning is a manner of trial and error: however, others are the ones who are making the mistakes. Once the behavior observed in others is justified by one's own cognitive functioning, the behavior is imitated. As a result, one can say that learning is a mixture of observing, thinking, and attempting . Social Learning Theory (SLT), a cognitive explanation for motivation, states that people learn from observing others. It generalizes that humans pay attention to others, and later recall their observations. Through motivation and ability, humans then imitate said observations. Upon successful imitation of the behavior, one becomes more confident -and undergoes self-efficacy -and thus interacts dynamically with one's environment therefore making the interaction a two-way process through the phenomenon of reciprocal determinism. The influence of social learning has traditionally been associated with face-to-face interactions between humans or animals.

Παρουσίαση των βασικών σημείων της προσέγγισης του Knud Illeris για τη μάθηση. Ειδικότερα to άρθρο παρουσιάζει και σχολιάζει το έργο του Δανού καθηγητή σχετικά με τις διεργασίες, τις διαστάσεις, τα είδη και τα εμπόδια της μάθησης όπως αυτά περιγράφονται στα δύο βασικά βιβλία του The three dimensions of Learning (2002) και How we learn: Learning and non learning ih school and beyond (2007)

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning,
once recognized as self-driven, was explored with motivation inquiries, defined with self-determined effort studies, and found depth through perseverance findings. Questions that
emerged from a review of literature defined my examination into this dynamic: the first recognized experience with inspiration, the self-directed method, and the collaborative
engagement.

This research investigated the inspiration that sparks initiative, the self-directedness for developing a plan, and the collaborative mind-set to enlist others in achieving a learning
goal. Six fifth- and sixth-grade teachers recommended eight motivated students, of which four student-parent interviews chronicled first recognized experiences with inspiration.
Qualitative analysis examined the multiple perspectives around the synergistic themes of ambitious and collaborative learning, analytical intellect and introspective awareness, and
supportive circumstances.

Residential adjustment-to-blindness training programs frequently include classes in personal and home management. These can be offered as one combined class or separated into two classes. Either way, there is substantial room for exchange and overlap. Personal and home management classes work in synergy with the residential apartment experience. Major themes in personal and home management classes are introduced, and there remains much room for future literature in this subject area of adjustment-to-blindness training. Like any other subject area, the student’s overall adjustment to blindness is the primary focus, not just the learning of a particular skill.

Gangs offer a sense of meaning, power, control, family and belonging that otherwise would be unavailable to numerous marginalized youth. In short, they serve a purpose. In Winnipeg , gangs have been an ongoing problem and it can be argued that the situation is deteriorating instead of getting better. Youth are drawn to participate in these gangs and their illicit activities because, according to Merton their legitimate means of success are so unlikely that they, perhaps unconsciously, strive to find another way to achieve the same means, whether that be in recognition, status, monetary value or accomplishments. Social learning theory as proposed by Albert Bandera and adapted by Ronald Akers suggests that children will replicate behaviours that they learn and model in early childhood, suggesting that children who witness gang membership and violence and are raised in a home or situation where violence or gang life is prevalent will be far more likely to become involved themselves, giving credence to the notion that violence begets more violence. Together, these two theories offer the reasons why youth learn about and have a harder time refusing gang membership, the different reasons why they decide to join gangs, and the reasons that they stay in them once they start.

Research on social learning in animals has revealed a rich variety of cases where animals-from caddis fly larvae to chimpanzees-acquire biologically important information by observing the actions of others. A great deal is known about the adaptive functions of social learning, but very little about the cognitive mechanisms that make it possible. Even in the case of imitation, a type of social learning studied in both comparative psychology and cognitive science, there has been minimal contact between the two disciplines. Social learning has been isolated from cognitive science by two longstanding assumptions: that it depends on a set of special-purpose modules-cognitive adaptations for social living; and that these learning mechanisms are largely distinct from the processes mediating human social cognition. Recent research challenges these assumptions by showing that social learning covaries with asocial learning; occurs in solitary animals; and exhibits the same features in diverse species, including humans. Drawing on this evidence, I argue that social and asocial learning depend on the same basic learning mechanisms; these are adapted for the detection of predictive relationships in all natural domains; and they are associative mechanisms-processes that encode information for long-term storage by forging excitatory and inhibitory links between event representations. Thus, human and nonhuman social learning are continuous, and social learning is adaptively specialized-it becomes distinctively "social"-only when input mechanisms (perceptual, attentional, and motivational processes) are phylogenetically or ontogenetically tuned to other agents.

ABSTRACT
Hafsah B. Mama and Johanisa M. Dibagulun. “Difficulties encountered in solving word problems in Mathematics”. An Undergraduate Thesis, Secondary and Elementary teaching Department, College of Education, Mindanao State University, Marawi City, June 2016.

Thesis Adviser: Prof. Teodoro M. Drilon

Word problems are consistently used as practice exercises and illustrations throughout Mathematics curriculum. However, problem solving is a difficult task as it involves a lot of steps. People have to hurdle the challenges in going from one step to another although the steps may not necessarily have to take in sequential manner. This study employed the mixed method design, a combination of quantitative and qualitative research methods. It aims to determine the difficulties encountered in solving word problems in Mathematics by the Grade six pupils in Amai Pakpak Central Elementary School. There were forty seven (47) pupils who participated in the study. Data were gathered through administering 10-item researchers’ made test regarding word problems. The test were administered right after it was statistically proven to be reliable using Richard-Kurson with value 0.84. Moreover, one-on-one interview with the respondents also took place. The interview questions were based on the three problems which most of the pupils answered incorrectly. Results showed that most (55.3%) of the respondents have satisfactory grades in English. Moreover, almost the same number of percentages (48.9% &46.8%) had passing and satisfactory grades in Mathematics. In addition, more than half of the respondents failed the test. It is also found that there is a significant relationship between English grade, Mathematics grade and performance in solving word problems. Findings revealed that pupils have difficulties in solving word problems in Mathematics. Some difficulties were lack of comprehension, lack of strategy, incorrect use of operations, inability to translate the problems in Mathematical equation, interchanging values and computational errors. After thorough analysis, it is suggested that students should enhance their skills in solving and vocabulary to understand the problem so that they could carry out the required solution. Furthermore, future researchers may consider the comprehension level of the pupils perhaps administering comprehension test simultaneously.

Keywords: English Grade, Mathematics Grade, Difficulty, Solving, Word problem

ÖZ
Krumboltz ve arkadaşlarının, Bandura tarafından oluşturulan Sosyal Öğrenme Kuramından etkilenerek bir bireyin kariyer seçiminin ve gelişiminin onun öğrenme tecrübelerine dayalı olarak belirlendiğini öne sürdüğü kurama Meslek Danışmanlığında Sosyal Öğrenme Kuramı denir. Bu yaklaşım; Meslek Seçiminde Sosyal Öğrenme Kuramı ve Kariyer Danışmanlığında Sosyal Öğrenme Kuramı şeklinde iki kısımdan oluşmaktadır. Kariyer kararlarıyla ilgili Sosyal Öğrenme Kuramı kariyer tercihinin dayandığı temel altyapıyı açıklar. Kariyer Danışmanlığında Öğrenme Kuramı ise daha kapsamlı olarak, verilecek kariyer kararlarını ve kariyer sorunlarıyla ilgili olarak yapılabilecekler konusunda kariyer danışmanlarına bir yol oluşturmaya çalışır. Bu makalede kariyer danışmanlığında ve kariyer kararı vermede Sosyal Öğrenme Kuramı üzerinde durularak; kuram kapsamında geliştirilen ölçme araçları ve kuramın mesleğe katkısından bahsedilecektir.

Pennington 2 A thorough understanding of criminal theory is perhaps the most important aspect of criminal justice for practitioners. Criminal justice practitioners can use a theory of crime to create policies that are grounded in sound logic and science rather than emotional reaction. When theoretical framework is applied to crime, policy makers are better able to create crime policies which address the cause of crime rather than simply punishing those who have offended the law.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

The urgent action needed to prepare communities for climate change impacts on Small Island Developing States (SIDS) is well documented within international policy. Several high-level strategies devote special priority to Education for Sustainable Development (ESD) in SIDS, and contemporary literature on ESD has shed light on the most effective approaches for addressing the types of complex sustainability problems facing islands. As a response, the Indian Ocean Commission ISLANDS project has introduced the international Eco-Schools programme as a regional ESD framework, now being mainstreamed through national education systems in several Indian Ocean countries. Given the seriousness of the ESD agenda in SIDS, it is vital that the Eco-Schools Indian Ocean programme can perform at a level where the potential positive impacts of ESD on schools and communities can be realised. This qualitative research study sets out to identify how the changes which the Eco-Schools Indian Ocean partners are working towards on the ground, relate to the requirements of international strategies and contemporary ESD theory. Using in-depth interviews, this research reveals a dominant emancipatory educational paradigm amongst ESD professionals interviewed, and provides insight into the kinds of transformative learning processes which emphasise community collaboration, sustainable citizenship, and critical reflection and action. The study concludes that the Eco-Schools Indian Ocean programme is theoretically capable of delivering the transformative change required by the international strategies and the contemporary ESD field. Finally, this study suggests how this transformative change might be recognisable on the ground, proposing several indicators for evaluation which will be tested during a future collaborative research project in the region.