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Dissertations / Theses on the topic 'Academic disciplines'
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Breen, Rosanna Leone. "Motivation and academic disciplines in student learning." Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369982.
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Vroonland, Joy Phelps. "The Evaluation of Academic Vitae in Low, Moderate, and High Paradigm Academic Disciplines." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278603/.
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Considering the vita an important vehicle for self-presentation in the process of applying for post-secondary academic positions, this study examined how vita contents are valued by readers of vitae in different academic disciplines.
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NeeQuaye, Barbara Burris. "A Maturity Model for Online Classes across Academic Disciplines." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/259.
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The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the technology, content, and pedagogy. Best instructional practices may be applied inconsistently in the online environment due to faculty members' lack of proficiency in implementing such practices. Although Course Management Systems and Web 2.0 technologies make the task seem less daunting, faculty members still need guidance in consistently implementing best practices in online courses. The study examined the problem of academic institutions offering online courses without any validation or tracking processes to ensure course quality.
An online instructional maturity model was developed to guide faculty members in implementing learner-centered practices in online courses. Survey methodology was used to collect data on instructional practices being implemented in the North Carolina Community College System. The model was developed from the survey findings using guidelines from the American Psychological Association Learner-Centered Principles, best practices found in the literature, and the People Capability Maturity Model. Feedback from an expert panel was used to refine the model.
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Campbell, Jessica Lynn. "Gender Bias in the Technical Disciplines." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5149.
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This study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates this image as a cultural norm in society. Women both conform and are judged and evaluated according to their weak and submissive gender stereotype. Women face challenges and problems in the workplace when they are evaluated and appraised by their female gender stereotype. Women have been prevented from acquiring jobs and positions, have been denied promotions and advancements, failed to be perceived as desiring of and capable of leadership or management positions, as well as typically receive lower paid than their male counterparts. Furthermore, women's unique, indirect, and congenial conversational methods are perceived as unconfident, incompetent, and thus, incapable in the masculine organizational culture of most workplaces. Through the investigation of gender bias in the workplace, professionals and employers will gain an awareness of how gender bias and socially-prescribed gender roles can affect the workplace and interfere with women's success in their career. Technical communicators and other educators will have a better understanding of how to overcome gender stereotyping and be encouraged to teach students on how to be gender-neutral in their communications in the workplace, perhaps striving for a more egalitarian society.ID: 031001392; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 28, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 145-154).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications
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Li, Yanan, and 李亚男. "Multimodal analysis of academic posters by student writers across disciplines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207138.
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This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel how writers from different disciplinary communities build their communicative purposes into the verbal and visual modes in their posters. The analytical framework adopted for this study builds upon the one proposed by D’Angelo(2010), which incorporates Hyland’s metadiscourse model (2005) and Kress and van Leeuwen’s visual grammar paradigm (2006) for the verbal and visual analyses respectively, and supplements it with multimodal content analysis adapted from Jones’s (2007) model. Follow-up interviews with members of the discourse communities were also conducted to enhance the validity of the results. The findings reveal that there exist a wide range of differences in the use of metadiscourse markers (e.g. hedges, boosters, evidentials, code glosses) across the three group texts pertaining to disciplinary influences. There is also evidence that academics in different subjects value some of the same qualities in the texts necessitated either by the peculiar context of poster presentations (e.g. frame markers, engagement markers) or a need to maintain scientific formality (e.g. self-mentions). Visually, the concern for the context and ‘scientificness’ continue to exert great influences, rendering a myriad of visual manifestations (e.g. framing, modality) that are commonly shared across the data, whereas the cross-discipline discrepancy mainly narrows down to the image usage(functions and types).published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.
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Higgins, Sarah. "Digital curation : contributions towards defining the discipline." Thesis, Aberystwyth University, 2018. http://hdl.handle.net/2160/54e5dddc-4904-441e-9664-810474f25d78.
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This work defines and evaluates the original contributions to the discipline of digital curation that the author has made through ten years of her career for the purposes of gaining a PhD by Published Works. It presents ten published papers, three of which are co-authored, and a narrative concerning the contributions made by these. This narrative explains the professional and academic contexts in which the papers were authored and the impact they have made. The work describes the progressive contributions to both the professional and academic development of the discipline through: an historical analysis of its origins, analysis of the conceptual space it inhabits, theoretical modelling of this conceptual space to enable practical implementations, and the development of higher education curricula. The work reflects on the disciplinary significance of these contributions and suggests next-steps for the author’s research.
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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.
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Hinkle, Ann Carole. "The attitudes and behaviours of British lecturers and students regarding academic writing across disciplines." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365220.
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Lindeberg, Ann-Charlotte. "Promotion and politeness conflicting scholarly rhetoric in three disciplines /." Åbo : Åbo akademis förlag, 2004. http://catalog.hathitrust.org/api/volumes/oclc/56061914.html.
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Oakey, David James. "The form and function of fixed collocational patterns in research articles in different academic disciplines." Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/708/.
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This thesis presents a comparative empirical study of fixed collocational patterns in written academic English. The fixed collocational pattern is a continuous string of words which is found to occur frequently in language data. This study uses lexical analysis software to study an electronic corpus of academic research articles in an attempt to identify and compare the forms and discourse functions of fixed collocational patterns in different disciplines. In comparative studies of the language of different academic disciplines there are two ways of collecting comparable amounts of corpus data, both of which are problematic. One approach is to subdivide existing normative (Sinclair 2005) corpora in order to allow comparisons to be made between different disciplines. The amount of data in each resulting subcorpus is often unequal, however, and results might be biased in favour of the subcorpus with the greatest number of texts or tokens. The other approach is to balance the number of tokens in each subcorpus by using incomplete text samples. This can mean that individual subcorpora do not completely represent all areas of the discourse, and some fixed collocational patterns which perform discourse functions relating to these areas may as a result be missed by the researcher. This study attempts to establish what might be a comparable amount of data by investigating fixed collocational patterns in two different comparative corpora. First it identifies fixed collocational patterns in an equal number of tokens in each discipline, i. e. an isolexical comparison. It then identifies fixed collocational patterns in an equal number of texts in each discipline, i. e. an isotextual comparison. The findings indicate that the same fixed collocational patterns are frequent in both versions of the corpus, and so what is frequent isolexically is also frequent isotextually. This suggests that an isotextual corpus is more suitable for comparative studies of the discourse functions of fixed collocational patterns, since it allows their functions to be investigated across similar numbers of communicative acts rather than across similar amounts of language. The thesis then compares these isotextual fixed collocational patterns with the results from two previous studies of an isolexical collocational pattern, the lexical bundle (Biber et al. 1999), one of which (Biber 2006) used data from a different academic genre, the other (Hyland 2008) data from three academic genres. There then follows a case study of the relationship between the lexical, semantic, and textual environments of the fixed collocational pattern in the case of the and its discourse functions. The thesis concludes by outlining areas of future research into fixed collocational patterns which have been suggested by the results of this study.
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MARANTZ, GAL AMIT. "INTERNATIONALISING THE CURRICULUM IN AN ISRAELI COLLEGE: RESPONSES, MOTIVATIONS, INTERPRETATIONS AND ENACTMENT ACROSS THREE ACADEMIC DISCIPLINES." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/87888.
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L’internazionalizzazione di un curriculum accademico è un processo globale volto al miglioramento complessivo della qualità dei curricula attraverso l’aggiunta di una dimensione interculturale e internazionale. L’internazionalizzazione del curriculum è riconosciuta come un processo altamente contestualizzato che viene accolto e interpretato in modo diverso a seconda delle discipline accademiche o dagli ambiti territoriali. Precedenti ricerche comunicano che si tratta di un processo in cui il personale accademico svolge un ruolo critico e il loro continuo impegno è necessario alla sua riuscita. Sono state individuate molte sfide nel reclutamento del personale addetto all’internazionalizzazione dei programmi di studio.
Negli ultimi anni, l’internazionalizzazione dell’educazione superiore è divenuta una priorità strategica per i politici e la leadership istituzionale in Israele. Le risorse sono state dirette allo sviluppo di strategie istituzionali per l’internazionalizzazione, con l’obiettivo di aumentare la mobilità degli studenti e del personale, e migliorare la qualità dell’insegnamento e della ricerca. L’internazionalizzazione del curriculum è vista come parte integrante di questa tendenza. Sebbene in Israele vi siano ricerche sul processo di istituzionalizzazione dell’istruzione superiore, in questo campo esistono pochi studi sul processo di internazionalizzazione del curriculum. L’obiettivo di questo studio è quello di esplorare il processo di internazionalizzazione del curriculum in tre dipartimenti accademici in un’università israeliana e registrare l’impegno del personale accademico in questo processo, prestando particolare attenzione alle loro risposte, motivazioni, interpretazioni e attuazioni.
Lo studio utilizza, come lente teorica, il quadro concettuale di Leask (2015) per l’internazionalizzazione del curriculum, in cui il processo di internazionalizzazione è posizionato all’interno di un ambiente estremamente complesso e influenzato da molteplici strati di contesto. La ricerca adotta un approccio partecipativo con un disegno di ricerca qualitativa, costruito intorno a tre casi di studio. Quest’ultimi sono triangolati utilizzando tre canali di dati: interviste approfondite, analisi di programmi dei corsi, canali informali. Un totale di 17 partecipanti provenienti da tre dipartimenti accademici sono stati intervistati e le trascrizioni delle interviste sono state analizzate tematicamente. Inoltre, 15 programmi dei corsi sono stati sottoposti ad analisi documentale, utilizzando gli Indicatori dell’Internazionalizzazione del Curriculum, strumento sviluppato come parte dello studio.
I risultati della ricerca dimostrano che l’internazionalizzazione del curriculum funge da catalizzatore per la progettazione di programmi di studio per individui e team accademici in un istituto di istruzione superiore in Israele. Lo studio segnala che gli accademici sono motivati ad avviare il processo anche nel caso in cui non vi sia una necessità evidente, come la presenza di studenti internazionali nel campus. Inoltre, questo lavoro mostra modalità contestualizzate di coinvolgimento nell’internazionalizzazione del curriculum in tutte le discipline, sostenendo ed estendendo le ricerche precedenti in questo settore. Nella fattispecie, lo studio offre importanti spunti di riflessione sul processo di internazionalizzazione del curriculum, suggerisce miglioramenti al quadro di Leask (2015), e formula diverse raccomandazioni pratiche che sono rilevanti per il singolo ambito dell’istruzione superiore in Israele, ma che potrebbero estendersi anche oltre.Internationalising an academic curriculum is a comprehensive process directed towards the overall improvement of curricula quality through the addition of intercultural and international dimensions. Internationalisation of the curriculum is recognised as a highly contextualised process which is received and interpreted in many different ways across academic disciplines and regional settings. Previous research also reports that it is a process where academic staff play a critical role and their continuous engagement with it is necessary. Many challenges in recruiting staff to engage in internationalisation of the curriculum have been raised. Internationalisation of higher education has become a strategic priority of policy makers and institutional leadership in Israel in the past few years. Resources are directed towards the development of institutional strategies for internationalisation, with the goal of increasing student and staff mobility and raising the quality of teaching and research. Internationalisation of the curriculum is seen as an integral part of this trend. Although there is research on the process of internationalisation in higher education in Israel, little research exists on the process of internationalisation of the curriculum in this space. The objective of this study is to explore the process of internationalisation of the curriculum in one Israeli college across three academic departments and record the engagement of academic staff in it focusing on responses, motivations, interpretations and enactment. The study uses Leask’s (2015) conceptual framework for internationalisation of the curriculum as a theoretical lens, where the process of internationalisation of the curriculum is positioned within a super complex environment and impacted by multiple layers of context. The research assumes a participatory action research approach with a qualitative research design, constructed around three case studies. The case studies are triangulated using three data channels: in-depth interviews, analysis of syllabi documents and insider, informal channels. A total of 17 participants from three academic departments were interviewed and interview transcripts were subjected to thematic analysis. In addition, 15 syllabi documents were subjected to document analysis, using the Internationalisation of the Curriculum Indicators tool which was developed as part of this study. The results of the research demonstrate the role of internationalisation of the curriculum as a catalyst for curriculum design for academic individuals and teams in one higher education institution in Israel. It shows that academics are motivated to embark on the process even in a case when there is no obvious need such as the presence of international students on campus. In addition, it shows contextualised modes of engagement with internationalisation of the curriculum across the disciplines, supporting and extending previous research in this area. Specifically, the study offers important insights into the process of internationalisation of the curriculum and suggests enhancements to Leask's (2015) framework and makes several practical recommendations which are relevant for the unique space of Israeli higher education and possibly beyond.
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Hoch, Victoria Ann. "The Effects of Systematic Reinforcement on Academic Performance in Precision Teaching: An Investigation of Acquisition, Retention, and Endurance." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5041.
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The use of positive reinforcement in acquisition programming is a hallmark of Applied Behavior Analysis; however, the Precision Teaching literature reveals a lack of reporting on the use of reinforcement. The present study utilized a groups design and single case analyses to investigate the effect of programming systematic tangible reinforcement on acquisition performance, retention and endurance of academic skills with 10 typically developing students ranging from 5-7 years of age. Results indicate that for both control and experimental participants, an increase in accuracy on both See/Say sight words and math problems occurred; however, the experimental group performed better on See/Say sight words and both groups performed the same with See/Say math problems.
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Jawitz, Jeffrey Paul. "Becoming an academic : a study of learning to judge student performance in three disciplines at a South African university." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11132.
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Includes bibliographical references (p. 209-214).This study seeks to understand how new academics learn to judge student performance in complex assessment tasks, i.e. tasks that allow students substantial initiative and latitude in their response. It was conducted at a research intensive historically white university in South Africa and involved case studies in three academic departments. Thirty one academics were interviewed across the three departments. The analysis of these cases was conducted in two parts, using a framework developed from Bourdieu's theory of practice and Lave and Wenger's situated learning theory. In the first part, I analysed the academic workplace in each case and identified three different configurations of communities of practice that formed key dimensions of the fields within which these departments were situated. In the second part, I applied the concepts of habitus and legitimate peripheral participation (LPP) to understand how new academics engaged with the communities of practice in their departments and learnt how to judge student performance of complex assessment tasks. The study revealed limitations in the explanatory power of social learning theory in contexts where the stability of communities of practice was uncertain, where there were no opportunities for LPP and where knowledge was deemed to reside in the individual rather than to be distributed in the community. In contrast to the view that learning in the workplace is informal and unstructured, in each of the case studies it was possible to identify a learning to judge trajectory, which, in some cases more than others, provided a structured "learning curriculum" (Wenger, 1998) for new academic staff. Learning to judge student performance happened through participation in a series of assessment practices along this trajectory. The experience of following a learning to judge trajectory was closely associated with the identity trajectory of each individual academic and depended on three factors: the particular configuration of communities of practice within each field, the capital valued within this configuration, and the nature of the capital that the newcomer brings into the department. However, the existence of these trajectories did not mean that learning was unproblematic, as they appeared to support the dominant relationships of power within each field and posed particular challenges for those individuals who embarked on alternative trajectories.
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Alkhasawneh, Ruba. "Developing a Hybrid Model to Predict Student First Year Retention and Academic Success in STEM Disciplines Using Neural Networks." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2570.
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Understanding the reasoning behind the low enrollment and retention rates of Underrepresented Minority (URM) students (African Americans, Hispanic Americans, and Native Americans) in the disciplines of science, technology, engineering, and mathematics (STEM) has concerned many researchers for decades. Numerous studies have used traditional statistical methods to identify factors that affect and predict student retention. Recently, researchers have relied on using data mining techniques for modeling student retention in higher education [1]. This research has used neural networks for performance modeling in order to obtain an adequate understanding of factors related to first year academic success and retention of URM at Virginia Commonwealth University. This research used feed forward back-propagation architecture for modeling. The student retention model was developed based on fall to fall retention in STEM majors. The overall freshman year GPA was used to model student academic success. Each model was built in two different ways: the first was built using all available student inputs, and the second using an optimized subset of student inputs. The optimized subset of the most relevant features that comes with the student, such as demographic attributes, high school rank, and SAT test scores was formed using genetic algorithms. A further step towards understanding the retention of URM groups in STEM fields was taken by conducting a series of focus groups with participants of an intervention program at VCU. Focus groups were designed to elicit responses from participants for identifying factors that affect their retention the most and provide more knowledge about their first year experiences, academically and socially. Results of the genetic algorithm and focus groups were incorporated into building a hybrid model using the most relevant student inputs. The developed hybrid model is shown to be a valuable tool in analyzing and predicting student academic success and retention. In particular, we have shown that identifying the most relevant student inputs from the student’s perspective can be incorporated with quantitative methodologies to build a tool that can be used and interpreted effectively by people who are related to the field of STEM retention and education. Further, the hybrid model performed comparable to the model developed using the optimized set of inputs that resulted from the genetic algorithm. The GPA prediction hybrid model was tested to determine how well it would predict the GPA for all students, majority students and URM students. The root mean squared error (RMSE) on a 4.0 scale was 0.45 for all students, 0.47 for majority students, and 0.45 for URM students. The hybrid retention model was able to predict student retention correctly for 74% of all students, 79% of majority students and 60% of URM students. The hybrid model’s accuracy was increased 3% compared to the model which used the optimized set of inputs.
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Stentiford, Lauren Jessica. "Femininity, academic discipline and achievement : women undergraduates' accounts whilst studying either a STEM or arts/humanities discipline at a high-performing British university." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27980.
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In the academic year 1996/1997, the number of women undergraduates enrolled on degree courses at UK universities for the first time in history surpassed the number of men (Dyhouse, 2006). Year-on-year, statistics continue to indicate that women outnumber men in higher education (HE). Feminist scholars have noted that, as a consequence, women’s participation in HE has in recent years been constructed as an unequivocal ‘success story’, with women widely regarded as both outnumbering and outperforming men (Dyhouse, 2006; Leathwood and Read, 2009). This thesis seeks to trouble the notion that women really are the educational ‘winners’ by virtue of their gains at the point of access by highlighting some enduring gender inequalities within HE – that is, women's uneven experiences of the cultures and structures of HE by gender, class, ethnicity and discipline. Using a qualitative case study design, this thesis seeks to explore the everyday ‘lived’ experience of a small number of women undergraduates studying either a science, technology, engineering or mathematical (STEM) discipline or arts/humanities discipline at one high-performing British university. Using a combination of focus group interviews and 14 longitudinal case studies of individual women (comprising participant-kept diaries, in-depth interviews and email interviews), this study seeks to provide a detailed understanding of women's lives both inside and outside of their course and their negotiations of academic achievement, disentangling some of the complex processes involved in identifying with, and specializing in a discipline over time. In this study, a ‘patchwork’ theoretical approach has been adopted in order to conceptualise women’s identities, incorporating insights from feminist post-structural theory, new material feminisms and Becky Francis’ (2012) concept of gender monoglossia and heteroglossia as re-worked from Bakhtin (1981, 1987). This study indicates that women's gender and academic identities are intricately interwoven and often complex, contradictory and precarious – with women differently taking up and discarding dominant discourses of the ‘ideal’ and ‘successful’ university student in line with their distinct classed, ethnic and ‘aged’ backgrounds. This study also highlights the role that academic disciplines play in shaping women’s lived university experience both inside and outside of formalized learning contexts. In particular, the data suggests that the discourses of academic success open to the women were uneven, and powerfully shaped by the science/arts divide. Yet this study also highlights how the high-performing university was constructed by many women as a positive and freeing space, offering up a variety of discourses of student success.
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Tuck, Jackie. "An exploration of practice surrounding student writing in the disciplines in UK higher education from the perspectives of academic teachers." Thesis, Open University, 2013. http://oro.open.ac.uk/39206/.
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This thesis aims to contribute to our understanding of academic literacies in the UK context by exploring the practices of subject-based academic teachers around student writing through the lens of teachers’ experiences. Empirical work has yielded a great deal of insight in recent years into students’ experience of writing in higher education; less attention has been paid to student writing from the perspective of discipline-based teachers. This thesis aims to explore the complex lived realities of practice around student writing in the disciplines from teachers’ perspectives. The research on which the thesis is based involved a study of fourteen academics, teaching different subjects in six diverse UK universities, occupying a range of institutional roles. The study used an ethnographically informed methodology to explore individuals’ practice as situated within specific disciplinary and institutional contexts. Multiple sources of data were combined to develop a ‘rich picture’ of practice organised around individual case studies. In keeping with an ‘academic literacies’ approach, the thesis asks questions about how participants’ everyday practices around student writing are bound up with and/or contest institutional practices; how their work with student writers connects with issues of identity, visibility and status, and with broader questions about the nature of contemporary higher education in the UK. Data analysis points to the ways in which established understandings of language in the academy filter into the everyday practices of academic teachers, and to the shaping of these practices in contemporary institutional contexts in a marketised higher education system. The thesis contributes to our understanding of a familiar and taken-for-granted aspect of academic life, and throws light on participants’ efforts to reach beyond routine practices and carve out hospitable spaces for work with student writing. Finally, the thesis suggests some implications for academic teachers and developers and their institutions.
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Langa, Patrício Vitorino. "Disciplines and engagement in African universities : a study of the distribution of scientific capital and academic networking in social sciences." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14621.
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Includes bibliographical references (p. 219-252).Drawing on Pierre Bourdieu's theory of field and capital, this thesis examines the disciplinary differences in the social sciences concerning the possession of scientific capital and levels of engagement with academic and non-academic constituencies in three African universities, Eduardo Mondlane University in Mozambique, Makerere University in Uganda and the University of the Western Cape in South Africa. Contrary to approaches that regard disciplinary fields as homogeneous epistemic and social spaces on the grounds of the principles of the stratification of scientific fields, this study investigates the relationship between the hierarchical position of selected discipline-clusters and the levels of engagement with both internal and external constituencies. The study reveals that levels of possession of scientific capital have a significant effect on the differentiation of the disciplinary fields, both within and across institutions, and on the levels of engagement with (internal) academic and (external) non-academic entities. The analysis shows that scientific capital does not determine the level and forms of engagement with different constituencies. However, the differences across discipline-clusters at institutional level reflect the engagement with academic rather than with non-academic constituencies. In other words, this means that the level of engagement varies more between different disciplines when the engagement is related to academic entities than is the case when non-academic entities are concerned. Therefore, engagement is not a major discriminator amongst institutions. Scientific capital is what gives academics prestige and symbolic capital to the institution. The significance of this is that academics from different discipline-clusters might have different experiences of engagement with different constituencies. I further conclude that the growing importance that the notion of engagement has for the university is, perhaps, too simple if it does not account for the complex and multifaceted characteristics of disciplinary and institutional fields.
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Hayes, Angelyn. "Conditions of Possibility and Agency: A Qualitative Inquiry into the Professional Lives of Three Women in the Liberal Arts Academic Disciplines." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-074609/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).
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Beger, Anke [Verfasser]. "The Role of (Deliberate) Metaphor in Communicating Knowledge in Academic Discourse : An Analysis of College Lectures from Different Disciplines / Anke Beger." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1199774707/34.
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Benwell, Bethan. "The discourse of university tutorials : an investigation into the structure and pedagogy of small-group teaching across a range of academic disciplines." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339764.
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Al-Adeem, Khalid Rasheed. "Accounting Theory: A Neglected Topic in Academic Accounting Research." Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1256045265.
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Thesis(Ph.D.)--Case Western Reserve University, 2010Title from PDF (viewed on 2009-11-23) Department of Accounting Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
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Ancar, LeQuetia Natasha. "Social and academic factors of success and retention for students of color at a predominantly white institution in agricultural and engineering based disciplines." [Ames, Iowa : Iowa State University], 2008.
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Peruso, Bernard A. "A case study examining the process of engaging multi-ability high school students in a cross academic disciplines project to produce a teleplay." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 55-56).
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Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.
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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and several teaching dimensions: organisation and representation of data, organisation and management of teaching and different types of interaction. The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions. The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy principally dealt with formative assessment of the students' writing and used virtual communication tools to tighten the teacher-learner inter-personal interaction. The Organisational mode used in education disciplines focused on organisation and management of teaching and learning through the use of computer applications. The Holistic mode employed by teacher-educators in the fields of education and literature, in substance constituted a combination of all the characteristics of the above-mentioned modes with an emphasis given to social presence of both learners and the teacher. Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops. At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
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Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel: A case study." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/123165/1/SmadarBarTalThesis.pdf.
Full textAbstract:
The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training
colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet.
This was a qualitative research using case study within an interpretative paradigm that
enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and
several teaching dimensions: organisation and representation of data, organisation and
management of teaching and different types of interaction.
The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions.
The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy
principally dealt with formative assessment of the students' writing and used virtual
communication tools to tighten the teacher-learner inter-personal interaction. The
Organisational mode used in education disciplines focused on organisation and
management of teaching and learning through the use of computer applications. The
Holistic mode employed by teacher-educators in the fields of education and literature, in
substance constituted a combination of all the characteristics of the above-mentioned
modes with an emphasis given to social presence of both learners and the teacher.
Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops.
At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings
contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
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Carvalho, Maria da Conceição Sousa de. "Pedagogia da invenção: a prática de ensino como disciplina acadêmica na Universidade Federal do Piauí." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10395.
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This research analyses the span of the academic discipline Student Teaching, at Universidade Federal do Piauí, during the 1970 s, 1980 s and 1990 s, aiming to interpret the daily actions of the professors, the art of doing through which these agents made the discipline function. The theoretical outline of the dissertation locates the discussion in the scope of the historiography studies about the school and academic disciplines. The sources from which the traces of these practices constitutive of the teaching work could be unveiled were, mostly, the narratives from teachers about their experience in the discipline and the records they left in documents of the academic routine. The study finds that the processes through which the teachers instituted the discipline, formatted the field, defined a teacher profile and put the Student Teaching in action characterize such discipline as a space that groups together interests and people, actions and strategies and refers to practices whose exercise presupposes a locus of power
This research analyses the span of the academic discipline Student Teaching, at Universidade Federal do Piauí, during the 1970 s, 1980 s and 1990 s, aiming to interpret the daily actions of the professors, the art of doing through which these agents made the discipline function. The theoretical outline of the dissertation locates the discussion in the scope of the historiography studies about the school and academic disciplines. The sources from which the traces of these practices constitutive of the teaching work could be unveiled were, mostly, the narratives from teachers about their experience in the discipline and the records they left in documents of the academic routine. The study finds that the processes through which the teachers instituted the discipline, formatted the field, defined a teacher profile and put the Student Teaching in action characterize such discipline as a space that groups together interests and people, actions and strategies and refers to practices whose exercise presupposes a locus of power
Este estudo analisa o percurso da disciplina Prática de Ensino, na Universidade Federal do Piauí, durante as décadas de 1970, 1980 e 1990, procurando interpretar as ações cotidianas dos professores, as artes de fazer com as quais esses agentes colocaram a disciplina em funcionamento. O arcabouço teórico da tese situa a discussão no âmbito dos estudos historiográficos sobre as disciplinas escolares e acadêmicas. As fontes a partir das quais os vestígios dessas práticas constitutivas do trabalho docente puderam ser desveladas foram, sobretudo, as narrativas dos professores a respeito de suas vivências na disciplina e os registros que deixaram nos documentos da rotina acadêmica. O estudo constata que os processos através dos quais os professores instituíram de fato a disciplina, formataram o campo, definiram um perfil docente e colocaram a Prática de Ensino em ação caracterizam a disciplina em questão como um espaço que agrupa interesses e gentes, ações e estratégias e remete a práticas cujo exercício pressupõe um lugar de poder
Este estudo analisa o percurso da disciplina Prática de Ensino, na Universidade Federal do Piauí, durante as décadas de 1970, 1980 e 1990, procurando interpretar as ações cotidianas dos professores, as artes de fazer com as quais esses agentes colocaram a disciplina em funcionamento. O arcabouço teórico da tese situa a discussão no âmbito dos estudos historiográficos sobre as disciplinas escolares e acadêmicas. As fontes a partir das quais os vestígios dessas práticas constitutivas do trabalho docente puderam ser desveladas foram, sobretudo, as narrativas dos professores a respeito de suas vivências na disciplina e os registros que deixaram nos documentos da rotina acadêmica. O estudo constata que os processos através dos quais os professores instituíram de fato a disciplina, formataram o campo, definiram um perfil docente e colocaram a Prática de Ensino em ação caracterizam a disciplina em questão como um espaço que agrupa interesses e gentes, ações e estratégias e remete a práticas cujo exercício pressupõe um lugar de poder
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Singer, Leslie S. "Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7575.
Full textAbstract:
Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective instruction is an evidence-based teaching strategy that can be used to efficiently educate our youth across all learning environments. One effective instructional strategy includes increasing students’ opportunities to respond to instructor-posed questions during lectures. Students may respond to questions using a response card system as a way to promote active engagement. This study examined the most common form of instructor-posed questions presented during lecture, recall and recognition questions, to determine the differential effects on students’ academic and participation behavior in a college classroom. Results found no differentiation in students’ academic behavior with respect to question type. Students’ participation behavior was greater when the instructor used class wide active responding procedures than observed in baseline conditions that represented typical college instruction.
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Gonzalez, Viviana. "Evaluating the Effects of Guided Notes and Response Cards in Student Performance." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4495.
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Abstract
Guided notes and response cards have individually been found effective at increasing student performance and active participation, however, no known studies have compared the effects of response cards with the effects of guided notes to determine if one is more effective than the other at increasing student performance and on-task behavior. In order to evaluate the efficacy of these two teaching methods, two different teaching conditions were examined: guided notes and response cards for in-lecture review. An alternating treatments design was used to evaluate the effects of these two conditions on post-lecture quiz scores, competing academic behaviors and academic responding in two university level behavior analysis courses. The results of this research demonstrated that both guided notes and response cards were effective at maintaining high student academic performance. Guided notes appeared to be more effective at decreasing student's competing academic behaviors while response cards were more preferred by both students and teachers.
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Hagström, Dana. "Natur som kultur : och betydelsen av dess berättelser." Thesis, Södertörn University College, School of Sociology and Contemporary History, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-581.
Full textAbstract:
Is there such a thing as unadulterated nature? All that surrounds us is culturally modified by man somewhere along our past. But culture is only a fictitious conception itself, created in an attempt to break the world into controllable objects.
So in what do we find culture? In everything? In the objects or the stories they embrace? Who chooses what’s worth saving and how to save? Choosing what is culture is made from personal, ingrained dichotomies of what’s important and what is not. A selective eye creates a distorted truth, which could have unintentional long-term effects.
This thesis will give a historical account of the archaeological discipline’s development in tending to our cultural heritage. By demonstrating its many complications, with examples of forest remains, I will argue for the need of innovation, communication and documentation. Only then can we get a broader, more varied and slightly less modified picture of the culture we choose to keep.
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Cumming, Jim, and jim cumming@anu edu au. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." The Australian National University. College of Arts and Social Sciences, 2007. http://thesis.anu.edu.au./public/adt-ANU20080304.115824.
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This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶
In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶
Case narratives incorporating the perspectives of candidatesas well as those whom they deem to be influencing their research and learningare employed to portray distinctive elements of doctoral work and its associated outcomes. Quantitative data and analysis derived from a national survey of doctoral candidates are combined subsequently with this qualitative material in order to generate further insight regarding doctoral activities and the entities that are integral to their enactment.¶
Drawing on theories of practice, an integrative model of the doctoral enterprise is then presented. This comprises two basic components, one of which is a set of doctoral practices classified in terms of curriculum, pedagogy, research and work. The other is a set of doctoral arrangements that reflect configurations of entities inclusive of the participants, the academy and the community.¶
The purpose of the model is to increase understanding of the dynamic and evolving nature of the doctoral enterprise and the interrelationships involving practices and arrangements. This model has implications for candidates and others involved directly in the doctoral enterprise, regardless of their sector, role or status.
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Oliveira, Nanci de. "Um estudo exploratório do impacto do desempenho de alunos em disciplinas básicas no curso de Engenharia Elétrica da Escola Politécnica da Universidade de São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-12072017-095941/.
Full textAbstract:
Nos últimos anos, há uma crescente preocupação com o ensino de engenharia, no Brasil e no mundo. Um dos problemas dos cursos são as disciplinas do Ciclo Básico, que são muito teóricas e fora do contexto dos futuros engenheiros. O objetivo deste trabalho é estabelecer e caracterizar correlações entre disciplinas básicas do curso de Engenharia Elétrica, da Escola Politécnica da Universidade de São Paulo, tendo como referência a Estrutura Curricular vigente no período de 2000 a 2010. Para este estudo, foi realizada uma revisão da literatura, abordando-se fatos históricos no ensino de engenharia, na Europa e no Brasil, bem como um levantamento e estudo do programa de ensino, de gabaritos e provas das disciplinas escolhidas para essa pesquisa. Foram identificados conteúdos e/ou habilidades que caracterizam as correlações, verificando a importância deles para o desenvolvimento das disciplinas. Entre os resultados deste estudo, propõe-se um Projeto Integrador como alternativa para a melhoria do desempenho acadêmico dos estudantes considerados de alto risco, de forma a possibilitar a compreensão de correlações entre disciplinas, promovendo a interdisciplinaridade e a articulação de conhecimentos em cada semestre letivo trabalhado. Entre as conclusões, destaca-se a importância de os docentes do Ciclo Básico e do Ciclo Profissionalizante abrirem amplo debate, para que se estabeleça conexões importantes entre as disciplinas do curso, de forma a possibilitar a amenização dos problemas do Ciclo Básico de cursos de engenharia.In recent years, there is growing concern with on the teaching of engineering in Brazil and world. One of the problems of the courses is the disciplines of the Basic Cycle, which are very theoretical and out of the context of the future engineers. The objective of this work is to establish and characterize correlations between basic disciplines of the Electrical Engineering course, at the Polytechnic School of University of São Paulo, with reference to the Curricular Structure from 2000 to 2010. For this study, a literature review was made, approaching historical facts in engineering education, in Europe and Brazil, as well as a survey and study of the teaching program, templates and tests of the disciplines chosen for this research. Content and/or skills that characterize the correlations were identified, verifying their importance for the development of the disciplines. Among the results of this study, we propose an Integrator Project as an alternative to improve the academic performance of students considered to be high-risk, as way of allow the understanding of correlations between disciplines, promoting the interdisciplinarity and the articulation of knowledge in each academic semester worked. Among the conclusions, stands out the importance of the teachers of Basic Cycle and Vocational Cycle opening a wide debate, to establishing important connections between the course materials, as way of make it possible to soften the problems of the Basic Cycle of engineering courses.
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Moran, Katherine E. "Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/alesl_diss/24.
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Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to studying diversity in disciplinary academic writing have been the genre-based approach and the corpus-based approach. Genre studies have considered the situatedness of writing tasks, including the larger sociocultural context of the discourse community (e.g., Berkenkotter & Huckin, 1995; Bhatia, 2004) as well as the move structure in specific genres like the research article (e.g., Swales, 1990, 2004). Corpus- based studies of disciplinary writing have focused more closely on the linguistic variation across registers, with the re-search article being the most widely studied register (e.g., Cortes, 2004; Gray, 2011). Studies of under-graduate writing in the disciplines have tended to focus on task classification (e.g., Braine, 1989; Horowitz, 1986a), literacy demands (e.g.,Carson, Chase, Gibson, & Hargrove, 1992), or student development (e.g., Carroll, 2002; Leki, 2007). The purpose of the present study is to build on these previous lines of research to explore undergraduate disciplinary writing from multiple perspectives in order to better prepare English language learners for the writing tasks they might encounter in their majors at a US university. Specifically, this exploratory study examines two disciplines: psychology and chemistry. Through writing task classification (following Horowitz, 1986), qualitative interviews with faculty and students in each discipline, and a corpus-based text analysis of course readings and upper-division student writing, the study yielded several important findings. With regard to writing tasks, psychology writing tasks showed more variety than chemistry. In addition, lower division classes had fewer writing assignments than upper division courses, particularly in psychology. The findings also showed a mismatch between the expectations of instructors in each discipline and students’ understanding of such writing expectations. The linguistic analysis of course readings and student writing demonstrated differences in language use both between registers and across disciplines.
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Blåsjö, Mona. "Studenters skrivande i två kunskapsbyggande miljöer." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-265.
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The subject of this study is student writing in its institutional setting, examining students’ texts, professional discourse and educational practices. Fieldwork for the study was conducted at the departments of History and Economics of Stockholm University. The general aim of the study is to increase our understanding of the relationships between student writing, educational settings and professional discourse. The theoretical framework is the sociocultural approach as outlined by Wertsch from Bakhtin and Vygotsky, and applied on writing research by above all Dysthe. The theoretical-methodological attempts are an operationalisation of the concept of dialogicity in different aspects and an application of the concept of mediational means at the linguistic level of text type or speech act. The type of dialogicity and epistemology of a setting is shown to have major influences on students’ writing. The epistemology of economics is defined as rationalistic, and that of history as critical-pluralistic. In economics, linear logical reasoning with clear-cut solutions is a key mediational means, while reasoning with a multitude of perspectives is given precedence in history. Students adjust their texts to the kind of dialogicity in the setting. However, in interviews, some students, mainly in economics, exhibit a resistance to the epistemology and mediational means of their discipline. This resistance seems not to influence their texts, but in all probability the depth of their learning. In addition, the socialisation seems to be a more prolonged process in economics. The reasons may be that the mediational means have a weak connection to students’ previous knowledge and that they are not collectively applied in economics to the same extent as in history. Thus, a pedagogical conclusion is that the important mediational means of a discipline should be collectively applied during study. Moreover, student writing should be considered in relation to students’ previous knowledge, their course of study and their future professional activity.
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Sörling, Stig. "Construction of the academic discipline ekonomistyrning." Doctoral thesis, KTH, Industrial Economics and Management, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3434.
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The purpose of this text is to contribute to theunderstanding of a specific academic discipline (in Swedishcalled Ekonomistyrning). Another purpose is to contribute to arenewal of this field. Theoretical bases are theories from thesociological field like new institutional theory and theoriesof social constructions. The text consists of two parts. Thefirst part is about the academic discipline and the second isabout newer practices and a renewal of the discipline. In thefirst part twelve prominent academics give their views ofdifferent aspects of the discipline. The images are groupedtogether in different categories and also discussed from aninstitutional theory point of view. The second part puts focuson the pragmatic orientation in theory and on two kinds ofnewer production in practice. Two companies that producetelevision programmes and four biotech-companies are described.Interpretations are made regarding the nature of theirmanagement and control activities. Contributions from the firstpart are that (1) there are two aspects of the discipline. Thefield has first of all a strong pragmatic orientation but alsosmall and growing academic influence. The limit (2) for what isconsidered ekonomistyrning are wider and not so obvious asbefore. Traditional parts of the discipline (3) like budgetinghave been questioned and reconsidered. Consultants (4) havecreated room for new concepts like JIT, BPR, TQM, BSC and SCMinside the discipline. Contributions from the second part arethat (1) individuals are self managed and guided by theirknowledge and that these companies use (2) a "new" kind ofmanagement systems like e.g. milestones. These kinds of newpractices give vital contributions to the discussion about arenewal of the discipline. Arguments are given (3) forregarding management and control as human activities ratherthan technical questions. This calls for an extended use of newmodels, of a different language and of new images based onsocial sciences.
Keywords:Ekonomistyrning, Management Accounting,Management Control, Social Construction, Institutional theory,Images taken-for-granted.
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Volbrecht, Adam A. "Residence hall discipline and academic performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339139.
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The purpose of this study was to examine the grades and demographic characteristics of students involved with the residence hall disciplinary process during the 2005 fall semester at Ball State University. These characteristics were studied to determine if differences existed in the academic performance and demographic characteristics of disciplinary students and the general residence hall population. Differences between the disciplinary sample and residence hall population were found to exist. Freshmen and sophomores in the disciplinary sample achieved lower mean grade point averages. Freshmen and males were over-represented in the disciplinary sample.Department of Educational Studies
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Gabrysiak, Louis. "Des styles de vie des universitaires et de la légitimation culturelle à l'Université." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0139.
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Cette thèse s’intéresse, à partir d’une double enquête quantitative (questionnaire) et qualitative (entretiens et observations), aux styles de vie et aux rapports à la culture des universitaires, ainsi qu’à leur métier, leurs vocations à devenir universitaires et leur choix d’objets de recherche. L’Université est une instance légitime de légitimation culturelle, dotée d’une double mission contradictoire de préservation et d’actualisation des savoirs et des normes culturelles. Étudier le style de vie et le métier des universitaires, c’est alors étudier la fabrication et l’éventuelle transformation de ces normes de légitimité culturelle. La première partie porte donc sur l’étude des styles de vie et des rapports à la culture des enseignants-chercheurs et enseignantes-chercheuses, sous l’angle des différences internes au groupe, à partir notamment de la réalisation d’une analyse des correspondances multiples. Ces styles de vie sont ensuite mis en rapport avec des variables académiques (comme la discipline), pour rendre compte des luttes autour du type de culture que l’Université doit transmettre. La seconde s’intéresse plus particulièrement aux vocations universitaires, au choix de l’engagement dans une carrière universitaire et des objets de recherche, ainsi que le rapport à l’enseignement et à la transmission des universitaires. Cette seconde partie permet de faire le lien entre les pratiques hors université et le travail universitaire, de saisir des éléments de la dynamique du champ universitaire et du renouvellement constant de la culture savante. L’aristocratisme ascétique et la consommation d’œuvres culturelles classiques et patrimoniales continuent d’apparaître dominant dans l’espace universitaire. Mais de nouveaux styles de vie, davantage proches d’une forme d’hédonisme, faits d’un rapport plus distant aux humanités classiques et portés par des disciplines nouvelles viennent concurrencer les disciplines classiques et leur culture, œuvrant alors à la redéfinition du périmètre de la culture légitimeBased on a double survey, both quantitative (questionnaires) and qualitative (interviews, observations), this thesis focuses on life-styles and connection to the culture of academics, as well as on their profession, their vocation to become academics and their choice of research topics. University is a legitimate instance of cultural legitimization, endowed with a dual and contradictory mission of preserving and updating knowledge and cultural norms. Studying life-styles and profession of academics is then to study the fabrication and possible transformation of these cultural legitimacy norms. The first part of the project therefore focuses on the study of the lifestyles and cultural relationships of academics, from the perspective of differences within the group. This first part relies in particular on the performance of a multiple correspondence analysis, which permit to identify three major lifestyles. These life-styles are then related to academic variables (such as discipline), to account for the struggles about the type of culture that University must transmit. The second part focuses more particularly on academic vocations, the choice of engagement in an academic career and research objects, as well as the relationship to teaching and the transmission of academics. This second part provides a link between non-university practices and academic work, capturing elements of the dynamics of the academic field and the constant renewal of scholarly culture. Ascetic aristocratism and the consumption of classical and heritage cultural works continue to appear dominant in the university field. But new life-styles, closer to a form of hedonism, made of a more distant relationship to the classical humanities and carried by new disciplines, compete with the classical disciplines and their culture, thus working to redefine the bounds of legitimate culture
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Falkow, Michael D. "DOES HOMELAND SECURITY CONSTITUTE AN EMERGING ACADEMIC DISCIPLINE?" Monterey California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/32817.
Full textAbstract:
CHDS State/LocalApproved for public release; distribution is unlimited
In the wake of 9/11, the enterprise now called homeland security rocketed into the limelight leaving an educational gap that many academic institutions rushed in to fill. Educators and scholars alike from various disciplines rallied together to form a useful curriculum, and in doing so, they established a new community that shares a common intellectual commitment to making insightful, valuable, and practical contributions to the sphere of human knowledge focused on societal resilience and prosperity. Once the dust settled, a debate began to unfold. Is homeland security an emerging academic discipline This paper seeks to answer the question by defining a common analytical framework for what constitutes an academic discipline including the concept of legitimacy and the interrelationships or co-evolution between academia, industry, and government. It then compares through qualitative research and weighted scoring several widely accepted disciplines to see how they fit within this model. Finally, given the persistent threat of natural and manmade disasters, steady funding and continuous career prospects, ongoing rapid advances in technology, and systematic widespread integration into university curricula, this research concludes that homeland security has begun its emergence as a formal academic discipline especially given the interdisciplinary nature of its dynamic and complex domain.
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Donnelly, Dianne J. "Establishing Creative Writing Studies as an Academic Discipline." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3809.
Full textAbstract:
The discipline of creative writing is charged "as the most untheorized, and in that respect, anachronistic area in the entire constellation of English studies (Haake What Our Speech Disrupts 49). We need only look at its historical precedents to understand these intimations. It is a discipline which is unaware of the histories that informs its practice. It relies on the tradition of the workshop model as its signature pedagogy, and it is part of a fractured community signaled by its long history of subordination to literary studies, its lack of status and sustaining lore, and its own resistance to reform. These factions keep creative writing from achieving any central core.
I argue for the advancement of creative writing studies. As a scholarly academic discipline, creative writing studies explores and challenges the pedagogy of creative writing. It not only supports, but welcomes intellectual analyses that may reveal new theories.Such theories have important teaching implications and insights into the ways creative writers read, write, and respond. My study explores the history of creative writing, its workshop model as its primary practice, and the discipline's major pedagogical practices. Through its pedagogical and historical inquiry of the field, this study has important implications to the development of creative writing studies. Its research includes a workshop survey of undergraduate creative writing teachers as well as scholarship in the field. My argument envisions a more robust, variable, and intelligent workshop model. It considers how an understanding of our pedagogical practices might influence our teaching strategies and classroom dynamics and how we might provide more meaning to the academy, our profession, and our diverse student body.
At a curricular level, my study offers course and program development, and it justifies the importance of including graduate level training for teacher preparation to further explore the field's history and pedagogy. Through my inquiries and research, I advance creative writing studies, define its academic home, and better position the discipline to stand alongside composition studies and literary studies as a separate-but-equal entity, fully prepared to claim it own identity and scholarship.
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Redhead, K. J. "Development of personal finance as an academic discipline." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/b959f53e-da33-4c25-b119-7afb544e69a0/1.
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Personal finance is developing as an academic discipline, but has some way to go before it is generally accepted as such. The thesis reviews five contributions, from other authors, to the development of personal finance as an academic discipline (dating between 2002 and 2008). Those contributions emphasise the need for a generally agreed body of theory for an academic discipline of personal finance. My publications, in particular Personal Finance and Investments: A Behavioural Finance Perspective, have sought to establish a body of theory and knowledge for an academic discipline of personal finance. That body of theory and knowledge is multidisciplinary, and much broader than the bodies of theory suggested by the five previous contributions. It is also much broader, and based more on academic research, than the curricula of professional bodies such as the Chartered Insurance Institute (which reflects the curriculum set out by the Financial Services Authority) for the training of financial advisers. The greater breadth is illustrated by means of comparisons of threshold concepts covered by my publications with those covered by the previous five contributions, and by professional training programmes. Consideration of the objectives and processes of personal financial advice suggests that an academic curriculum should be more multidisciplinary than the existing curricula of professional bodies. In particular the curriculum should include behavioural and relationship dimensions. It is suggested that attention to the psychology of clients should be included in the education and training of financial advisers. This could take the form of using behavioural finance to gain insights into how clients might perceive financial products and services. Some of my publications being considered here (those published in the Journal of Financial Planning and the Journal of Financial Service Professionals) provide behavioural finance perspectives on client perceptions of financial products and financial advice (and their providers). Incorporation of behavioural dimensions 6 into the education and training of financial advisers would help to develop a subjectivist1 dimension to their analyses of client financial problems. Existing professional training programmes focus on objectivist2 factors such as portfolio management and regulatory issues. There is a need to incorporate a subjectivist, client focused, dimension. Behavioural perspectives on financial products, financial advice, and the providers of financial services are not my only contribution through the medium of refereed academic journals. Another aspect of the proposed curriculum has been addressed through that medium, namely time diversification. Time diversification, that leads to the relative risk of stocks declining as the investment horizon extends, was shown to be dependent on the rate of investment growth and the level of stock return volatility. The approach entailed computer simulation based on the Black-Scholes option pricing model. Implications for personal financial advice, and for behavioural perspectives, were drawn.
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Sacks, Casey K. "Academic and Disciplinary Outcomes Following Adjudication of Academic Dishonesty." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206386966.
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Guillou-Kerédan, Hélène. "Contextes d’apprentissage scolaire et postures : approches didactique et langagière : construction et évolution des postures d’élèves dans deux disciplines scolaires (français et sciences) entre la fin de l’école maternelle et le début de l’école élémentaire." Thesis, Bordeaux, 2021. http://www.theses.fr/2021BORD0074.
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Cette recherche longitudinale s’intéresse à la construction des «postures» disciplinaires, en français et en sciences, par les élèves au début de la scolarité élémentaire. Elle se positionne dans le cadre de la théorie historique et culturelle et des approches dialogique, énonciative et pragmatique du langage, nous amenant à considérer que, pour apprendre, les élèves doivent s'inscrire dans les contextes disciplinaires (finalités, valeurs, pratiques) et adopter les positions énonciatives pertinentes par rapport aux savoirs en jeu en situation d'enseignement. Ainsi, elle croise les concepts de «posture» (Bautier1995, Bucheton1998, Rebière2000 & 2001) et de « communauté discursive disciplinaire scolaire » (CDDS) (Bernié, Jaubert, & Rebière, 2003), et s’intéresse à la façon dont les jeunes élèves en apprenant à se projeter et à s’inscrire dans les CDDS différentes que constitue la classe en sciences et en français, peuvent potentiellement modifier leurs postures initiales en chaque discipline et les différencier entre chacune. En effet, entre le maître, les élèves, les objets culturels mis en jeu dans les situations d’apprentissage, les pratiques et valeurs convoquées, les usages du langage, le texte du savoir, etc. se construit un espace social et discursif d’intercompréhension spécifique à chacune des deux disciplines, susceptible de rétroagir sur les postures et de les autonomiser. Nous cherchons ainsi à identifier des changements de position énonciative chez les élèves, qui signaleraient la réorganisation de leur activité et de leurs modes d’agir-penser-parler au sein de chaque discipline et lorsqu’ils changent de contexte disciplinaire, indiquant un changement de posture, potentiellement différenciateur dans l’accès aux apprentissages. À cette fin, nous étudions sur 3 ans le processus de construction et d’évolution des postures de 11 élèves en français et en sciences entre la fin de l’école maternelle (5ans) et la deuxième année de l’école élémentaire (7ans). Nous nous appuyons sur des transcriptions d’entretiens (enseignants et élèves) et de séances de classe qui témoignent de l'activité langagière des élèves et de l'action conjointe maître-élève(s) dans le cadre de pratiques « ordinaires » d’enseignement dans les deux disciplines. L’analyse vise à mettre en évidence les relations possibles entre la construction de ces postures, leur rigidification ou leur évolution et la construction de difficultés scolaires. Elle cherche à caractériser la CDDS qui se construit dans chacune des deux disciplines dont nous postulons qu’elle joue un rôle important dans la construction des posturesThis longitudinal research concerns the emergence of pupils learning attitudes in school disciplines (French and sciences) at the beginning of primary school education. It lays on the Vygotski’s Theory of human development and on the dialogic, enunciative and pragmatic approach of language which consider that pupils should be part of different disciplinary contexts (with specific purposes, values and practicies) and adjust their utterance status to be relevant in relation to the knowledge involved in classroom situations. It is based on didactic concepts as learning enunciation attitudes and school discourse communities specialized in academic fields. It focuses on the description of how young people learn to adapt to different communities like school discourse community for french or science subject, and how they can possibly change their initial enunciation attitude in each discipline to differentiate them. For a social and discursive space of mutual linguistic understandin happens to develop between teacher, pupils, cultural objects, practicies, values, uses of language, hnowledge wording etc. It may have a retroactive effect on learning enunciation attitudes and empower them. The purpose is to identify how pupils adjust their utterance status, that would mean they can sucessfully adapt the way to do, think and speak when they enter the field from another discipline. It would also mean that they manage to change and adapt their enunciation learning attitude, which is necessary for accessing knowledge. It is a three years study that seeks to highlight the construction process of learning attitudes in scientific and french disciplines and its progression for pupils between 5 and 7 years old. It aims to show the incidence of learning attitudes and their emergence, stiffening or évolution on learning difficulties. Corpus analysis is based on transcriptions of recorded interviews and learning sessions concerning 11 pupils and their three teachers during three years so as to reveal pupils activity as well as teachers and pupils joint action in standard teaching practicies throughout french class and science class. Data has been collected then analyzed to determine the relationship between the setting of school discourse communities specialized in academic fields and the emergence of learning enunciation attitudes
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Machika, Nonhlahla Mildred. "The effect of learner discipline on academic achievement of grade 12 learners." Thesis, University of Limpopo (Turfloop Campus), 2007. http://hdl.handle.net/10386/763.
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Thesis (M.ED.) --University of Limpopo, 2007The purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.
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Veach, Grace L. "Tracing Boundaries, Effacing Boundaries: Information Literacy as an Academic Discipline." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4413.
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Both librarianship and composition have been shaken by recent developments in higher education. In libraries ebooks and online databases threaten the traditional "library as warehouse model," while in composition, studies like The Citation Project show that students are not learning how to incorporate sources into their own writing effectively. This dissertation examines the disciplinary origins and current status of information literacy and makes a case for increased collaboration between Writing Studies and librarians and the eventual emergence of information literacy as a discipline in its own right. Chapter One introduces the near-total failure of information literacy pedagogy and the lack of communication between the two disciplines. Chapter Two traces the disciplinary evolution of information literacy from a new concept in the 1970s to its current status. Chapter Three examines the current state of affairs in information literacy by analyzing library and writing program websites to see if and how each addresses information literacy. Chapter Four provides the results of surveys of librarians and writing instructors wherein they describe information literacy teaching and assessment at their own institutions and lay out their visions for the future of information literacy. Chapter Five studies a librarian and a writing instructor who put some of these ideas into action over the course of the 2011-2012 school year. Chapter Six surveys the relationship of accrediting bodies to information literacy and provides recommendations for the future of information literacy instruction that will cross disciplinary lines and allow for both librarians and compositionists to play to their strengths as they establish the new discipline of information literacy.
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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.
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Carman, Wendy Ann. "The effectiveness of a discipline plan on student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Freire, Lucas Grassi. "On the role of metatheory in the academic discipline of international relations." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8321.
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This thesis investigates in three parts the role played by metatheory in the discipline of International Relations (IR). Part one defines metatheory as 'systematic discourse about theory' and classifies it in a typology combining elements internal or external to the discipline with intellectual or contextual aspects of theorising. Each combination has particular functions. They also add to the roles played by several modes of metatheoretical inquiry (hermeneutical, evaluative, corrective, critical and historical). The typology offered in part one clarifies the general roles of metatheory as a constraining and enabling discursive mechanism. This is also discussed in part two, addressing how IR scholars portray metatheory's role in the discipline. Arguments against and in favour of metatheory are scrutinised, leading to a qualified defence of metatheoretical research in IR. Some of the negative impact of metatheorising in IR is acknowledged, but ultimately a stronger case attempting to eliminate it from the field cannot be sustained for analytical reasons. The merits of metatheory, therefore, will depend on how it operates in particular instances. A selection of illustration cases in part three further develops the argument. The first case stresses how metatheoretical directives shaped 17th century views of the Holy Roman Empire. It indicates that metatheory can frame theoretical claims even in a weak disciplinary context. A stronger disciplinary environment frames the second case, analysing a number of IR theories on the impact of the Peace of Westphalia in the European states-system. This discussion often alludes to the notion of hierarchy. The third case examines the interaction between metatheoretical directives and theories of hierarchy. These arguments are not necessarily compatible with the metatheoretical principles argued by their authors. As a mechanism, therefore, metatheory does not relate to theory in a deterministic way. Part three itself is, of course, a metatheoretical study that further illustrates the thesis.
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Leach, Brent Tyler. "Critical Thinking Skills as Related to University Students Gender and Academic Discipline." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1251.
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For a number of years the educational community has recognized the importance of teaching critical thinking skills to all students; however, a shift in educational pedagogy and philosophy has occurred. Through recent legislation the funding of educational institutions that demonstrate competencies and gains from standardized test scores has been mandated. Although performance measurement regarding the effectiveness of learning environments is useful, students must learn critical thinking skills to compete globally, problem solve effectively, self-actualize, preserve democracy, and promote human rights. The relationship between content and critical thinking presents a unique challenge in American education. This study examined the shift in focus from critical thinking to standards-based assessment in American education and focused on data garnered and analyzed from The California Critical Thinking Skills Test (CCTST).
The purpose of this study was to determine if there were differences in the 5 dimensions of critical thinking based on colleges and gender based upon 1,455 graduating seniors for the 2009-2010 academic year on the (CCTST). This study used descriptive and inferential statistics to analyze data.
In this quantitative study, data from the (CCTST) were gathered and distributed to the researcher for compilation and statistical analysis. Findings from this study indicate that gender and major college of study significantly influence the means on the dimensions of the CCTST. This study provides information regarding critical thinking skills in a higher education setting and is useful for higher education practitioners in facilitating the development of critical thinking skills. The results of this study add to the body of knowledge regarding critical thinking.
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Loureiro, Samuel Robes. "A invenção da Academia de Polícia Militar (1809-1958)." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20256.
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This thesis examines the ways in which the histories of the Military School of Realengo (EMR), the Military Police Academy of Barro Branco (APMBB) and the Officers’ Training School (EFO) of the Military Police of the Federal District (PMDF) are interwoven. The main objective was to uncover the process of the creation and consolidation of a particular military school model present throughout the country: Military Police Academies (APMs). The research sought to prove the hypothesis that the APM prototype would have resulted from a mixture of the curriculum of the professional course of the PMDF, created in 1920, and the traditions invented by the José Pessoa reform in the EMR, between 1931 and 1934, and also that the first school which underwent this transformation was the APMBB, between 1935 and 1938. From there, the model would have been disseminated to all Brazilian Military Police (PMs), including the PMDF itself. The research advances studies in the history of school institutions and educational intellectuals, with an emphasis on the processes of the invention of traditions, the reformulation of curricula, and the history of school subjects. Starting from a criticism of the theoretical-methodological reference of Althusserian structuralism, the work references ideas such as Thompson's notion of experience, Hobsbawm’s invention of tradition, and the meaning of the term intellectual as attributed by Sirinelli. This reference was supplemented by notions from Anthropology like Gilberto Velho's “field of possibilities” and Celso Castro's “military spirit”. Specific references from the history of education also provided support for the research, including notions of curriculum from Goodson, Forquin, Sacristan and Circe Bittencourt, as well as Cherval's ideas about the history of school subjects. As research involving the invention of traditions, the origins and the stabilization of these traditions were examined, which involved taking a historical cross-section covering the founding of the Military Division of the Royal Guard of Police in 1809 to the consolidation, in 1958, of the ceremony in which the cadets receive their swords in the EFO of the PMDF. For this purpose, an investigation of a variety of sources was necessary: personal archives, official documents, legislation, archives of materials, press, among others. It was possible to conclude that that the APMs were an invention of Brazilian army officers who adapted the traditions idealized for the EMR between 1931 and 1934 and the curriculum of the PMDF’s professional course from 1920. They created a new type of military school that was established in São Paulo at the APMBB between 1935 and 1938, and then disseminated throughout the country. The purpose of this invention would be to facilitate the transformation of state military forces into MPs, the army’s reserve and auxiliary force. However, such a standard was not imposed on state military forces, it was desired; and the companies not only assimilated but improved this new type of military school. As a result, state military forces became PMs, the army's reserve force, in order to survive the imminent threat of extinction after the Revolution of 1930 and the end of the governors' policies
A presente tese estuda as imbricações entre as histórias da Escola Militar do Realengo (EMR), da Academia de Polícia Militar do Barro Branco (APMBB) e da Escola de Formação de Oficiais (EsFO) da Polícia Militar do Distrito Federal (PMDF). O principal objetivo foi desvendar o processo de gênese e consolidação de um modelo específico de escola militar presente em todo o país: as Academias de Polícia Militar (APMs). Buscou-se comprovar a hipótese de que o protótipo de APM seria resultante de um amálgama entre os currículos do curso profissional da PMDF, criado em 1920, e as tradições inventadas pela reforma José Pessoa na EMR, entre 1931 e 1934, e que a primeira escola que sofreu essa transformação foi a APMBB, entre 1935 e 1938. A partir dela, o modelo teria sido disseminado para todas as Polícias Militares (PMs) do Brasil, incluindo a própria PMDF. A pesquisa avança nos estudos da história das instituições escolares e dos intelectuais da educação, com ênfase nos processos de invenção das tradições, reformulação de currículo e na história das disciplinas escolares. A partir da crítica ao referencial teórico e metodológico do estruturalismo althusseriano, foram utilizados referenciais como a noção de experiência de Thompson, o processo de invenção das tradições de Hobsbawm e a acepção de intelectual de Sirinelli. Esse referencial foi complementado por noções da Antropologia, como o “campo de possibilidades” de Gilberto Velho e o “espírito militar” de Celso Castro. Deram suporte ainda referenciais específicos da história da educação, como as noções de currículo de Goodson, Forquin, Sacristán e Circe Bittencourt, e as ideias sobre história das disciplinas escolares de Chervel. Por tratar-se de uma pesquisa que envolve a invenção de tradições, foram examinadas as origens e a estabilização dessas mesmas tradições, o que implicou um recorte histórico que englobou desde a fundação da Divisão Militar da Guarda Real de Polícia, em 1809, até a consolidação da solenidade de entrega de espadins na EsFO da PMDF, em 1958. Para tal, foi necessária a investigação em diversos tipos de fontes, como arquivos pessoais, documentos oficiais, legislação, acervo material, imprensa, entre outros. Pudemos concluir que as APMs foram uma invenção de oficiais do Exército brasileiro que adaptaram as tradições idealizadas para a EMR, entre 1931 e 1934, e os currículos do curso profissional da PMDF de 1920. Com isso, criaram um novo tipo de escola militar que foi implementado em São Paulo, na APMBB, entre 1935 e 1938, depois disseminado para o país. O objetivo dessa invenção seria facilitar a transformação das forças militares estaduais em PMs, força reserva e auxiliar do Exército. Porém, tal padrão não foi imposto às forças militares estaduais, foi desejado, e as corporações não só assimilaram como aprimoraram esse novo tipo de escola militar. Com isso, as forças militares estaduais transformaram-se em PMs, força reserva do Exército, visando sobreviver à ameaça iminente de extinção após a Revolução de 1930 e o fim da política dos governadores
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Vorwerk, Shane Paul. "Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002648.
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Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.