Dissertationen zum Thema „Arts – study and teaching – scotland“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Arts – study and teaching – scotland" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
MacIntyre, Christine Campbell. „Criterion-referenced assessment for modern dance education“. Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.
Der volle Inhalt der QuelleGiroud, Jeanette. „Secondary arts teachers' perceptions of integrated arts“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1726.
Der volle Inhalt der QuelleWhytock, Jack. „The history and development of Scottish theological education and training, Kirk and Secession (c.1560-c.1850)“. Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683179.
Der volle Inhalt der QuelleParis, Lisa. „Visual arts history and visual arts criticism : Applications in middle schooling“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.
Der volle Inhalt der QuelleBrandeis, Judy. „English language arts and media education : making links“. Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.
Der volle Inhalt der QuelleIn order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
Thomas, Brennan. „Composition studies and teaching anxiety a pilot study of teaching groups and discipline- and program-specific triggers /“. Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151207488.
Der volle Inhalt der QuelleVroombout, Lynn. „Striking a balance between formalism and expression in visual arts practice and visual arts education“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/859.
Der volle Inhalt der QuelleJansen, Richo. „The language of arts and culture“. Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.
Der volle Inhalt der QuelleArts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
Menon, Nimi. „Schooling the imagination : an experiment in arts-based education“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79797.
Der volle Inhalt der QuelleGibson, Susan E. „Drama praxis : Rural arts workers and lifelong learning : a phenomenological study“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1359.
Der volle Inhalt der QuelleJohnston, Jerre Lynn. „ART CRITICISM: A "READING" OF THE VISUAL ARTS“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291319.
Der volle Inhalt der QuelleMitchell, Rosamond. „An investigation into the communicative potential of teachers' target language use in the foreign language classroom“. Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/2554.
Der volle Inhalt der QuelleBurgess, Linda Kathryn. „The Sufi teaching story and contemporary approaches to composition“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1533.
Der volle Inhalt der QuelleYau, Foon-chi Lynn, und 邱歡智. „The arts and education policy: a comparison of the Hong Kong and international baccalaureate arts curricula“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37338687.
Der volle Inhalt der QuelleChoi, Ching-ha Maggie. „Perceptions of using language arts activities in teaching short stories : a case study“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36743124.
Der volle Inhalt der QuelleChoi, Ching-ha Maggie, und 蔡青霞. „Perceptions of using language arts activities in teaching short stories: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36743124.
Der volle Inhalt der QuelleJackson, Sylvia. „The implementation of curriculum innovation : an examination of the factors affecting the use of the 'Science 5/13' project in trial schools after the trial period“. Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/21856.
Der volle Inhalt der QuelleMassie-Laberge, Catherine. „Toward a systematized pedagogy of musical expression: an observational study of instrumental teaching“. Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121391.
Der volle Inhalt der QuelleLes études sur l'enseignement instrumental présentent un nombre limité de données concernant l'efficacité des différentes méthodes d'enseignement (Karlsson & Juslin, 2008; Kennell, 2002). Bien qu'il ait été démontré que la technologie améliore la communication émotionnelle (Karlsson, 2008), les musiciens peuvent avoir une attitude négative envers son utilisation pour l'apprentissage des compétences expressives (Lindström, Juslin, Bresin, & Williamon, 2003). Davantage d'études doivent être effectuées quant à l'utilisation de la technologie dans l'apprentissage de l'expression (Laukka, 2007). Les objectifs de cette recherche étaient (a) d'étudier la nature de l'enseignement instrumental, en particulier l'expression, (b) d'évaluer la façon dont les enseignants et les élèves conceptualisent l'expression et son enseignement, et (c) de vérifier les perceptions de l'utilisation de la technologie dans l'enseignement de l'expression. Nous avons (a) observé des leçons instrumentales, et (b) réalisés des entrevues (12 étudiants instrumentistes de premier cycle et leurs enseignants : n = 6). Les interactions entre professeurs et élèves de 12 leçons furent analysées en fonction de quatre fonctions éducatives (test, instruction, accompagnement, expression). Pour la durée totale des cours instrumentaux, 18% fut consacré au développement des compétences expressives. Les professeurs utilisaient davantage les stratégies verbales pour enseigner l'expression, plus précisément la stratégie «outcome feedback». Les réponses au questionnaire ont révélé que l'expression, caractéristique la plus appréciée, est définie comme un concept multidimensionnel. Les stratégies, telles que l'expérimentation sonore, la modélisation, les métaphores, aident à développer l'expression des élèves. L'intérêt des professeurs quant à l'utilisation de la technologie pour l'enseignement de l'expression a diminué après avoir reçu de l'information concernant le logiciel Feel-ME, tandis que celui des étudiants est demeuré positif. Un schéma de stratégies comprenant un feedback informatif est suggéré comme modèle d'enseignement systématique pour aider les étudiants à développer leur expression.
Niblack, Linda Marie. „Videotaping: A tool for self-evaluation in language arts processes“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.
Der volle Inhalt der QuelleCheung, Wai Wan. „Conceptions of teaching and learning held by teachers of Mandarin and Cantonese in Chinese complementary schools in Scotland“. Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/24444.
Der volle Inhalt der QuelleCurrie, Joni L. „Traditional and interdisciplinary teaching approaches a comparative study of teacher's attitudes toward the arts in general education /“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.
Der volle Inhalt der QuelleSource: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaves i-ii. Includes bibliographical references (leaves 60-64).
Smith, Janet L. „Integrating language arts and social studies through the use of literature“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/736.
Der volle Inhalt der QuelleFrömel, Annette. „Using language arts in the German classroom: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31677174.
Der volle Inhalt der QuelleRoper, Robyn. „An investigation of the impact of visual culture on visual arts practice and visual arts education“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/620.
Der volle Inhalt der QuellePowell, Mandy. „The origins and development of media education in Scotland“. Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2550.
Der volle Inhalt der QuelleMetcalfe, Jason Lauth. „Examining relationship building in a donor participation program for the arts in higher education: A case study of selected members of the Medici Circle and the College of Fine Arts at the University of Arizona“. Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278743.
Der volle Inhalt der QuelleBrooks, Wendy Louise. „In search of a place for the arts: A case study of creative arts pedagogy in the 21st century classroom“. Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7722.
Der volle Inhalt der QuelleBetts, John David. „Art as mediation for learning: The Arts Integration Program“. Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186865.
Der volle Inhalt der QuelleWhite, Alisha M. „Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities“. Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/98.
Der volle Inhalt der QuelleCannaday, Bruce D. „Basic concepts of industrial technology“. Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458486.
Der volle Inhalt der QuelleWhelan, Jane. „Teaching visual arts through distance education : an evaluation of the program Anyone can draw“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/908.
Der volle Inhalt der QuelleDockstader, Cherie Jolene. „Writing in the middle : a qualitative study of seventh grade language arts teachers /“. [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/5/.
Der volle Inhalt der QuelleBeeshligaiiyitsidi, Roberto Randall 1943. „IMPROVING VISUAL ARTS PROGRAMS FOR NAVAJO STUDENTS THROUGH DISCIPLINE-BASED ART EDUCATION“. Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/276522.
Der volle Inhalt der QuelleCarder, Lou Anne. „A teachers' guide to integrating middle-grade science into language arts“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/646.
Der volle Inhalt der QuelleHonig, Valerie Amelina. „Cultivating Aristotelian rationality through the arts : a philosophical and practical perspective“. Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32916.
Der volle Inhalt der QuelleVan, Blerk Susan. „Teachers' perceptions of the implementation of the arts and culture learning area in the senior phase“. Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/627.
Der volle Inhalt der QuelleDuncan, Margot. „Visual arts, technology and education : how can teaching and learning in high school visual arts classrooms be enriched by the use of computer technology?“ Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36494/1/Duncan_36494.pdf.
Der volle Inhalt der QuelleMerrill, Jean Collins. „Eureka: A gold rush play integrating the performing arts into elementary social studies curriculum“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2566.
Der volle Inhalt der QuelleCoats, Tonya Cherie. „Using technology in language arts to motivate students“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2479.
Der volle Inhalt der QuelleChan, Miu-kuen, und 陳妙娟. „An evaluative study on the learning of creative thinking in visual arts“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35312099.
Der volle Inhalt der QuelleLund, Kimberley Ann 1955. „Transition from artist to artist teacher: A case study of graduate student studio teaching“. Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/292007.
Der volle Inhalt der QuelleBuckley, Signe A. „Integrating literature and illustration in seventh and eighth grade language arts curriculum“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/615.
Der volle Inhalt der QuelleHolt, David Arthur. „Art in primary education : a study of the generalist as teacher of the visual arts“. Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329887.
Der volle Inhalt der QuelleMiller, Michael Douglas. „A history of aesthetic education in the visual arts from 1872 to 1945 in British Columbia“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26888.
Der volle Inhalt der QuelleEducation, Faculty of
Graduate
Irwin, Rita Louise. „The practical knowledge of a fine arts supervisor in educational change : a case study“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29235.
Der volle Inhalt der QuelleEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Choa, Gillian Ann, und 蔡敏志. „The performing arts' concern: the alternativeleader“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007913.
Der volle Inhalt der QuelleRountree, Janet, und n/a. „A framework for virtual artifacts : digital images as teaching tools in Classical art“. University of Otago. Department of Information Science, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.112225.
Der volle Inhalt der QuelleZheng, Jie Jane, und 鄭潔. „The Shanghai Art College, 1913-1937“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37969833.
Der volle Inhalt der QuelleBenosa, Kathlyn Garcia. „Increasing comprehension strategies through reciprocal teaching“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.
Der volle Inhalt der QuelleZervos, Cassandra. „The effect of cross-linked learning on visual arts education“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/774.
Der volle Inhalt der Quelle