Dissertations / Theses on the topic 'Action inquiry'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Action inquiry.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Froggatt, Bert. "An action inquiry into negotiated learning." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.
Full textPark, Hun-Joon. "An inquiry into managerial action : performative and reflexive managerial action." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1263043747.
Full textVergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.
Full textThis action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial “reactive” state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe their unknown behaviors and then change their sabotaging behaviors. Other salient characteristics from Phase 3 were happiness, being at peace with themselves, tolerance, and effectiveness.
There is a tendency to believe that change does not come easily, especially for adults, because our mental models rule our lives (subconsciously). However, participants were all adults from distinct walks of life who observed their unknown assumptions and reported change in their lives and in perceptions of their world. Furthermore, this intervention helped participants manage dissonance in their lives and produce changes specific and relevant to each individual, i.e., adults in the Kichwa community changed their assumptions and got rid of the mining company without violence. Moreover, the students who conducted research in the Amazon rainforest changed their research approach from top-down (doing research on people) to human development co-creation (doing research with people). Lastly, students in the academic institutions changed their way of interacting with their environment and others, and most importantly observed and changed behaviors that were sabotaging their efforts to succeed in life. They overcame their assumption of “knowing” and became more open to others’ perspectives. Each change was specific to the individual, resulting in the betterment of their lives.
Meiers, Matthias. "Narrative inquiry as a form of teacher action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63945.pdf.
Full textHall, Virginia Kaufman, of Western Sydney Hawkesbury University, of Health Humanities and Social Ecology Faculty, and School of Social Ecology. "Women transforming the workplace : collaborative inquiry into integrity in action." THESIS_FHHSE_SEL_Hall_V.xml, 1996. http://handle.uws.edu.au:8081/1959.7/438.
Full textDoctor of Philosophy (PhD)(Social Ecology)
Kaufman, Hall Virginia. "Women transforming the workplace : collaborative inquiry into integrity in action /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030610.123935/index.html.
Full textDyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.
Full textWatt, Linda. "Living management : an action research inquiry into a modernising role." Thesis, University of the West of England, Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417842.
Full textBhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
Full textEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Grant, Suzanne Lisa Parker. "A paradox in action? A critical analysis of an appreciative inquiry." The University of Waikato, 2006. http://hdl.handle.net/10289/2583.
Full textJung, Yusun. "A Dialogic Action Perspective on Open Collective Inquiry in Online Forums." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1327699379.
Full textMueller, Monica Elizabeth. "An inquiry into the relationship between thought and action interpreting phronesis /." Diss., Online access via UMI:, 2009.
Find full textBosworth, Susan Lovegren. "Disaster, Action, and Order: A Substantive Inquiry of Weber and Durkheim." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539625327.
Full textArthur, Debbie. "THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3660.
Full textM.Ed.;
Department of Educational Studies
Education
K-8 Mathematics and Science Education
Swepson, Pamela Joyce. "Guidelines for good research: either action research or science." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366200.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
Schmidt, Tanya. "The collaborative action process a qualitative inquiry into processes, practices, and perceptions /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2342.
Full textThesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Lawrence, Josette Kimlon. "Developing relational leadership within a civil service entity : an action research inquiry." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3026141/.
Full textGross, S. "Predictors of sales performance in B2B hybrid organisations : an action research inquiry." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3003481/.
Full textMoore, Rita. "Reflective action research through classroom inquiry : seven workplace teachers examine their teaching beliefs /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717180.
Full textNg, Cheuk Wing Margaret. "Is action learning an effective means of implementing CPD in inquiry-based learning?" Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559072.
Full textCardenas, Alda Roxana. "From inquiry to action in complex situations : a sociotechnical approach to interactive management." Thesis, City University London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312908.
Full textBrook, Cheryl. "Action learning in the UK NHS : an inquiry into its development and practice." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547957.
Full textGray, Jennie. "Living with a label: an action oriented feminist inquiry into women's mental health." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1833.
Full textGray, Jennie. "Living with a label: an action oriented feminist inquiry into women's mental health." Curtin University of Technology, School of Social Work and Social Policy, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16963.
Full textAcknowledging these women’s capacity to have expertise not only as reporters, but as theorists too, experience and analysis were conflated in our explorations of ‘living with a label’. Congruent with feminist philosophy, our methodology had a praxis orientation as well, ‘to produce different knowledge and to produce knowledge differently’ as Patti Lather (2001) suggests. The attendant opportunities to research the process of researching and contemplate how we might participate in change-oriented activities were thus integral to this project. Our experience of researching together, and allowing the ‘researched’ room to know and act, produced possibilities, and also created conundrums, perhaps less frequently encountered in more conventional research – all of which gave rise to celebration!
Adams, David Martin. "When being professional means becoming myself : towards integrity and presence in practice." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551.
Full textCobb, Maggie Colleen. "Songwriting as Inquiry and Action: Emotion, Narrative Identity, and Authenticity in Folk Music Culture." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6208.
Full textAdelaine, Addy. "Participatory Inquiry in Practice [PIP] : NGO accountability, action research and urban youth in Kampala." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/12101.
Full textMaina, Faith. "Placing culture at the centre of the Kenyan curriculum : a participatory action research inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34585.pdf.
Full textChan, San-wing Frederick. "Developing inquiry based learning in secondary geography education topic weather forecast : an action research /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3984870X.
Full textClint, Frank Anthony. "Appreciative Inquiry Of Texas Elementary Classroom Assessment| Action Research For A School-Wide Framework." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538841.
Full textThis qualitative, action-research study used themes from appreciative interviews of Texas elementary teachers to recommend a framework for a school-wide assessment model for a Texas elementary school. The specific problem was that the Texas accountability system used a yearly measurement that failed to track progress over time and failed to accurately provide elementary classroom teachers with information about student performance in ways to guide instructional decision making. Appreciative interviews of 22 participants were analyzed using open coding and thematic analysis. Findings revealed teachers valued teacher-made assessments, consistency and alignment, multiple assessment measures, multiple assessment formats, student-centered assessment, and data-centered assessment for classroom use. Themes were triangulated with literature and public testimony of Texas teachers. Recommendations were made for educational leaders and global leadership. The research method used in this study was an Appreciative Inquiry generative research approach within a larger continuous improvement change management cycle. This is significant for global leadership as a method for implementing a process of change in an organization.
Jenkinson, Ian. "An action inquiry into bullying, name calling and tolerance in a Sheffield primary school." Thesis, Sheffield Hallam University, 1997. http://shura.shu.ac.uk/19872/.
Full textAshworth, Gwendolyn Baugh. "Exploring The Interaction Between Appreciative Inquiry And Student Academic Optimism: An Action Research Study." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091835.
Full textVarner, Donna. "Inside teamwork : an inquiry into the communication and action of self-directed work teams." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261484538.
Full textScott, Ian R. "Coaching for gravitas : an action research inquiry into the development of gravitas in leadership." Thesis, Oxford Brookes University, 2016. https://radar.brookes.ac.uk/radar/items/cbb34c4e-3b89-4d28-a3ac-71283a685312/1/.
Full textGonzales, Carol Kernitzki. "Eliciting User Requirements Using Appreciative Inquiry." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cgu_etd/1.
Full textSilva, Goncalves Juliana. "A behavioural economics inquiry into inequality in education: Three empirical essays." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84649/1/Juliana_Silva%20Goncalves_Thesis.pdf.
Full textGeorgiou, Mary. "Intercultural competence in foreign language teaching and learning : action inquiry in a Cypriot tertiary institution." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11866/.
Full textOljemark, Kicki. "An appreciative inquiry into leadership sense-making and possibilities : a story of values in action." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/552500.
Full textAlford, Philip. "A communicative model for stakeholder consultation : towards a framework for action inquiry in tourism I.T." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/561263.
Full textBruce, Bertram C. "Inquiry as Both Action and Understanding." 2006. http://hdl.handle.net/10150/106189.
Full textTing, Su-Wen, and 丁素雯. "An action research of inquiry instruction influencing students' inquiry competency and motivation." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/63925700260076935986.
Full text國立彰化師範大學
科學教育研究所
96
An action research of inquiry instruction influencing students' inquiry competency and motivation Su Wen Ting Abstract The purpose of this action research was to investigate the change of inquiry competency and motivation of 8th graders after incorporated Nested Inquiry-Based Instruction Model (NIBIM) in science classes for two years. This study used a scientific inquiry scoring guide for the inquiry competency scoring (α=0.79). It was translated from Teaching and Learning to Standards in Science (Oregon Department of Education, [ODE], 2002). The scoring guide contained four facets: 1) forming a question, 2) designing an experiment, 3) collecting and presenting data, and 4) analyzing and interpreting results. An analysis of repeated measures and the Tukey method were used for the changes in pretest, midtest and posttest of scientific inquiry scores.The results showed a significant increase in the four facets; the means of four increased gradually in midtest and posttest, and the “designing an experiment” facet showed a significant increase. This study used the Student Motivation Towards Science Learning questionnaire (SMTSL, Tuan, Chin & Shieh, 2005, α=0.82) to measure students’ motivation. An analysis of repeated measures and the Tukey method were used for the motivation changes in the 3 circles and 6 tests. The results showed a significant increase in the scales:「SLV」, 「NPG」, 「AG」, 「LES」, 「Total」and a significant difference in「LES」.The analysis of results showed students’ scientific inquiry competency and motivation improved significantly after incorporating inquiry instructions for two years. Keywords: inquiry instruction, inquiry competency, scientific inquiry scoring guide, learning motivation
Huang, Se-Yun, and 黃瑟芸. "An action research of inquiry instruction on 8th students’epistemology and inquiry competency." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/82568393674002094819.
Full text國立彰化師範大學
科學教育研究所
97
The purpose of this action research was to investigate the changes of epistemology and inquiry competency of 8th graders after being incorporated Nested Inquiry-Based instruction Model in science classes for one year. Tools used for data collection was the“Investigation of Scientific Epistemology”(Tsai, Tuan & Lin, 2006) and “The inquiry competency scoring”. In addition, the researcher collected classroom taping and recording, open questionnaires, learning sheets and interview records to collect research data. This study concluded that inquiry instruction do promote students’epistemology and inquiry competency. As for students’scientific epistemology, the results of the inquiry instruction substantially promote students’understanding of the following features of epistemology: creativity, applicability, temporality and regularity. In students’ inquiry competency, the results also showed the same positive promotions in forming a question, designing an experiment , collecting and presenting data, and analyzing and interpreting results, and all of 4 factors achieved a significant increase in statistics results. After processing Pearson’s correlation analysis on students’epistemology and inquiry competency, there were 12 out of 16 factors found to remain in low range tendency. Analysis of the data indicated that the results of both students’epistemology and inquiry competency were colsely influence each other. In other words, inquiry instruction enhance students’epistemology in present knowledge and promotes inquiry competency; and both the students’epistemology and inquiry competency indicated positive throughout the study.
Haung, Shu-Ching, and 黃淑卿. "Using inquiry teaching to promote 7th grade students’science inquiry abilities-An Action Research." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/87726037657736519114.
Full text國立彰化師範大學
科學教育研究所在職進修專班
92
The purpose of this action research was to explore the process of implementing inquiry teaching with cooperative learning and to assess its influence on 7th grade students’ learning. The subjects include thirty-five 7th grade students in my class of the “nature and life technologies.” The instructional topics covered three units: “Discover the World of Life”, “Plant Response to its Environment”, and “Nutrition production of the Plant.” The instruments used in this study include “Questionnaire of Attitude toward Inquiry Learning“,”Questionnaire on Inquiry Abilities”, working sheets, and after classes inquiry learning notes. I also did the classroom video and audio tape recording of my teaching and interviewed with my students and my colleagues. Constant comparison and triangulation methods were used for data analysis. The findings of the study as follows: 1. It is promising do to inquiry teaching with small group cooperative learning by action research. Through the process of the action research, teacher can revise inquiry teaching strategies after the actions. 2. Most students express positive attitudes toward inquiry learning. Small group cooperative learning can be a good strategy used in facilitating inquiry teaching. However, students’ learning interests varied according to the contents of learning, the teacher shall guide students timely and arranges suitable experiments according to students’ needs. 3. Inquiry teaching can promote students’ inquiry abilities under inquiry situations. Especially in parts of forming questions, predict the results, controlling variables, designing an experiment, and sharing the presentation. In addition, the inter actions between teacher and students under such ways of inquiry teaching raised. The more open-end the experiment is, the students may have more active thinking 4.The difficulties I found during the process of implementing inquiry teaching are as follows: the teaching time, the learning habits of students, the individual differences of students, the pressures of using diverse evaluations, and the rigid schedules of school curriculum.
Meier, Matthias. "Narrative inquiry as a form of teacher action research." 2001. http://hdl.handle.net/1993/2589.
Full text(Madad‧Faol), Chi-Hung Chen, and 陳祈宏. "My Indigenous Identity─Madad‧Faol's Identity and Action-Narrative Inquiry." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s2fwnj.
Full text國立東華大學
民族事務與發展學系
105
Ethnic identity is the concern of most modern indigenous youth when they are growing up. In a multicultural society like Taiwan, different circumstances affect everyone’s growing and development. It seems that no one can choose the environment they live in, but through learning, participation, adaptation and practice, they can develop regconition of their own ethnic identity. In this study, from my person perspective and through the process of action and narrative, I explore my own way of searching for my ethnic identity, through living with different tribes, having education and work experiences, and other activities such as baptism to sketch out different roles of mine under the realization of the indigenous identity. This paper aims to show how to learn culture through retrospective history of action, from the perspective of the Ami youth, to clarify their own framework of culture, and to reflect the current situation of the narrative and analysis of action. The main questions in this paper are the following three: First, how I can enter various cultural fields in different ethnic groups. Second, in the course of action, the kinds of difficulties and problems I encountered and how I solved them. Third, how I change in terms of thinking after the action. After experiencing the practice and action of the long-term cultural field, I have found that ethnic identity can penetrate into different cultural fields through various modes of actions and strengthen the construction of ethnic identity. Also, the process of regconizing ethnic identity changes with different actions. I having constructed my own ethnic identity, I keep adapting, learning and changing to better understand my own ethnic culture. At the same, by engaging in the indigenous ethnic affairs, I have developed a stronger sense of identity and purpose and recognized my indigenous identity. More importantly I expect to recover indigenous culture as an Amis with confidence.
Yi-Ching, Tsai, and 蔡佾靜. "Climbing --- Action-Narrative Inquiry into My Teacher-Pupil Relationship." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07616299279306684846.
Full text國立臺北教育大學
國民教育學系碩士班
97
Teacher -pupil relationship is the focus of this inquiry. There were three research goals: First of all, as a primary school teacher, I would like to explore the problems of my own teacher-pupil relationship. Secondly, I tried to picture the development of my teacher-pupil relationship in order to rewrite the story. Thirdly, a new version of teacher-pupil relationship story has been constructed as the end product of this inquiry. The progress of this study was like climbing a mountain. During the beginning of this climbing I faced up with the narrowness of my eyesight. The oscillation between effort of self-exposure and the pursuit of self-actualization is the main theme of the journey. There were two parts in my thesis, one was my life story and the other was the relationship between me and my pupils. In the first place, I looked back upon how my family influenced me through the perspective of power and structure. Then I identified the effects and influences of the Chinese culture. Secondly I identified the problems faced up with my teacher-pupil relationship. I revisited my growing experiences in my family and got insights to rewrite my own teacher-pupil relationship by loosening up rules, changing frames of viewing. Finally, I integrated the past, present and future to further transform my teacher-pupil relationship. In addition, the interpretation and re-interpretation of my own teacher-pupil relationship has been offered. This thesis recorded the progress of my self-discovering, healing and learning. It also represented my understanding and discoveries of myself, teacher-pupil relationship in the past two years.
CHEN, MEI-HUI, and 陳美惠. "The Action Approach of Theme Inquiry in Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92151442392640290830.
Full text國立臺中教育大學
語文教育學系碩士班
95
Abstract The purpose of this study was to investigate the effect of experimental teaching about theme inquiry in integrated curriculum. This study is specially conducted on the researcher’s students, who are instructed to engage in practical theme inquiry activities. This research is divided into 2 recurring phases, and there are 12 weeks for each phase. The inquiry models in this study are Beane’s concept integrated model and Harste, Woodward & Burkes’authoring circle. In this research, the action research was adopted. By the aid of practical interview, document analysis and observing the changes on students’ abilities and their reaction to the theme inquiry., this study is to understand the experiences and difficulties of implementing “ Theme inquiry in integrated curriculum” in totally 19 months. The major purposes of this study are: 1.) exploring the situations of the theme inquiry in integrated curriculum on teaching site by the researcher , 2.)understanding the issues to be improved, designing and implementing new courses to improve the above issues, 3.)exploring the students’ point of view about the strategies that were held by the researcher 4.) exploring the influences on students’ language abilities of implementation of theme inquiry in integrated curriculum , 5.) concluding the findings of the study to make conclusions and providing suggestions as reference of elementary school teachers in theme inquiry model. Based on the above study purposes and approaches, we obtain the following conclusions: 1. Theme inquiry in integrated curriculum supplies a whole and practical learning experience. 2. The pupils have higher learning interest in the theme inquiry. 3. Theme inquiry in integrated curriculum helps the students develop the learning model of mutual assistance with peers. 4. The pupils could have more confidence about themselves when the pluralistic abilities assessment was used. 5. As for pupils, theme inquiry in integrated curriculum could develop their abilities in listening, speaking, reading and writing. 6. The implement of theme inquiry in integrated curriculum could prompt the teaching knowledge and abilities of teachers. According to the above results, the research discusses some suggestions for future research. Keywords : theme inquiry , integrated curriculum, authoring circle, mandarin language field, action approach, the students of third and forth grade
Wang, Chin-Fun, and 王慶豐. "Remedy Unified Civil Service Adverse Action of the Inquiry." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75678676020932489149.
Full textShivambu, Elizabeth. "An action research inquiry into a bereavement project in Giyani." Thesis, 2012. http://hdl.handle.net/10210/7186.
Full textThe research was done in Sections A, DI, D2 and E, Giyani Township, in the Northern Province. The main participants were mothers who had lost their adult children in fatal traffic accidents. Other members of the community were also interviewed to find out about their attitudes towards traffic fatalities of young people in Giyani. The research methods used were interviews, questionnaires and observations. These three methods were found to be appropriate in the elicitation of the data. The main purpose of the research was to find out what the views of bereaved parents were with regard to an awareness campaign in road safety. After the analysis of data, it was found that people in Giyani do really need a solution to the said problem, but they would most probably prefer a support group whereby people would be offered assistance after traumatic experiences - not necessarily only when confronted with fatal traffic experiences, but all types of trauma. The opinion of a support group was that people believed traffic fatalities are unpredictable and unavoidable.
Huang, Chih-Huang, and 黃智皇. "ACTION RESEARCH FOR 10TH GRADERS THROUGH INQUIRY-BASED MATHEMATICS TEACHING." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54479902264728758859.
Full text國立彰化師範大學
科學教育研究所
96
This is an action research on implementing inquiry-based instruction into a 10th grade high school mathematics classroom, and analysing student’s self-efficacy on mathematics learning and teacher’s professional development. The research subjects were the forty-two 10th graders taught by the first author. The research period was from September, 2007 to January, 2008. The data collection included qualitative data which were obtained by a questionnaire adapted from Ho (2005) containing 31 items from the five constructs of “Insistence on Efforts”, “Verbal Persuasion”, “Goal-Achievement”, “Emotional Inspiration”, and “Willingness of Learning”, and quantitative data, such as the assessment paper of mathematic ability, the inquiry of teaching work sheet, the inquiry of reflection questionnaire, informal interviews, class videotaping, and teaching diary. According to the study, we can find that cooperation in solving problems, presentation, and mutual interaction between teacher and students really have positive impact on students’ self-efficacy in insistence on efforts and willingness of learning. Inquiry-based instruction can promote student’s ability of mathematic representations and help student develop the habit of examining the solutions. The open environment of exploring mathematics is beneficial to students in their productive dispositions to learn mathematics because the design can be combined with the experiences of our daily life, and the students were aware that answers are not fixed or contained to only “one” correct answer. In exploring the teaching process, we are impressed by many students’ unique thoughts and unexpected situations. This study not only improves the researcher’s cognition of the nature of mathematics but also elevates the researchers professional knowledge.