Dissertationen: „Holistic education“

1

Nakagawa, Yoshiharu. „Eastern philosophy and holistic education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/NQ50065.pdf.

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2

Kouanchao, Ketmani. „Lao American college students' holistic identity development“. Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570185.

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Lao American college students' holistic identity development was examined in this study. The research utilized modified grounded theory methods to generate a model of holistic identity development for Lao American students whose families immigrated to the United States after 1978 as a part of the third wave of Laotian immigrants. Chickering and Reisser's (1993) psychosocial identity development theory and Kodama, McEwen, Liang, and Lee's (2002) negotiating identity and development task model for Asian Americans were utilized as an a priori theoretical foundation. Interviews explored participant perceptions and lived experiences as related to the elements of these two theories. Grounded theory development techniques were utilized in the analysis to explore the nature and interactions of various elements of the a priori theories. Data were collected using one exploratory focus group followed by in-depth interviews. Each participant was a child of parents who were refugees; all but one was born in the U.S. Findings center around three themes related to Lao American college students' holistic identity development: (a) the enmeshment of purpose and identity, (b) the influence and integration of family and culture influences, and (c) the fluidity of community influence. The dissertation concludes with a discussion of implications for theory, policy, and practice.

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3

Tan, Michelle. „Connecting dots : interaction design for holistic learning“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/927.

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Connecting Dots proposes that new media such as interactive websites can be developed using a design framework based on elements of holistic education identified by Miller (1996) as Balance, Inclusion and Connection, so that holistic learning can be achieved. Recognising the negative consequences of the focus on meritocracy, the Singapore government have in recent years advocated for a transformation of the education system to include opportunities for holistic learning. This research contends that holistic learning is a responsibility that has to be shared by both the education system and families. This should be cultivated in a child from an early age so that a strong foundation for life-long learning can be established. As children are increasingly exposed to media technology at an early age, there is a pressing need for online content to provide families with a platform to engage their young holistically. Using t he design framework, an interactive website, also titled Connecting Dots was developed and tested through a qualitative study as part of a practice-based research that uses an iterative and incremental development process. With the appropriate methods used to collect and analyse data, the research endeavors to develop design recommendations that can be transferred to other interactive websites that promote holistic learning, not limited to the Singapore context.

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4

Oberle, Alicia M. „Instructional Practices in Holistic Education for Patients with Cancer“. Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814414.

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During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing.

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5

Andersson, Karin. „A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India“. Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

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6

Hansen, Ulcca Joshi. „Holistic Education: Its Philosophical Foundations and Practical Application“. Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486987.

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7

Rudge, Lucila T. „Holistic Education: An Analysis of its Pedagogical Application“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.

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8

Bitter, James Robert. „Parent Education as a Part of Holistic Medicine“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5248.

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9

Oberle, Alicia. „Instructional Practices in Holistic Education for Patients with Cancer“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5238.

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During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing.

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10

Zandman, Herm Jan Gerhard. „Physical education in holistic Christian education : a Christian ethical perspective / Zandman, Herm J.G“. Thesis, North-West University, 2005. http://hdl.handle.net/10394/824.

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The historical-literary phenomena and all the facets of research have been carefully tested against Biblical principles and indices. During the journey through historical-literary material and in the quantitative and qualitative research that has been undertaken, the striving has continuously been to test each phenomenon, event and research data against the fundamental, Biblical principles that were enumerated in the second chapter, i.e. . The Bible makes a clear case that the whole person needs to develop and be developed for holy service; . God Himself is interested in the body as part of the entirety of the person He created and demonstrates and teaches through His Word against dualism; . Included in the sixth commandment regarding murder is the principle that one should not harm one's own body in any way, but rather nourish it (Vorster, 2004:123). . Christ and the apostles demonstrate in many ways the necessity to serve God as a whole person; . To be fit for service includes being fit to live before God as a well-balanced spiritual, emotional, cerebral and physical being; . Man's fallen-ness has led to imbalance, causing disfuntionality in stewardship and in training for stewardship; . Physical education, as declared in the central theoretical argument and as reasoned throughout the thesis on the basis of Biblical-ethical principles, should be regarded as essential to development of vicegerents under Christ.
Thesis (Ph.D. (Ethics))--North-West University, Potchefstroom Campus, 2005.

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11

Lutkus, Lauren Julia. „Holistic Approaches to Art Education: A Case Study of Choice-based Art Education“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.

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12

Ricks, Esmeralda Jennifer. „A holistic healthcare model for higher education campus health services“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/666.

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Most students are adolescents and young adults, a group characterized by a new-found sense of independence, experimentation with sex and sometimes drugs and a feeling of invincibility (Gayle, Richard, Keeling, Garcia-Tunon, Kilbourne, Narkunas, Ingram, rogers and Curran, 1990:1538). These behavioural, developmental and environmental issues may contribute to premature morbidity, mortality and reduced quality of life for university students (Patrick et al., 1992:260). The ages of staff on the other hand range from young adults to retirement age. The types of health problems that exist among staff who use the campus health service include First Aid treatment on site for injuries on duty and more chronic health problems such as, for example, hypertension and diabetes mellitus. To date there is very little evidence as to whether or not the healthcare needs of students and staff are being met comprehensively or whether the practitioners rendering the service are knowledgeable and complying with the PHC norms and standards developed by the department of Health’s Quality Assurance Directorate. The lack of such empirical data can contribute to misconceptions and hamper the management of public health problems experienced in SA, for example sexually transmitted infections and the transmission of HIV. Thus the purpose of this research was to develop a model that would assist registered nurses employed at a higher education campus health service in the Western Region of the Eastern Cape Province to render a healthcare service relevant to the healthcare needs of the students and staff on campus.

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13

Forbes, Scott H. „Holistic education : an analysis of its intellectual precedents and nature“. Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312751.

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14

Ukwuani, Godwin Chinedu. „Neutralizing Boko Haram Resurgency: Power of Targeted Holistic Education Policies“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6748.

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Boko Haram (BH) insurgency is driven by Islamist ideology and hegemony, nurtured mainly on failed education and sociopolitical policies and less by economic realities in Nigeria. Military counterinsurgency (hard COIN) successes are necessary but not sufficient to neutralize resurgence. The framework for this study was behavior modification by targeted holistic education policy (THEP) over ruminated frustration-aggression of drive theory. The purpose of this cross-sectional study was to conduct a survey of educated participants (N = 95), randomly selected from education campuses in Nigeria, to estimate the power (relationship) of THEP over time to neutralize BH resurgence (NBHR). The data from a survey developed for this study were analyzed with descriptive, ANOVA, ANCOVA, and MANCOVA statistics. The powers of THEP applied from nursery through college (age 21) to NBHR or reduce the foot soldiers' recruitment pools (FSRP) and correlations were evaluated. All 7 regression models rejected the null hypotheses. THEP and covariables including illiteracy (IL), political conspiracy (PC) or Islamic hegemony (IH), religious extremism (RE), and economic realities (ER) were related to NBHR. PC correlated inversely with THEP and IL inversely with reducing FSRP. ER had the least impetus (power) to drive resurgence. The results of this study can be used to promote positive social change by providing information on the prospects (estimated power) of THEP, acting with other COIN measures, to NBHR. The study may contribute to a better understanding of the impetus and solution to BH resurgence, but calls for further investigation into the power of nonmilitary COIN, particularly THEP, in Nigeria.

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15

Denhalter, Darryl Bond. „Holistic Approaches to State School Grading Systems“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8642.

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The United States education system has experienced an evolution of school accountability systems that has led to changes and variation in state school grading systems. This study shows that the Every Student Succeeds Act (ESSA) of 2015, a recent reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965, provides greater autonomy to individual states in evaluating and reporting school accountability than in preceding years and provides opportunities for states to implement a more holistic or well-rounded approach to school grading. ESSA policy and this study encourages states to choose to evaluate schools more holistically by implementing a wider and more balanced range of indicators that are used to formulate publicly reported school grades. Many issues and historical events, both in the nation and in Utah, are shared to show their influence on the evolution of school accountability. The relevant components of ESSA are explored. An historical overview of school accountability, standardized testing, school grading, and public educational reporting in the state of Utah is included. Scholarly perspectives about school accountability and reporting systems are also presented. This descriptive study incorporates archival research through a review of grades K-8 school grading systems. The school report card systems and indicators are collected and compared from two sequential time periods: first, the time period after NCLB and before ESSA plans were approved is referred, and second, the current time period, based off of data from currently implemented state ESSA plans. Data from all 50 states and Washington D.C. are analyzed and contrasted with Utah's data. Special focus is placed on the indicators that are not dictated by the federal government but those which are chosen by the state that promote a more holistic measure of accountability. The results from this study show that while a more holistic approach to school grading across the states has resulted from ESSA implementation, Utah's ESSA plan and school grading system, along with the other 49 states and Washington D.C., do not currently reflect an adequate holistic measure of school accountability. State Legislators and State School Board Members will find this study to be enlightening as they create more holistic school grading systems.

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16

Pratt, Jill Elizabeth. „Investigating educational systems, leadership, and school culture| A holistic approach“. Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583297.

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Most populous school districts operate using a bureaucratic hierarchical organizational structure developed primarily for industry, a system structure that has remained intact for a century despite evolving from a manufacturing to a knowledge-based economy. Although strong for efficiency, this system structure is resistant to change and promotes worker isolation, not ideal for a collective educational approach desired in the 21st century. The purpose of this quantitative correlational study was to investigate the relationship among a bureaucratic hierarchical school system structure, principal leadership, and school culture to determine if and how the three variables relate through the collective lens provided by the integral leadership theory (Küpers & Weibler, 2008) and the Full-Range Leadership Theory, or FRLT (Bass & Avolio, 2004). Thirty principals from three urban districts in North Carolina responded to items on the Multifactor Leadership Questionnaire, Form 5X (MLQ Form 5X) and the School Culture Survey (SCS) and four demographic questions. The study’s results revealed that the administrators appear to combine aspects of both transformational and transactional leadership in the urban schools. Each of the six culture factors on the SCS was significant with transformational leadership, and three of the six culture factors, learning partnership, collaborative leadership, and teacher collaboration, were also significant with transactional leadership. A holistic analysis shows that the principals are demonstrating effective leadership with corresponding positive school cultures despite the constraints a bureaucratic hierarchical school district structure presents. The results suggest that the principals are successfully integrating structural context, cultural elements, and leadership in an organizational form not necessarily designed to promote teamwork and collaboration essential for educational success.

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17

Woodrow, Michael. „Educating engineers for a holistic approach to fire safety“. Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8224.

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Problems can be solved using existing knowledge and methods derived from past experiences; and in building design, where buildings are sufficiently similar to those already built, this process can be optimised by creating standardised solutions to common problems. There is significant demand for specialist engineers who can apply these standardised solutions to established problems quickly and accurately; but novel designs generate entirely new problems for which established solutions are not always applicable. Generalist engineers working on novel designs must first define the problems before they can develop options and if necessary, create optimised solutions. Fire safety engineering (FSE) is the process of achieving fire safety in our built environment. The field requires both specialists trained in current practice and generalists skilled in creative and critical thinking. Current fire safety engineering education is mostly aimed at producing specialists, yet there is growing demand for generalists in high-end architecture, hindered by a lack of generalist education. Current education literature in FSE explains in detail what to teach, however they do not explain how to motivate students to learn what is taught; how to create the ‘need to know’ - the purpose that drives learning. The purpose can either be intrinsically motivating (i.e. the subject is interesting) or extrinsically motivating (i.e. if you don’t learn it then you will fail the exam). The former is sustained by autonomy and choice; the latter is sustained by control. Control increases the likelihood that the predicted outcome will be realised, but by definition reduces the likelihood of realising any other outcome, including potential innovation.Initially a study was created to test the effects of creating an autonomous learning environment within a traditional lecture-based ‘fundamentals’ course at the University of Edinburgh. This study, along with observations at a range of US universities led to the formation of an overarching theory of education. Ultimately, purpose is the goal students strive to achieve; autonomy creates the opportunity to think and learn independently; and structure provides the constraints that converge students towards an optimised result, supported by sound evidence and reasoning. Thus the key to generalist education was to provide purpose, autonomy and structure (PAS) in that order. The PAS concept was trialled at EPFL (Switzerland) and the participating students, with no prior knowledge of fire engineering, produced work of exceptional quality. In summary, the present study offers an observational validation that Purpose, Autonomy & Structure (PAS) can be used to effectively support the generalist way of thinking and although the examples given in this paper are related to fire safety engineering (due to the need for generalists in that field), the qualitative evidence on which the conclusions are based is not subject-specific, implying that the PAS methodology could be applied to other disciplines.

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18

Hill, Diane L. „Holistic learning, a model of education based on Aboriginal cultural philosophy“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/MQ53622.pdf.

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19

Tramp, Iris Anne. „This too is writing: Writing in the holistic classroom“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.

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20

Amusa, LO, und AL Toriola. „Children's perceptions of Physical Education and school sports at selected South African schools“. African Journal for Physical, Health Education, Recreation and Dance, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000930.

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Students’ perceptions and value orientation could assist curriculum developers to design and implement a Physical Education (PE) curriculum that would address the needs of post-independent South African schools. PE and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significant in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments’ apartheid and separate development policies. Some schools have well developed facilities, while the majority has next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. PE as a school subject has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum. In order to find out the perceptions of PE and school sport among school children aged 7-15years, we administered the modified Sport in Education (SpinEd) project questionnaire to 923 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main domains referring specifically to aspects of children’s perceptions and understanding of PE and SS. The results showed some disparity in the perceptions and understanding of PE and SS among the respondents by gender, age group and geographical location, specifically with regard to feeling about PE and SS, outcomes of PE and SS, comparison of PE and SS with other school subjects and perceived competence in PE and SS. Results are discussed in the light of their implications for provision of quality PE and SS in South African schools.

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21

Andrzejewski, Carey Ellen. „A Holistic Investigation of Teacher Identity, Knowledge, and Practice“. The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

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22

Setari, Anthony Philip. „CONSTRUCTION AND VALIDATION OF A HOLISTIC EDUCATION SCHOOL EVALUATION TOOL USING MONTESSORI ERDKINDER PRINCIPLES“. UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/12.

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The purpose of this study was to construct a holistic education school evaluation tool using Montessori Erdkinder principles, and begin the validation process of examining the proposed tool. This study addresses a vital need in the holistic education community for a school evaluation tool. The tool construction process included using Erdkinder literature to justify the development of each item through the use of an item matrix, ultimately leading to the development of the 23 item formative Montessori Erdkinder School Evaluation Survey. The validation process included a series of three Rasch Rating Scale Model analyses with data from a sample school. The validation process used item anchoring estimates from the earlier analyses in the later analyses and included determining the tool’s dimensionality, reliability, item fit, possible differential item functioning, and comparing the order of item difficulty levels to the holistic model of Maslow’s hierarchy of needs. Results of the study showed that six items had issues with fit and would need to be revised, and that the items in the cognitive and moral facet will need to be revised to better match Maslow’s model. This study provides the foundation for the development of a holistic education evaluation or accreditation system, and constructed a resource that could be directly implemented in schools.

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Teoli, Roberto. „Myth, the body and wholeness : towards a more holistic conception of education“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29523.

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The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)

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Galindo, Angela. „Finding our place in the garden : a holistic approach to art education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64093.pdf.

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25

Deng, Haruun L. Ruun. „Holistic theological education training Sudanese Christians in Bible and economically-marketable skills /“. Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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26

Sines, Deborah. „A holistic approach to teaching literature in kindergarten“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.

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27

Boute, Bradley J. „Emotional-Social Intelligence| Development During Online and On-Campus Holistic Healthcare Programs“. Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256567.

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As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students’ ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation’s were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students’ ESI.

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WIlliams, Pearl Juanita Cherrol. „Leadership's influence on the holistic development of learners with barriers to learning“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008194.

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The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.

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29

Esterle, Richard M. „Holistic Health and Hawaii's Renewable Energy Future“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6014.

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Collective efficacy, time urgency, and health literacy have been a focus of research since the 1970s. Researchers have demonstrated that these factors influence health and decision making. However, researchers have yet to establish how these factors may be connected to the achievement of policy aims that impact holistic or environmental health. This study utilized the health belief model, social cognitive theory, time urgency theory, health education and promotion theory, Bronfenbrenner's ecological systems theory, and the Meikirch model. The purpose of this quantitative study was to determine if the factors of collective efficacy, perceived time urgency, perceived health literacy, ethnicity, age, gender, perceived financial strain, and/or educational level are associated with the perception of the likelihood of reaching 100% renewable energy in North Hawaii County (Hawaii Island) by the year 2045, referred to as REHI45. A sample of 136 residents of North Hawaii County completed a survey to measure these factors. A multiple linear regression analysis was run to test relationships among the variables. Results revealed that collective efficacy, perceived time urgency, and perceived health literacy were significantly associated with the perceived likelihood of REHI45. These findings may inform the design of intervention programs and/or preventative measures to promote overall long-term health and positive social change in North Hawaii County. Individuals, organizations, institutions, cultures, and societies may benefit from the results of this study through its ability to raise awareness of factors that influence the perceived likelihood of achieving REHI45.

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30

Vickrey, Jaime. „Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play“. Kansas State University, 2011. http://hdl.handle.net/2097/8783.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary C. Kingery-Page
School environments of today’s urban children are generally inflexible, restricting and uninspiring places for learning and exploration that are disconnected from their surrounding community and nature. Facilities and teaching methods do not keep pace with the evolving needs of the workforce and varying child learning styles (Stanbury 2009). Organized sports, limited free time and standardized testing steal the zest out of childhood discovery once felt by children who grew up with a connection to their surroundings, especially nature. Many adverse effects are seen as a result. “Nature-deficit disorder describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties and higher rates of physical and emotional illnesses,” (Louv 2008, 36). Children are left to face the world’s escalating environmental dilemmas with hindered social and cognitive skills, diseases related to association and disassociation from nature and an impaired relationship with their extended community. Programs like University Colorado Denver’s Learning Landscapes and California’s Collaborative for High Performance Schools (CHPS) and have individually worked to improve learning facilities, reconnect students with outdoor curriculum-based learning and establish a bond with their communities. But implemented designs reveal unmet potential, calling for advancement and further evolution of the school learning environment. MontClair Elementary in Oakland, California is a typical urban school with paved schoolyard, restricted boundary, weak link between curriculum and schoolyard, disconnect from the community and disassociation from nature. New CHPS verified facilities are being implemented on their existing campus to accommodate an increase in student population but the link between schoolyard and curriculum has only been minimally addressed in the proposed design. Integrating Learning Landscapes with the Collaborative for High Performance Schools to create a hybrid learning landscape framework will reconnect MontClair Elementary with the surrounding community and nature. Advancement of the CHPS program, through adaptation of their existing scorecard, will allow Hybrid Learning Landscape Framework to be quantitatively applied to MontClair Elementary.

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Hope, Stuart. „The idea of holistic man : an inquiry into the educational possibilities“. Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/22587.

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Bibliography: pages 269-275.
Educational theory and practice stems from the generally accepted concept of Man, such as apartheid ideology which forms the basis of the South African educational system. Separatist thinking of some kind determines the perspective and actions of many people throughout the world. The pathology of this mode of consciousness has generated numerous crises, and is the root cause of the psychotic behaviour which is currently dominating the international scene. Inherent in any crisis is opportunity. New ways of being emerge through the struggles and mistakes of living. Counteracting the reductionist trend is the balancing notion of holism. This thesis examines the suitability and necessity of a holistic educational paradigm, particularly in this country. It explores the emerging holistic world view in two important areas of human endeavour - science and religion. Furthermore, it looks at the nature and psychology of change, Smuts's concept of holism, defines holism as modes of seeing, knowing and being, and describes the new world person with reference to South Africa's future. However, further work is needed to formulate a holistic concept of Man in order to derive a more comprehensive educational theory and practice.

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Brooks, Barbara H. „Educating for a culture of peace through holistic education : a case study of the Robert Muller School of Fairview, Texas“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100329.

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The emphasis on segmentation and reduction in atomistic thinking has had a huge impact on the way that we educate. This increasingly questioned worldview encourages fragmentation, isolation and feelings of alienation and powerlessness, believed to contribute to anger, depression, substance abuse, aggression, violence and at times suicide among our youth. We urgently need to find and implement solutions. A new emerging paradigm in education, referred to as holistic education, is surfacing as a possible solution. This dissertation is based on my qualitative research study of a soul-centered, holistically-oriented private elementary school in Texas---the Robert Muller School of Fairview, Texas. (Robert Muller was past Assistant Secretary-General of the U.N.) The focus of my inquiry is the holistic nature of the World Core Curriculum for Global Education Synthesis, a framework that emphasizes both peace and global education. It includes the school's eclectic philosophy, mission statement, setting, community-building activities and integrated curriculum from a holistic, whole-person perspective that includes the physical, emotional, mental and spiritual development of the child. Also examined is how the school's holistic 'Model of School Development' attempts to construct a culture of peace and non-violence. Special attention is given to (1) Peace Education, with its emphasis on healing emotional afflictions and on developing communication, problem-solving and conflict resolution skills appropriate for living non-violently and democratically, and (2) Global Education, with its emphasis on multi-cultural and planetary/earth relationships. The transformational effects of the program on students, teachers and parents and the extent to which these programs correspond to theoretical models of educating for peace and global education are examined as well. An evaluation of the strengths and concerns of the school, from the perspective of the teachers and parents, is also given. The dissertation concludes with a brief response to seven research questions, the last being whether or not the school's holistic "Model of School Development" can be implemented in our private schools and public school systems.

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Scott, M. Margaret. „The efficacy of holistic learning strategies in the development of church leaders in Mozambique an action research approach /“. Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11132006-180801.

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Paine, Gregory, University of Western Sydney, College of Social and Health Sciences und School of Applied and Human Sciences. „Wholes, patterns and sustainable development : closing the gap between concern and action“. THESIS_CSHS_ASH_Paine_G.xml, 2004. http://handle.uws.edu.au:8081/1959.7/664.

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The question of what comprises sustainable development is, essentially, a moral one: what should constitute the web of interactions between ourselves, and between ourselves and the non-human world. But questions this large invite fragmentation into even smaller, manageable parts and in turn a predilection for specialisation. Such reductionism is now recognised as an important factor in our current lack of success in ‘living more sustainably’. Thus, this research takes the alternate approach: a look at sustainable development from the perspective of the whole. The research reveals that even the complexity of sustainable development can be described, via patterns, in manageable ‘chunks’ that can both retain the nature of the whole and advise of the necessary changes individuals need to adopt to close the gap between concern and action. Opportunities for further research include the extended use of patterns by practitioners from any field seeking to maintain the whole; and an exploration of the (currently hidden) attribute of time as a key determinate of action related to sustainable development
Doctor of Philosophy (PhD)

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Britse, Jonna, und Karlsson Alexandra Varga. „Entering higher education : Dual career transition experiences of Swedish student-athletes“. Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33418.

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The objectives in this study were to investigate dual career transitions experiences and the overall perception of the transition process of university student-athletes in a Swedish dual career program. Twenty-one interviews were conducted with student-athletes between 19-29 years (M=22.14, SD=2.52) at the end of their first study year, based on the holistic developmental model and the athletic career transition model. The interviews were analyzed based on the athletic career transition model (perceived demands, resources, barriers, coping strategies) as well as the overall perception, outcomes and personal meaning of the dual career transition of the first year. The results revealed that the student-athletes experienced simultaneous demands within the dimensions of life, and the biggest perceived demands were the search of a dual career balance. The most mentioned resource was social support, and the student-athletes experienced the most barriers within the academic dimension. The most common coping strategy was coping with the athletic dimension. The overall perception resulted in perceived benefits, perceived challenges and lessons learned from their first year. The results for this study can be a part of the Swedish dual career research which can provide information in the development of Swedish guidelines on dual careers.

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Uppal, Mohammed Amaad. „Addressing student perception of E-learning challenges in Higher Education : holistic quality approach“. Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75746/.

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E-learning is a significant model of learning, but questions are being raised about the trade-offs in switching from traditional classroom-based learning to e-learning; for example, e-learning is cost-effective, provides round the clock accessible and convenience, but there are questions raised about its quality and effectiveness. E-learning facilitates the delivery of education and training to anyone, anytime and anywhere. The development and delivery of e-learning materials, by several organisations, and higher education institutions is under-pinned by a desire to solve authentic teaching, learning, and problems. The success of e-learning, however, depends, in part, on how learning takes place, that is, the underlying pedagogy; and the real value of e-Learning lies in the ability to deploy its elements to train the right people to gain the right knowledge and skills at the right time. Many recent efforts have been made to use e-learning system in developing countries across the world, as e-learning can play a vital role in helping governments reach their ambitious educational targets; but despite strong benefits, the overall adoption of e-learning has remained low as there remains a low perceived effectiveness of e-learning approaches. This research argues that low adoption is due to e-learning being wrongly pushed as a technology solution in order to increase low-cost access to education. We propose that, in order to be successful, in addition to technology, e-learning has to deliver the high perception of quality pedagogical teaching and learning material. A well-designed e-learning system should have customised learning content, which is developed in the appropriate language with the right amount of interactivity, and delivered in the right format to be able to support the quality perception of learners. If learners perceive the learning experience to be of high quality, then they would be more satisfied with the content and would be more likely to adopt and advocate the system in the future. The aim of this research is to identify and analyse critical issues that are hindering e-learning systems implementation. This research quantitative research investigates the impact of pedagogy on the quality perception of e-learning; with data collected using questionnaire surveys. Using a quantitative method approach, this thesis combines three interconnected objectives: Objective 1 relates to investigating the effect of delivery modes on the quality perception of elearning data from a sample of 475 university students; to understand their preference concerning different delivery modes for different e-learning quality dimensions. The findings reveal that, when considering the perception of e-learning quality, if the e-learning system is provided in full audio/video format, it has a positive correlation with responsiveness, learning content and course website. This means students, associate the e-learning system quality with the media format in which the learning content is provided. When the learning content is provided in full audio/video, students perceive it to be of better quality. This supports the ‘multimedia principle’ proposed by Mayer (1997). Secondly, if the course website components are available in multimedia, student perception of quality also improves. Similarly, one of the dimensions of SERVQUAL, i.e. responsiveness, also improves, if multimedia is provided. This means that within an e-learning system if responses to the learner are provided in a multimedia form, they perceive it to be of significantly higher quality. Therefore, when designing and developing e-learning systems, educators and/or providers must consider these aspects to maximise system quality perception. Objective 2 relates to our investigating the effect that language has on the quality perception of e-learners. From our experiment, it has been found that university students (in Pakistan) would perceive the quality of e-learning experience to be better if the written learning material is provided in English. This is understandable, as these students have consistently studied in the English language from grade 1. Students have not learned English as a second language, but have routinely studied subjects like science, mathematics, history, physics, chemistry, and business in the English language. Throughout their education, the books used in schools are in English and students always have to take their exams in English. Another important aspect is that there are no authentic technical books available in the local language (i.e. Urdu). Universities, therefore, do not use books in Urdu as the learning content has not be developed in the local language. Accordingly, students have become accustomed to reading and writing in English when undertaking education. Interestingly, when students are sometimes expected to read material in Urdu, they find it quite challenging, as the literal translations of English technical terms are often too difficult to understand in the local language. From this experiment, it is evident that, for learners at the university level, it is better to design and provide e-learning content in the English language. However, live lectures and recorded audio/video lectures may also be provided in the local language, as it would suit most students, and help them in their understanding of the ideas. Objective 3 relates to our investigation concerning interactivity level on the quality perception of e-learners. Results, from a sample of 430 university students (in Pakistan), reveal that students perceive e-learning material to be of higher quality if that material is more interactive. This result is in line with the traditional literature which states that interactivity improves student perception of quality of the learning material. Research data suggests that online courses with higher levels of interactivity lead to higher levels of student motivation, improved learning outcomes, and satisfaction over less interactive learning environments (Espasa & Meneses, 2010; Liu et al., 2007; Mahle, 2011; Park & Choi, 2009; Thurmond et al., 2002). In our research, we used the ELQ model (Uppal et. al, 2017), that considers ‘service’, ‘information’, and ‘system’ dimensions to assess holistic qualities of e-learning systems. This ELQ model, which is validated in chapter four, evaluated the moderating effect of different aspects of pedagogy, i.e. delivery modes, language and interactivity on ‘service’, ‘information’, and ‘system’ dimensions. Other studies have done similar work, but not considered moderating impact on all ELQ dimensions. This thesis, as a whole, provides a significant contribution as the combination of the objectives allows us to investigate three significant aspects of pedagogy, i.e. delivery modes, language, and interactivity, which have been shown to impact e-learning implementation success and their relationship with student quality perception of e-learning. The practical contribution, from this thesis, is that universities, e-learning providers, and businesses can fundamentally apply the findings from this thesis when designing/implementing e-learning solutions; as this will help them in providing better holistic e-learning quality, not only from the service perspective, but from information and system perspectives as well, which have been found to be significant in this research. This research finds that all three aspects of pedagogy, i.e., delivery modes, language, and interactivity play a role in improving the quality perception of e-learning - leading to satisfaction and repeat use. All considered aspects of pedagogy were found to be, in some way, significant to improvement and management of e-learning quality.

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Hajee, Ahmud-Boodoo Raadila B. M. „A Holistic Model for E-learning 3.0 for Higher Education Institutions in Mauritius“. Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/80406.

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This research aims to develop a holistic E-learning 3.0 model for Mauritian higher education institutions, following a multi-phases approach consisting of a comprehensive literature review, online surveys and interviews. Content Management, Personalised Learning, Pedagogy, Collaboration, Web 3.0 System, Support, Trust and Mindset and Cultural Shift are identified as the critical components of the model. The model is significant as it serves as a realistic guide for the sustainable adoption, implementation and diffusion of E-learning 3.0.

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Norris, Karen S. Wilhelm Ronald Wayne. „Making sense of teaching a holistic approach to teacher reflection about practice /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.

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Mirkin, Philip Joshua. „The effect of holistic artistic devices on learner interest in Grade 9 Chemistry“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65445.

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The practice of science requires careful observation, experimentation and rational thinking accompanied by imaginative and intuitive insights to thrive in a mood of cutting edge exploration. South African Grade 9 Chemistry deals with established facts, usually devoid of artistic stimuli for capturing the imagination or awakening the intuitions of most learners. Many previous attempts to use the arts in the teaching of Chemistry are limited to the use of pictures, and less often, music and drama which are often superficial or even distracting from the real content. Most research into Science education has its focus on improving academic results with almost no research being conducted in the use of holistic, artistic devices to improve learner interest. Child-centred, holistic education indicates that the integration of rational logic with personal, intuitive knowing through story and the arts is a seed to sustained learner interest. This study used video-recorded experiments and a poem with holistic use of story, metaphor, rhythm and rhyme to characterise the behaviour of acids, bases and salts, to awaken greater learner interest. Class discussion centred on inquiry-based learning which challenged the validity of the characterisations used in the poem, completed the holistically integrated intervention. Changes in learner interest levels were determined by matched pairs in the pre-test and post-test. The research was undertaken with 222 learners from four schools in the greater Tshwane region. The results show that such holistically integrated devices, or stimuli, significantly increased learner interest through good engagement in the lesson as well as an improved perception of their grasp of the content, feelings towards Chemistry and relevance of Chemistry for their lives. As a first-of-its-kind research, further research in the use of appropriate holistic, artistic devices in Science education is recommended. Research into the longer-term use of such devices as well as the effects on learner academic results should be tested. This research indicates that teachers should consider providing a greater context and characterisation, with a broader range of stimuli, when presenting Chemistry to Grade 9 learners to allow them to relate to the experimental and academic content in a more imaginative, intuitive and personally meaningful way. The presentation of this dissertation will follow the courses of a dinner feast in the hope that the reader will be nourished holistically on multiple levels.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted

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Tippery, Gabriel J. „Learning to Be in the Digital Era: A Holistic Learning Framework for Design Education“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343327316.

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Holmes, L. (Liina). „Meditation in the context of holistic education in terms of affective and social development“. Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611163070.

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This thesis is a literature review that explores holistic education and meditation in relation to affective and social development. Holistic education is a philosophy of education highlighting the importance of developing all parts of the human in order to reach our full potential and for living a fulfilling life. Learning theories are briefly discussed to gain an understanding of how holistic education is implemented. This thesis does not focus on all aspect of development supported by holistic education, but instead explores affective and social development through meditation. Spiritual development which include both affective and social development is also discussed shortly. Spirituality refers to the practice of transcending one’s self which develops through our perceptions of ourselves within the entirety of mankind. Affective development concerns the inner world of the person which includes emotions, perceptions, motivation, and caring. Social development encompasses how we form relationships, both internally, and through interactions with the outside world. In terms of psychology, meditation is defined as the practice of focusing one’s mind on a single point. Meditation is examined and discussed in terms of empathy, compassion, emotional regulation, relationships, spiritual and transcendent experience, and overall happiness. All of these terms can be seen as parts of affective and social development. The interconnected nature of developing these aspects is highlighted. Meditation is examined through scientific research which shows a positive correlation between meditation practice and the development of empathy, compassion, emotional regulation, relationships, spiritual and transcendent experience, and overall happiness. In order to bridge the gap between theory, scientific research and practice, examples of schools using meditation practice in the classroom are included.

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Collyer, Sarah. „Yoga for singers: A holistic practice tool“. Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/121491/1/Sarah%20Collyer%20Thesis.pdf.

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This thesis explored the design and implementation of a holistic practice tool for singers, utilising the principles and practices of Hatha yoga and an experiential person-centered education model within a mixed-methods action research design. Singers participating in the program reported a range of positive, wellbeing related outcomes and the results of the study revealed three principle considerations for conducting holistic, person-centred education in the performing arts: process before product, integrated experiential learning and reflection in action. These three considerations can be used to design future educational programs addressing the health and wellbeing of singers and other performing artists.

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Morris-Paxton, Angela Ann. „Impact of a holistic lifestyle management education programme on health and education outcomes of socioeconomically disadvantaged university students“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11909.

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Disorders of lifestyle are increasing globally; countries in transition are suffering the double burden of both contagious and chronic disorders. The utilization of health education to address these issues has had variable results, but the most successful have incorporated human contact. The aim of this study was to measure the quantitative and qualitative impact of a wellness promotion programme on university students. The objective was to provide a structured facilitated holistic wellness education programme to a sample of socioeconomically disadvantaged students in Higher Education in the Eastern Cape Province, South Africa. Using a pragmatic mixed methodological approach to this critical evaluation, the impact on both wellness and academic progress was measured. Initial demographic data was gathered via a biographical questionnaire, pre- and post-intervention measurement of wellness, using the Wellness Questionnaire for Higher Education, as well as a semi-structured qualitative questionnaire and transcripts of academic results. Quantitative data was analysed using SPSS analysis software and qualitative data using the NVivo analysis package. The findings were that all students improved throughout the year in their overall wellness scores, in particular in areas such as avoiding excessive sun exposure and increasing the amount of physical exercise. This corresponded with an increase in the value that the participants attached to information on these aspects of wellness, which was attributed to the programme. Results revealed that there was a weak correlation between student wellness measured at the year-end and academic success overall, but a strong correlation between student wellness and academic success for the students that gained the highest marks. Analysis of the dimensions of wellness that correlated best with student success revealed that there was a particularly strong correlation between year-end career wellness and year-end academic success. In conclusion it was found that a positive and holistic salutogenic wellness education programme increased levels of student wellness overall, which translated into student academic success. The link between wellness and success was particularly strong in students that gained higher marks. Recommendations include that first-year higher education students receive a positive wellness education programme built into the curriculum of their first year of study and that the overall impact be monitored across a broader spectrum of students over the duration of their diploma or degree programme.

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Carlock, Deirdre H. „Beyond bullying| A holistic exploration of the organizational toxicity phenomenon“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556871.

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A toxic organization is characterized by a narrow focus on bottom line profits and malicious or abusive behaviors go unnoticed or undisciplined (Kusy & Holloway, 2009; Macklem, 2005). It produces a toxic work environment where employees suffer emotional pain generated from damaging behaviors (Samuel, 2010). While some degree of toxicity is unavoidable, the unrelieved intensity of pressures over a prolonged period of time tends to wear people down (Bacal, 2000; Samuel, 2010).

Much of the academic and popular literature addressing organizational toxicity focuses on bullying and dysfunctional behavior. This research shows that harmful behaviors are symptomatic of more complex systemic problems. The purpose of this study was to uncover the organizational antecedents of toxicity using Bolman and Deal's (2008) Four-Frame Model of holistic analysis addressing the role that structure, human resources management, political systems, and organizational culture in creating or perpetuating organizational toxicity.

The study was guided by 4 research questions: 1. What role, if any, does the Structural Frame play in creating or perpetuating organizational toxicity? 2. What role, if any, does the Human Resources Frame play in creating or perpetuating organizational toxicity? 3. What role, if any, does the Political Frame play in creating or perpetuating organizational toxicity? 4. What role, if any, does the Cultural Frame play in creating or perpetuating organizational toxicity?

The researcher used a phenomenological methodology and purposeful sampling strategy. Fifteen working professionals were interviewed to share stories of their experiences working in a toxic organization. Data extracted from the stories were synthesized through a holistic framework to identify the systemic sources of toxicity. The results revealed dysfunctions with organizational hierarchies, strategies, goals, policies, rules, standards, technology; failures in human resources management and political power sources; and the impact of leadership, values, and norms on organizational culture. These dysfunctions culminate in a toxic work environment.

This study was intended to provide leaders, students, and victims of toxicity with information for early and accurate identification of organizational toxicity. It concludes with suggestions for understanding the organizational antecedents of toxicity and provides a strategy for managing within, and emotional release from, the toxic work environment.

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Pedraza, Lisandra. „"Because they are spiritually discerned" spirituality in early childhood education /“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148754582.

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Lewis, Alisha Ami Oguri. „Drive: My Motivation For Becoming A Holistic And Authentic Leader And Supervisor Of College Students“. ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1032.

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In sixth grade, I did an art project where I painted a self-portrait. I decided to paint myself looking in a mirror. On the right-hand side of the canvas was the back of my head. On the left-hand side was a reflection of my face looking back at me in the mirror. During one session with my art teacher, she looked at my painting and paused before asking, “what happened?” She paused again before continuing that at one point the painting was on the right track, implying since that point, something had gone terribly wrong. I mean what was looking back at me in the mirror was quite scary. It was a girl with sharp, angry brows who was grimacing like that emoji with clenched teeth. By the end of the project the painting only got uglier and unfortunately lived in my family’s home for years to come. My mom once told me that “interesting” isn’t necessarily a good thing. It was said right after I proudly shared with her that I received a certificate that read, “Most Interesting Art Project” for a paper doll I made to look like myself in eighth grade. Since that subtle comment, I’ve always been careful about how I choose and use words. I didn’t dare challenge my mom’s comment. Instead, I recall being mad at my art teacher. How could she call my paper doll interesting! What did she mean by that? I’ve always been better with paper than paint and I knew that unlike my self-portrait that I had painted two years prior, this doll I constructed, complete with my ponytail and 空手着 (karate uniform) actually looked like me! It’s been over a decade since these two “art incidents” but oddly enough these stories are quite telling about my current self-perception. This is the power of storytelling. Not only does it help me to connect with people beyond small talk but writing and reflecting on my past has helped me understand who I am now. Today I am an educator, supervisor of students, and a young professional in higher education. More than titles or positions I hold, I find meaning in the relationships I build with my colleagues, students, mentors, and community. What I have learned and hope to share to all educators, staff, students, and leaders by way of writing this thesis is the value and necessity of exploring, unlearning, and challenging yourself to understand who you are, how you are who you are, and why you are who you are. While recognizing that I have changed and will continue to change through growth, learning, and time, I find security at this intersection of past and future where I am present in this self. As someone who is empathetic, I am sensitive to other people’s feelings and emotions. With context, I attempt to understand how someone else may feel still while recognizing I may never truly know their experience. On the contrary, I’ve discovered that to be empathetic with my own self is quite challenging! This insight has created inner chaos and has helped me understand how I do and don’t process my own feelings and emotions regularly. As someone who has made it a priority to serve others, I am fueled by keeping busy as a way to have a purpose in all of my actions. I want to be useful. Through this grind, I’ve lost a sense of who I am and valuing myself beyond my work and what I am capable of. I don’t believe this is a unique experience. I have taken responsibility for burning out and running on empty. I am shifting gears. I have taken this opportunity to write my own experiences in hopes that there is something to be learned from it for anyone who has ever taken on too much, has run away from themselves, or been uncomfortable with who they are.

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Garzón, Castrillón Ana. „Alumni Monitoring and Supporting Model: A holistic view of quality management in higher education“. Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123976.

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The universities have among their responsibilities, providing high quality education that benefits students, alumni, organizations and society in general.Alumni monitoring becomes an important source for curriculum feedback, assessing the quality of the training and their consistency with the requirements for professional performance in different companies. However, there are many difficulties in establishing and maintaining a relationship of mutual benefits between educational institutions and their alumni. In this article, a Model for Alumni Monitoring and Supporting is presented. The model was designed from a holistic, ensuring that all involved actors get benefits. The model has been validated and can be adopted and/or adapted by educational institutions to create or strengthen the relationship with their alumni.
Las universidades tienen, entre sus responsabilidades, ofrecer educación de calidad y que esta beneficie a sus estudiantes, graduados (egresados), a las organizaciones y en general, a la sociedad. El seguimiento a sus graduados, se convierte en fuente importante para la retroalimentación curricular, verificación de la calidad de la formación y coherencia con las exigencias para el desempeño profesional. Sin embargo, existe dificultad para establecer y mantener este vínculo para beneficio mutuo de instituciones educativas y graduados. El Modelo de Seguimiento y Acompañamiento a Graduados (SAG) que se presenta en este artículo, fue diseñado desde una perspectiva holística, asegura beneficios para los actores que en él se interrelacionan, ha sido validado y puede ser adoptado y/o adaptado por instituciones educativas para crear o fortalecer la relación con sus graduados.
As universidades têm entre as suas responsabilidades ofereçer uma educação de qualidade, e que a mesma beneficie aos seus estudantes, alumni, organizações e a sociedade em geral. O apoio aos seus alumni torna-se numa importante fonte de feedback do currículo, verificando a qualidade da formação e da sua coerência com os requisitos de desempenho profissional. No entanto, há dificuldade em estabelecer e manter esse relacionamento para o benefício mútuo das instituições de ensino e dos alumni. O Modelo de Monitoramento e Apoio aos Alumni (SAG), apresentado neste artigo, foi projetado a partir duma perspectiva holística, o qual garante os benefícios para os atores que interagem nele. O modelo SAG foi validado e pode ser adoptado e/ou adaptado por instituições de ensino para criar ou fortalecer o relacionamento com os seus alumni.

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Yim, Eunice Pui-yu. „Stalactite cave adventures : developing a holistic model of parent education programmes in Hong Kong“. Thesis, University of Bristol, 2012. http://hdl.handle.net/1983/b93baa53-046a-4522-8b3b-81aecb1f0271.

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Within the context of parent education, the existing parenting programmes in Hong Kong are either drawn from contexts that are less sensitive to the local one or imbued with Confucian and High Context culture (HC) values of social hierarchy and group harmony. Within such cultural values educators and learners are expected to behave in adherence to the expected social role wherein the educator is the knowledge transmitter whereas the learner is the knowledge absorber or the approaches to parenting that permeate the programmes are inappropriate to the context. The impracticality and cultural insensitivity of these existing parent education programmes, together with news related to adaptation of both new arrivals and Hong Kong locals in terms of adapting to the increasingly diverse sociocultural population in Hong Kong, alert the parent education field to a dire need to develop a model for parent education programmes that caters for different family unique needs within the diverse sociocultural context. With an aim to explore the essential components that are needs and cultural sensitive, the study adopted narrative inquiry as the research methodology to explore the three research questions: (I) To what extent do sociocultural factors affect group interaction among members from diverse backgrounds in Hong Kong? (2) What mechanisms affect group interaction among people from diverse backgrounds in parent education programmes in Hong Kong? (3) How can one formulate a model of parent education programme to suit families having diverse backgrounds, values, and beliefs in the Hong Kong context? The findings of these three research questions emphasise the vital role played by the group facilitator in creating a mutual supportive and need sensitive context to engage learners in mutual learning. Also, a critical analysis of the Subjective Group Dynamics model (SGD) is discussed in the light of group formation among members with diverse sociocultural background within the Confucian and High Context culture (HC) oriented context culture in Hong Kong. The findings of the research questions and analysis of SOD build the foundation for the Family-centred Mutual Support Model of parent education programmes in Hong Kong that emerged from this study.

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Baker, Gabrielle A. „Food and nutrition in schools today : a qualitative holistic approach“. Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36545/1/36545_Baker_1998.pdf.

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Interest in food and nutrition education is growing in response to the need for a focus on health within the community. It has in the past however been largely overlooked in schools. Schools have the opportunity to influence food decisions by cost effectively reaching a wide audience who have an interest in food. Present education reforms in Australia offer the opportunity for food and nutrition education to take its vital place in the school setting. Food and nutrition promotion in schools is often perceived as curriculum based. This is neither the best nor the only approach. Tuckshops, the wider school community and the media play key roles in food and nutrition education. This research uses the voices of participants in the study to explore the realities and expectations surrounding food and nutrition education in schools today. The study is referred to under the acronym FAST (Food and Schools Today) and draws on data from the background NEAT (Nutrition Education and Teenagers) project. A HPS (Health Promoting Schools) approach is highlighted as the preferred strategy for achieving long term behavioural benefits and heightened awareness of food-related issues. This approach was incorporated into the Nutrition Success cycle and trialed in twelve Queensland schools. Participant ideas and enthusiasm for school based initiatives were encouraging. When individuals inquire about food and nutrition issues autonomously, they are more likely to choose appropriate information to suit their specific needs. Such a broad philosophy involving critical thinking is therefore, the most important ingredient for successful food and nutrition promotion. The strength of groups working collaboratively to trial the Nutrition Success cycle, lay in their ability to actively involve a wide range of autonomous, motivated individuals with clear goals.

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Pieterse, Glynis. „Establishing a framework for an integrated, holistic, community based educational support structure“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1158.

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The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.

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