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Jorgensen, Raymond D. "Leading learning through imposition of leadership learning standards." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000121.
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Szijarto, Barbara. "Mediating Social Change: Building Adaptive Learning Systems through Developmental Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39159.
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Complex social problems are at the forefront of our awareness. We are witnessing intensifying political, social and environmental challenges and waning confidence in our ability to engineer solutions. We are also seeing a proliferation of large scale, multi-agency interventions that seek change at the level of systems, and through which actors pursue adaptive learning as a means to develop effective solutions. Proponents assert that the prediction and control on which conventional program design and evaluation are based are not available under complex conditions. They propose instead that learning through experience in a program’s own context can create more responsive, impactful and sustainable interventions. These ideas offer a potentially transformative opportunity. However, they need to be complemented with a better understanding of implementation - the ‘ways of doing things’ that bring them to life.
This study focused on developmental evaluation as an example of an adaptive learning (AL) approach for the development of innovative social interventions. The study was informed by ‘sensemaking’ theories and research in organizational learning, knowledge mobilization and program evaluation. Through an exploratory lens and a mixed methods design, this study sheds light on the role of specialized intermediaries in an AL process; how the role is performed in practice; and what this implies for adaptive learning in the domain of social interventions. The study documents how an intermediary can help actors navigate recognized challenges of developing interventions under complex and dynamic conditions. The findings have implications for how an AL process is understood and implemented. They provide an empirical contribution to an emerging field of study on the design of AL systems, to support future research and real-world practice as AL approaches become mainstream.
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Sharma, Nirwan. "Facilitating individual learning, collaborative learning and behaviour change in citizen science through interface design." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=238539.
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Citizen science is a collaboration between members of the public and scientific experts. Within the environmental realm – where citizen science is particularly well expressed – this collaboration often concerns members of the public involved in scientific data gathering and processing at a large-scale to generate data that can subsequently be used by the scientists to improve scientific knowledge, understanding and theories. As these collaborations are increasingly being mediated via digital technologies, the overall aim of this thesis was to explore the potential of user interface design for citizen science, within the context of environmental sciences while using an established citizen science platform, BeeWatch. Particular attention was paid to the potential of such interface development to foster a move from situations of 'expert-novice' to progressive forms of collaborations and participation in citizen science. The overall conclusion from this thesis is that interactive technologies can lead to the development of expertise for biological recording – and thus, narrowing the gap between expert and novice – as well as progressing the level of participation within and fostering behaviour changes for conservation action.
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Harvey, Christopher John, and chrisharvey11@hotmail com. "Can learning save the sandcastle? A case study of facilitating change at an Australian manufacturing facility." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080428.115950.
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The focus of this work-based action research project was attempts to change practice in an Australian manufacturing facility. The setting is a medium sized light manufacturing operation responding to the new commercial realities of the globalised and deregulated Australian marketplace. The analogy of a sandcastle facing the rising tide is used to assist the reader associate with the destructive threat that globalisation brings to Australian manufacturing. In an attempt to maintain profitability amidst unprecedented competition, the organisation has published a manufacturing improvement strategy designed to raise productivity and assure its future viability. Consistent with the objectives of this strategy, the project examines processes for changing practice within the organisation. Specifically, the project aimed to implement change using the Global Manufacturing Strategy as a guide, to increase the capacity of the managers who were accountable for the implementation of the Strategy. to improve the productivity and profitability of the company and to make a contribution to professional knowledge, in particular, the way that change is facilitated in an Australian manufacturing setting. Set within this local context, constructionist-learning techniques are implemented and their effectiveness assessed. The influence of power relationships on practice are analysed from data derived through workplace conversations and questionnaires. The paper concludes that under the threat of job losses, change in practice was limited. Manager-researcher role tension and the associated knowledge, power, time and ethical conflicts impacted the processes of collaborative learning and the rate of change in practice. It is suggested that collaborative change may be limited to situations where there are tangible benefits for all parties. As the profitability squeeze continues to slowly and relentlessly tighten, a depressing outlook is envisaged for those employed at the factory.
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Blunt, Carl T. "Representation change and the development of new attributes through category learning." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/31031.
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Gaffney, Ann M. "Change in experienced teachers' pedagogical beliefs through learning elementary mathematics content." Thesis, Rivier University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708812.
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This qualitative case study examined the connection between experienced teachers' pedagogical beliefs and their learning of mathematics content. The beliefs of eight experienced elementary (K-8) mathematics teachers were examined before, during, and after the teachers participated in a professional development training exclusively teaching elementary mathematics content. Teachers' beliefs about quality mathematics lessons were solicited through lesson plans, journals, and interviews. Research questions discussed are: (1) What do experienced K-8 teachers believe constitutes a "quality mathematics lesson?" (2) How does the experience of learning mathematics content through inquiry change teachers' beliefs about what constitutes a "quality mathematics lesson?" This study found that teachers changed their beliefs about quality lessons with regard to mathematics content, to pedagogical strategies, and to students as learners through their experience learning mathematics. Teacher beliefs became more focused on mathematical reasoning, more focused on inquiry, and more student-centered. These new beliefs better align with definitions of quality instruction from the literature. Teachers incorporated their beliefs about mathematics, pedagogical strategies, and students as learners into a vision of quality mathematics lessons and the teacher's role in creating those lessons. Teachers' vision of their role changed from that of provider of knowledge to a guide of student discovery of mathematical understandings. The data indicated that these changes in beliefs, including changes in beliefs about pedagogy, were driven by the act of learning mathematics content via methods of inquiry. The results of this study have implications for understanding current and future research on teacher beliefs, for in-service professional development training in mathematics teaching, and for improving teacher effectiveness and student achievement in mathematics.
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Burns, Robert. "Supporting staff development through change in learning technologies in higher education." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10324/.
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The challenge to enhance staff development processes in a way that reflects a changing global learning environment and supports academic staff in their efforts to integrate the affordances of the rapidly changing learning technology opportunities into their learning environments is a common one for many of the institutions in higher education. This dissertation records a response to this challenge in the context of a higher education institution in Ireland. In an attempt to understand how a selected cross-section of the academic staff of the institution were aware of the pedagogical underpinning required for the effective use of learning technologies, a grounded theory approach was used to interpret their individual and degree group responses to a guided interview process. Co-raters independently identified learning issues raised by the informants in the recorded data, and, reliability tests were performed on the results from the co-raters. Having identified the highest occurring learning issues from this phase of analysis these key issues were taken back to the informants for further discussion in focus groups aimed at clarifying their thinking regarding these issues. Cluster Analysis was used at the next phase to inform how best to analyse the recordings of the focus groups. The application of grounded theory methods is set out in a way to provide transparency, seeking to respond to the, sometimes critical, comment made regarding the use of this methodology. The use of grounded theory methods enabled themes to be identified from the focus group data leading to a definition of theory that affirmed some existing theoretical positions and extended others by more specific identity of the role that academic management need to play in understanding, and planning for the integration of, the use of learning technologies by the academic staff for whom they have management responsibility.
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Dickinson, Ethan Charles. "Analyzing Language Change and Cue Correlation Through an Iterated Language Learning Paradigm." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144335.
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Leach, Bill P. "Prospects for change creating a blended learning program through a culture of support /." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003057.
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Chow, Wai-kit Stephen, and 周偉傑. "An investigation of conceptual change and learning through discussionsin the 'Knowledge Forum' environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B39848644.
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Leach, Bill. "PROSPECTS FOR CHANGE: CREATING A BLENDED LEARNING PROGRAM THROUGH A CULTURE OF SUPPORT." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4259.
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Blended learning, a combination of traditional face to face (F2f) instruction and computer-mediated communication (CMC), is a popular trend in many universities and corporate settings today. Most universities provide faculty members course management systems, such as Blackboard, Angel, and others as a way to organize and transmit course materials to students. In order to assess the pedagogical value of blended learning in a university-level first year composition (FYC) environment, it is necessary to view the environment through a critical lens and adequately train faculty in the need for and use of the features of the learning management software (LMS). The setting for this study is the Humanities and Communication Dept. of Florida Institute of Technology, a private university on Florida s east coast, consisting of around 6000 students. As I investigate the various pedagogical and theoretical issues of incorporating blended learning into the FYC environment, I critically examine the issues involved in implementing the program. I employ a blended research method to join the tracks of implementing a blended learning program and developing a culture of support together in the Humanities and Communication Department of Florida Tech. In examining program implementation, I use a combination of institutional critique, as advanced by Porter et al., together with an  ecological methodology, as outlined by Nardi and O Day. In examining the feasibility of creating a culture of support through the design of a faculty workshop, I mainly use Richard Selfe s methodology, although elements of the previous two methods operate as well. The results of my study provide a means by which faculty members can experience and realize the benefits, while avoiding the pitfalls, of implementing CMC into a f2f classroom and provide an action plan for other researchers to utilize in their own educational settings.Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD
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Gale, Julia. "Building practice through managing change : a grounded theory study of learning disability nurses." Thesis, London South Bank University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271762.
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Acharya, Mukul. "Reaching the Poorest Through Microfinance: Learning from Saving for Change Program in Mali." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/49/.
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Davies, David. "Managing change through curriculum innovation : building a Network of Learning : beyond the boundary." Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/6466/.
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It must be conceded that this 'project' represents work in progress as both an intellectual challenge and as an intervention in practice and provision within a higher education institution undergoing a fundamental transition. The term 'project' refers to the full range of activities and developments described and analysed in this project report. The project itself is on-going and not subject to academic /closure'. The term 'explication' when used in the report refers to the narrative and sequence of elements within the project. The explication itself attempts to reach a conclusion in phase 3 where 'outputs and products' are described. Where necessary the explication provides a self-conscious commentary on the project, especially where theoretical issues are involved. It tells a partial story only, but one which it is hoped yields valid lessons and understanding. The real life focus of the project is Westhill College of Higher Education which, in the period dealt with, was faced with major institutional challenges to its academic and financial viability due to its size and recent history. On joining the college in September 1997 both the new Principal and Deputy Principal had believed in the academic and financial viability of the institution as a continuing independent and autonomous entity. Such was the stated position, when both senior staff took up post, and in all fairness to past and present college members the college had never returned a deficit budget on the recurrent accounts. Furthermore, there were (and remain) long term resources invested by the college trustees on behalf of Westhill. However, within a period of three months of the new management team taking office it became clear that the long term prospects for a completely independent and diversified higher education college such as Westhill were pessimistic if it had to continue to rely on public funding bodies for practically all of its income whilst its student numbers were capped at less than 1000 FTEs. By late 1997 the College's funding bodies (HEFCE and TTA) were unable and unwilling to guarantee growth in student numbers for Westhill. Furthermore, it was becoming clear that the quality of student life and experience was suffering in comparison to that available to much larger neighbouring universities. Faced with such prospects the senior management, the Governors and the Trustees of Westhill sought a radical option! (see Appendix 1 - document 1). A twin track of developmental change was proposed involving the generation of new approaches to learning and provision (embodied in the creation of a Centre for Lifelong Learning) and, almost simultaneously, the creation of a strategic alliance. This alliance eventually turned out to be with the University of Birmingham, of which Westhill historically was an accredited and affiliated institution. The narrative of this project is, however, not primarily concerned with the alliance. Rather, the alliance should be viewed as a 'framing' reality and continuing context for the development of learning opportunities which are the main menu detailed here. Curriculum driven institutional change, the development of sites of learning and the evolution of a network of learning are the nodal points of Westhill's developing contribution to the alliance and are the main focus of work developed in this project. This arena of professional work, involving discourse, dialogue, negotiation, innovation and managing institutional change, involved above all what Winter and Maisch (1998) refer to as "authoritative involvement" in testing out new formulations of knowledge and new (for Westhill) methods and opportunities for learning. It is hoped that these concerns find expression in the explication that follows and for which the author carries the major institutional responsibility in the process analysed below.
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Butler, William Hale. "Learning to Burn, Burning to Learn: Transforming Professionals and Organizations through the US Fire Learning Network." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/77154.
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Since the 1970s, the institution of fire management has been in a frustrated transition from fire suppression and control to ecologically informed fire management. Administrative boundaries, professional specializations and organizational incentives and funding mechanisms have stalled the adoption of landscape scale ecological fire restoration as a guiding paradigm. Using a case study approach, this dissertation examines the potential of a multi-scalar collaborative network, the US Fire Learning Network (FLN), to catalyze the changes necessary to overcome the frustrated transition. Established in 2002 in an agreement between the USDA Forest Service, The Nature Conservancy, and the US Department of Interior, the FLN operates at landscape, regional and national scales. In this multi-scalar context, the network utilizes planning technologies, communication modalities, and interpersonal interaction to link participants at each scale and motivate them to enhance their collaborative ecological restoration planning capacities. The network directly addresses the challenges of the frustrated transition by enabling practitioners to collaborate across administrative and disciplinary boundaries, develop expertise in ecological fire restoration planning and management, and to inform policy changes at the federal level that can create new incentives and funding mechanisms that support landscape scale ecological restoration. While institutional transformation has yet to occur, the FLN sets the stage to address the core challenges that fire management practitioners and organizations face as they engage in landscape scale ecological fire restoration. This work provides theoretical and practical insights to collaborative planning research by introducing new forms of collaborative practice, describing how collaborative planning can be conducted across multiple scales simultaneously, and establishing how multi-scalar collaborative networks may be able to catalyze institutional change necessary to respond to complex cross scalar environmental problems.Ph. D.
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Bergkvist, Fanny, and D'Ath Anna Johansson. "Juggling in the middle : Middle managers’ perceptions on leading through the complexity of change." Thesis, Stockholms universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147528.
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Dealing with change is crucial for organizations in order to survive in today's constantly changing business environment, such tasks are included in the role of the middle managers’. There are plenty of studies made on change and how managers’ successfully should lead through change, but managers’ own perceptions and considerations of what is important when proceeding with change, seems less researched. The aim of this paper is to contribute with a better understanding of how middle managers’ perceive their own position and leadership in change. A case study was conducted on a large international company within the construction and property development industry. The study is based on significant competences and procedures required by middle managers’, when leading through change. The methodology used was a deductive and qualitative approach, and contain in-depth interviews on middle managers’ perceptions on change. In total, 18 middle managers’ was interviewed and the interviews were then transcribed, thematized and presented through quotes. Our results indicate that middle managers’ perception of leading teams through change is a difficult process due to the often short time frames, high expectations coming from above and leadership norms shaped in society. From a learning perspective, a change process is suggested to be less focused on the leader and rather enable the whole team to manage change. The most neglected aspects of learning was to take the time to reflect and to consider mistakes as part of a learning process.
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Blake, Damien, and mikewood@deakin edu au. "From risk to relationship: Redefining pedagogy through applied learning reform." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060517.150434.
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The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the new learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning.
This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an alternative learning pathways for at-risk students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a re-engaging pedagogy by studying the schooling experience of VCAL students and teachers.
The thesis concludes that traditional academic modes of teaching contribute to the social construction of at-risk students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students life experiences and the curriculum.
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Watson, Sheldon T. "Teacher collaboration and school reform distributing leadership through the use of professional learning teams /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4179.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 19, 2006) Vita. Includes bibliographical references.
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Chow, Wai-kit Stephen. "An investigation of conceptual change and learning through discussions in the 'Knowledge Forum' environment." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B39848644.
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Bell, Maureen. "Internationalisation of the curriculum in higher education through study abroad and global learning." Faculty of Education, 2008. http://ro.uow.edu.au/theses/130.
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Internationalisation of the curriculum is a major issue for academics, administrators and policy makers in an era of market-driven changes affecting the higher education sector. It is a key program strategy within the wider activity of internationalisation of higher education. The latter is increasingly seen by policy makers and university administrators as driven by international student mobility and the need for revenue from international student fees. These are critical issues for universities in the globally competitive market environment.Despite its importance as a concept, it is not yet clear just what internationalisation of the curriculum means, or how it should be implemented. Thus it attracts a variety of perspectives and understandings. For example, it could be described simultaneously as a systemic reaction to the neo-liberal economic imperatives of marketisation and as an educational response to globalisation. One important outcome of the work described herein is the development of recommendations for internationalisation of the curriculum to assist and empower academics in providing international learning outcomes for their students.The literature review carried out as part of this study revealed that only a relatively small amount of research, evaluation and guidance on internationalisation of the curriculum has been published. It was also clear that very little is known about the ways in which academics and students experience internationalisation of the curriculum.The research reported herein was designed to fill this gap by documenting and analysing the staff and student experience. The research is therefore grounded in the interpretive paradigm and utilises case study method. Using the curricular areas of the Best Practice Guidelines for Internationalising the Curriculum (Whalley, 1997) as a framework, two summer study abroad programs and one global learning course at Australian and Singaporean universities were chosen for study. These programs were offered within science faculties however the curriculum for the study abroad programs included languages and commerce subjects. After data gathering the Presage, Process and Product structure of the 3P Model of Learning (Biggs, 2003) was used as an interpretive tool.The cross-case analysis surfaces common themes and highlights contradictions and tensions that were seen to lead to problems in practice. In particular, the two study abroad programs were found to be top-down and failed to offer students an authentic international learning opportunity. In contrast, the third case, a global learning course, was found to be both top-down and education-led and afforded a level of international engagement for students.Academic goodwill was found to be the most critical factor for success of internationalisation of the curriculum initiatives. Other factors that were found to have negative impacts include: the absence of theoretical frameworks underpinning internationalisation of the curriculum and curriculum planning; the non-alignment of assessment policy and practice across partner institutions; and the failure to develop student learning communities.From the themes identified in the cross case analysis a set of recommendations for internationalisation of the curriculum is offered by the author to help academics and administrators develop policy and a disciplinary vision for courses and programs that lead to international outcomes for students. These recommendations refer to the need for: theory-based, education-led models and disciplinary visions for internationalising the curriculum; equity of student access; student engagement within and across institutions; local and transnational student learning communities; policy-based procedures and professional development and support for academics.
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VILLARDI, BEATRIZ QUIROZ. "A REFLEXIVE STUDY ON TEACHER`S COLLECTIVE LEARNING AND CHANGE AND ITS RESULTING ORGANIZATIONAL CHANGE THROUGH LEARNING: TOWARDS SUSTAINABLE TEACHER S DEVELOPMENT IN PRIVATE BUSINESS SCHOOLS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5773@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORRealizei uma pesquisa empírica - conceitual reflexiva junto aos docentes de duas escolas particulares de graduação em administração e marketing, fundadas há 50 e 20 anos respectivamente para responder como e por quê acontece mudança organizacional através da aprendizagem coletiva docente em instituições de ensino superior privado (IESPr) de administração e marketing? Desenhei a pesquisa como um estudo de caso instrumental qualitativo onde realizei observação participante completa, entrevistas em profundidade e pesquisa documental. Para tanto, me integrei por três anos ao corpo docente de cada escola para acompanhar em profundidade o cotidiano do trabalho docente em duas IESPr Os dados de campo foram conceitualmente sistematizados interpretativamente em quatro níveis de acordo com a metodologia reflexiva de Alvesson & Sköldberg que incluiu análise metateórica e triangulação multiparadigmática dos estudos sobre processos de aprendizagem coletiva docente. Deste modo pude aprofundar empírica e conceitualmente na complexidade das dinâmicas sob estudo, explicitando-lhes uma configuração onde dimensões de emocionalidade e poder co-evoluem em permanente tensão com a de racionalidade. As implicações deste conhecimento sobre microprocessos de mudança e aprendizagem dizem respeito da natureza da mudança e da aprendizagem grupal e organizacional. Três resultados foram alcançados: acadêmicos, práticos para a gestão em IESPr e para a pesquisadora.
An empirical - conceptual reflexive research from within was accomplished aiming at investigating how and why organizational change and learning occurs through teacher`s collective learning and change at two 50 and 20 years old Management and Marketing Business Schools It was designed as a qualitative instrumental case study where complete participant observation, semi-structured interviews and documental research were developed. For this reason the researcher joined to the teacher`s staff at both business schools for a three years period in order to gain deep understanding about teacher`s work daily practices focusing its change and learning dynamics. Field data were interpretatively processed within four- level analysis according to Alvesson & Sköldberg`s reflexive methodology. Therefore metatheoretical analysis and multiparadigmatic triangulation of the developed knowledge on collective learning and change processes was included. In this way micro processes under study could be comprehensively understood in its dynamics complexity and configured as emotionality and power dimensions coexisting inextricably connected to rationality in a coevolving permanent tension. Micro processes` knowledge implications are related to organizational and group change and learning nature. Three results were accomplished: academic ones, practical ones for business schools management and for researcher`s own knowledge.
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Imenda, Grace Mbangweta. "Exploring foundation phase learners’ understanding of a healthy environment through conceptual change and collateral learning strategies." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1689.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018This study was carried out in the King Cetshwayo District of the Province of KwaZulu Natal, South Africa. Four schools offering Foundation Phase education were randomly selected for the study from the accessible population. Altogether, a total of three hundred and twenty-eight learners participated in the study from Nseleni, Richards Bay and eSikhaleni education circuits. This study aimed to contribute to our understanding of how Foundation Phase (Elementary School) learners conceptualised a healthy environment, and whether or not instruction based on the classical cognitive conflict conceptual change model would differ from an approach based on collateral learning theory in educating grade three learners about a healthy environment. Specifically, the study set out to answer three research questions, namely: (a) What conceptions do grade three learners have of the construct of a healthy environment? (b) What explanations lie behind the learners’ conceptions of a healthy environment? and (c) Will there be a statistically significant difference in learner achievement between those taught through a cognitive conflict-based conceptual change approach versus those taught through an instructional approach based on the collateral learning theory? The theoretical basis of this study was built upon literature which pointed to the imminent threat to Planet Earth, seen against the devastating effects of human actions in the name of civilisation. Accordingly, elements from the cognitive conflict-based perspective of conceptual change and the collateral learning theory were integrated with Vygotsky’s theory of the Zone of Proximal Development to consummate a conceptual framework for the study. In the view of the researcher, the conceptualisation and development of the conceptual framework of this study was one of her significant outputs. The research methodology was situated within the mixed methods research paradigm, meaning that both qualitative and quantitative data were collected. As a mixed methods research project, there were two designs applied. The first was a Case Study design, formulated to address the first two research questions, and utilising a test and interviews. The second research design was the Non-Equivalent Groups quasi-experimental research design, which was directed towards addressing the third research question. Simple random sampling was used to select the four participating schools from the education Circuits that participated in this study. Data were collected through individually-based and focus group interviews, as well as a pre-test, which also served as a post-test. The interviews were used to explore the grade three learners’ understanding of a healthy environment and elicit explanations about their answers in the hope of revealing the underlying reasoning for their answers concerning a healthy environment. Permission was requested and obtained to have all the interviews voice-recorded so that the interviewers could focus on the conversations with the learners rather than, for instance, on note-taking. The test was used to establish the baseline knowledge that the learners had about a healthy environment, as well as estimate their gains following the two interventions. The written test was administered in the usual way as class tests. Qualitative data arising from individual and focus group interviews were analysed based on the hermeneutical approach – the first stage of which involved reading through all the transcripts of the learner responses and creating categories of description to identify emerging themes. This entailed finding patterns from which the themes and conceptual categories were constructed. In a reiterative process, the recurring themes and conceptual categories were progressively reduced in number by combining conceptually similar ones, resulting in a consolidated, fewer numbers of categories of descriptions. Quantitative data were analysed statistically using the Statistical Product and Service Solutions (SPSS). The analysis involved a comparison of the means as a result of the two interventions. In this regard, both the Analysis of Variance (ANOVA) and the t-test statistic were used. On the first research question, the majority of the participants demonstrated a good understanding of the term ‘environment’ in line with the espoused content of the Foundation Phase curriculum. On the definition of pollution, two categories of description emerged – that is, a view of pollution as some form or other of ‘contamination’, and pollution characterised in terms of its consequences or negative effects on the environment, people, animals and plants. On the whole, the learners demonstrated an acceptable level of understanding of the concept of pollution. Furthermore, the results showed that the learners had a good grasp of the concepts of safe drinking water; unsafe drinking water; wasting water; using water wisely; land/soil, air, water and noise pollution, well as the 3R’s of recycling, re-using and reducing. However, some mis- and/or alternative conceptions were noted. Overall, the general picture that emerged was that the grade three learners’ understanding of a healthy environment was in line with the expectations of the school curriculum at the Foundation Phase level. On the second research question the learners appeared to experience difficulty with the notion of recycling. On pollution, there was sufficient evidence that the learners made the connections between the respective photographic materials used and water, land/soil, air, and noise pollution. In addition, most learners gave explanations concerning how these types of pollution affected living organisms which depended on the particular environment. Furthermore, the learners easily distinguished between safe and unsafe drinking water, and gave satisfactory explanations about the adverse effects of drinking polluted water. However, it should also be mentioned that a few misconceptions also emerged from some of their explanations. These included the notions that one could catch TB from drinking dirty water, and that drinking clean water resulted in someone having enough blood. From learner explanations, the concept of re-using was partially understood. Overall, however, it should be stated that the learners had a good idea of the selected environmental concepts as prescribed by the Foundation Phase curriculum. On the third research question, although some gains had been made by both groups, there was no statistically significant difference between the two posttest mean scores. However, using the pretest scores as baseline, the collateral learning group had performed statistically significantly beyond the pretest, suggesting that there was some merit in thinking that collateral learning could be a productive approach to use in South African schools. The posttest mean score of the cognitive conflict-based conceptual change group was not significantly different from the pre-test mean score. This result suggests that more research is still needed to give clarity to this matter. Within the constraints of the study, the researcher is satisfied that much was achieved, and that the results reported in this study will go a long way in serving as baseline data for future research. The thesis ends with some recommendations in respect of both classroom practice and further research.
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Hendry, Daniel, Lawrence Silcox, and Nobuko Yokoyama. "Communicating Sustainability through Design within Retail Environments." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2178.
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This thesis uses a systematic understanding of sustainability informed by human needs, learning and design theory to explore ways in which small retail environments can effectively communicate sustainability concepts. The envisioned outcome of successfully communicating and implementing sustainability within retail environments is a lasting change in people’s daily behaviors. The methods of literature review, surveys, human needs investigation and professional validation are used to develop a behavioral change model centered on human needs and learning as well as six communication guidelines. The appendix of this thesis contains a user-friendly pocket guidebook titled The Six Guidelines for Sustainable Retail. The guidebook is designed as a quick-reference tool for retailers, designers and employees. It contains principles, visuals and concepts of sustainability for daily communication and comprehension purposes.
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Chenoweth, Kevin D. "A project to increase the application of the Sunday learning experience through the coordination of sermon topics, small group lessons, and personal daily study." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p054-0234.
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Cormode, John. "Micro-enterprises' participation in a constructed learning network through the lens of personal and organisational change and innovation." Thesis, University of Brighton, 2013. https://research.brighton.ac.uk/en/studentTheses/0a346cc2-99b7-4608-b7b7-8bb2339364a7.
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Despite their significance for many economies, there is a common view that micro-enterprises do not innovate, although there is little evidence to demonstrate this. This may be because the forms of innovation undertaken by micro-enterprises are “hidden” from official statistics and do not correspond to “conventional” expectations. If innovation is occurring in micro-enterprises it is likely to involve the personal change of owner-managers and the organisational change of their business and teams. This thesis examines to what extent personal and organisational change can enable innovation in micro-enterprises and the role of constructed learning networks in supporting this. The empirical research examined 4 learning networks in South-East England encompassing 14 case studies with 21 interviews at both the start and end of the programme, and 30 real-time observations of network meetings.
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Finn, Edward W. III. "Faculty Perceptions of the Transition of a Learning Management System through the Lens of Organizational Change| A Case." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745326.
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Learning environments in higher education are changing rapidly, with increased attention surrounding active learning, educational technologies, and their impact on teaching and learning. Companies are creating and introducing innovative technologies at breakneck speeds, often overwhelming academic leaders charged with meeting the needs of the institution, faculty, students, and community. This whirlwind of change creates new challenges and opportunities for leaders to address as they guide their institutions toward adopting new educational technologies, specifically Learning Management Systems (LMS). Academic leaders must strive to build a strong vision for the future and seek support frameworks that encourage acceptance by faculty of the LMS as a fundamental design and delivery tool for instruction. As with any change, perception is at the heart of acceptance regarding innovation. This study explores the perceived impact of nine faculty members’ experiences regarding the change process during an LMS transition on a Midwestern United States urban campus. To do so, a conceptual framework has been developed, combining individual and group-oriented approaches to leading organizational change. Using a case study approach with the lens of the conceptual framework, the study creates a rich exploration of the phenomenon of leading organizational change in higher education. Emergent themes lead to recommendations that will benefit leaders as they navigate innovative educational technology transitions in higher education.
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Bernhard, Jonte. "Learning in the laboratory through technology and variation : A microanalysis of instructions and engineering students? practical achievement." Linköpings universitet, Fysik och elektroteknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69712.
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@font-face { font-family: "Times New Roman"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 4pt; text-align: justify; font-size: 9pt; font-family: "Times New Roman"; }table.MsoNormalTable { font-size: 10pt; font-family: "Times New Roman"; }div.Section1 { page: Section1;Mechanics, first experienced by engineering students in introductory physics courses, encompasses an important set of foundational concepts for success in engineering. However, although it has been well known for some time that acquiring a conceptual understanding of mechanics is one of the most difficult challenges faced by students, very few successful attempts to engender conceptual learning have been described in the literature. On the contrary, research has shown that most students participating in university levelcourses had not acquired a Newtonian understanding of mechanics at the end of their respective course. Recently I have described more than 10 years of experiences of designing and using conceptual labs in engineering education that have successfully fostered insightful learning. In the framework of the larger project I have developed labs applying variation theory in the design of task structure and using sensor-computer-technology (“probe-ware”) for collecting and displaying experimental data in real-time. In previous studies, I have shown that these labs using probe-ware can be effective in learning mechanics with normalised gains in the g≈50-60% range and with effect sizes d≈1.1, but that this technology also can be implemented in ways that lead to low achievements. One necessary condition for learning is that students are able to focus on the object of learning and discern its critical features. A way to establish this, according to the theory of variation developed by Marton and co-workers, is through the experience of difference (variation), rather than through the recognition of similarity. In a lab, an experiential human–instrument–world relationship is established. The technology used places some aspects of reality in the foreground, others in the background, and makes certain aspects visible that would otherwise be invisible. In labs, this can be used to bring critical features of the object of learning into the focal awareness of students and to afford variation. In this study, I will account for how the design of task structure according to variation theory, as well as the probe-ware technology, make the laws of force and motion visible and learnable and, especially, in the lab studied make Newton’s third law visible and learnable. I will also, as a comparison, include data from a mechanics lab that use the same probe-ware technology and deal with the same topics in mechanics, but uses a differently designed task structure. I will argue that the lower achievements on the FMCE-test in this latter case can be attributed to these differences in task structure in the lab instructions. According to my analysis, the necessary pattern of variation is not included in the design. I will also present a microanalysis of 15 hours collected from engineering students’ activities in a lab about impulse and collisions based on video recordings of student’s activities in a lab about impulse and collisions. The important object of learning in this lab is the development of an understanding of Newton’s third law. The approach analysing students interaction using video data is inspired by ethnomethodology and conversation analysis, i.e. I will focus on students practical, contingent and embodied inquiry in the setting of the lab. I argue that my result corroborates variation theory and show this theory can be used as a ‘tool’ for designing labs as well as for analysing labs and lab instructions. Thus my results have implications outside the domain of this study and have implications for understanding critical features for student learning in labs.
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Al, Shoaili Saoud Humaid. "An examination of technology transfer and technological learning through intermediaries : the case of intermediaries in the Omani oil and gas sector." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58074/.
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There is large body of research that has investigated inter-firm technology transfer and technological learning within direct producer-user relationships within the context of developing countries. However, due to the growth in the technology transfer market, there has also been an increasing tendency for users to become isolated from producers, as new actors have emerged, which have been named technology intermediaries. The motivation for this thesis is driven by the absence of both theoretical and empirical studies examining technology transfer and learning through intermediaries, particularly in emerging nation contexts, what factors influence the functions of intermediaries along the process, and how those factors influence the recipients' learning. By learning from the technology transfer experiences of the two main users of technologies in the Omani oil and gas sector, namely Petroleum Development Oman (PDO), and Oman Liquefied Natural Gas (OLNG), this research tries to address this theoretical and empirical gap. Through semi-structured interviews, this study explored technological learning during the technology transfer through intermediaries from the perspective of 48 employees (Omani and expatriates) at different levels of hierarchy (managers, section heads/team leaders, site engineers) and from different departments across the two firms. The perspectives of those employees are supplemented by data such as annual reports, which also serves as important triangulation instruments to validate the data collected from respondents. Within-cases and cross-cases qualitative and interpretive content analysis was employed to analyse the empirical data gathered from the two firms. The empirical evidence identified five main factors that influence the functions of intermediaries along the transfer process. These are the proximity of intermediaries with users (geographical and cognitive), specialization of intermediaries (industrial or technological), characteristics of technologies (tacitness, complexity, newness), recipient firm's absorptive capacity, and recipients firm's technology strategy. A good understanding of these factors can increase the ability of firms to reap the maximum potential of inward technology transfer for local learning through intermediaries.
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Kurtoglu-Hooton, Nur. "Post-observation feedback as an instigator of learning and change : exploring the effect of feedback through student teachers’ self-reports." Thesis, Aston University, 2010. http://publications.aston.ac.uk/15205/.
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The study is concerned with post-observation feedback and its role as an instigator of teacher learning and change. It investigates two kinds of feedback: corrective and confirmatory and explores how each kind of feedback may have contributed to the learning of a group of student teachers. It also investigates the ways in which these teachers have experienced changes in behaviour and changes in cognition. It adopts a qualitative approach to research, making use of case studies. It brings an additional perspective to the literature on change by examining changes in teacher persona, as reported by the student teachers themselves. It introduces and discusses two new concepts that emerged from the research reported in the study: convergent change and divergent change. It argues that certain kinds of feedback seem to be more facilitative of convergent change while some others seem to lead to change that is characterised as being more divergent. It considers the implications which the findings may have for teacher educators.
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Brennan, Kathryn E., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning." THESIS_CAESS_EDU_Brennan_K.xml, 2004. http://handle.uws.edu.au:8081/1959.7/539.
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This portfolio presents a research continuum spanning the period of the author’s Ed.D. candidature (1998–2004) addressing the questions, What capabilities contribute to effective school leadership; Why do so few women become school principals and what strategies can be employed that will redress the current gender imbalance among school leaders? Findings are drawn from four research projects : Women as educational leaders; Leading change in NSW government secondary schools; The role of middle management in secondary schools and leadership capability – principals in NSW government schools. These findings suggest that structured opportunities for professional learning within different educational contexts need to be readily available, supported and accessible. The relative lack of disparity between the leadership practice of ‘effective’ female and male principals demonstrated in this research portfolio suggests a gender inclusive framework to be a viable way forwardDoctor of Education (Ed. D.)
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Brennan, Kathryn Elizabeth. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060518.113701/index.html.
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Thesis (Ed.D.) -- University of Western Sydney, 2004."A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education from University of Western Sydney, April 2004." Includes bibliographical references and aoppendices.
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Lazarotti, Rodrigo Francisco. "O ensino de funções através do uso de taxas de variação em problemas práticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/133651.
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Esta pesquisa tem a finalidade de apresentar uma atividade de Ensino de Funções, usando para isso, as diferentes taxas de variação envolvidas. Essa atividade baseia-se no uso de problemas que possam ser formulados de modo a levar ao aprendizado de Funções: afim, quadrática e exponencial. A proposta traz à tona as idéias de pensadores no campo do aprendizado via uso de problemas em sala de aula, destacando-se entre eles os estudiosos: Geogia Polya, Juan Ignacio Pozo e Maria Del Puy Pérez Echeverría, sobre os quais está embasado este trabalho. Com base nesses estudiosos e outros pesquisadores, procurou-se enfatizar o valor que o ensino com problemas contextualizados pode ter no aprimoramento do aprendizado dos alunos. A pesquisa foi desenvolvida na Fundação Escola Técnica Liberato Salzano Vieira da Cunha com alunos do 1º ano do Ensino Médio do curso de Técnico em Eletrônica. Foi aplicada uma sequência didática envolvendo problemas de matemática, física e do campo da eletrônica, que podiam ser solucionados sob o enfoque de taxas de variação, e a partir daí, o estudo das funções envolvidas. As atividades tinham o intuito de mostrar aos alunos um novo formato de conhecimento, que aproximava o conteúdo de matemática estudado em sala de aula, daquele praticado no curso de técnico em eletrônica. A fim de avaliar os resultados da sequência didática, foram aplicados um teste inicial e um teste final em duas turmas, sendo uma delas (a turma 4123) a de aplicação da proposta, e a outra (a turma 4124) a de controle, a fim de estabelecer um comparativo entre ambas. Desta forma, foi possível estimar efeito da proposta, no aprendizado dos alunos. Por fim, realizamos uma análise dos resultados, bem como uma avaliação critica da proposta de Ensino, e concluímos que a atividade tinha atingido em boa parte o seu objetivo inicial, que era ensinar a partir das taxas de variação envolvidas em alguns problemas, para depois construir as funções que desejamos estudar.This work aims to propose a Function Teaching activity, starting from the different rates of change involved. This activity is based on the use of practical problems which may be formulated so as to lead to learning functions: affine, quadratic and exponential. The proposal brings up the thinkers of ideas in the learning field via use of problems in the classroom, standing out among them the researchers: Geogia Polya, Juan Ignacio Pozo and Maria Del Puy Pérez Echeverría, on which is grounded this work. By presenting the ideas of these and other researchers, we tried to emphasize the value that teaching through contextualized problems can have on student learning improvement, making their knowledge more significant. The research was conducted at the Foundation Technical School Liberato Salzano Vieira da Cunha with students of the 1st year of high school of the Technical Course in Electronics. A didactic sequence based on math, physics and electronics problems was applied, which could be solved starting from the rates of change involved, and then, the study of the functions was carried out. The activities were intended to show to our students a new knowledge format, bringing mathematics closer to the content practiced in the electronics technical course. In order to evaluate the results of the didactic sequence, an initial test and a final test were applied in two groups, one of which (class 4123) where the proposal was implemented, and the other (class 4124) was a control group, in order to make a comparison between both forms of teaching functions. So, it was possible to estimate the actual effect of the proposal on the student learning. Finally, we conducted an analysis of the results as well as a critical evaluation of the Teaching proposal and concluded that the activity had reached in good part its initial goal, which was to teach starting from the rates of change involved in some problems and then build the functions we want to study.
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Snyman, Pamela Beatrice. "Sustainable competitive advantage through organisational leadership and learning in a service environment : a resource-based view." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19882.
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Thesis(MPhil)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: The determination of what the concept ‘sustainable competitive advantage’ means within a service environment and the consequent establishment of key resources within Pam Golding Properties and the role that leadership and the creation of a learning organisation play, formed the core of this study. The case study was therefore undertaken to glean relevant information from reality in order to determine which resources that can be described as intangible assets and competences contribute in a sustainable manner to the organisation’s competitive advantage in a dynamic and changing business environment. Existing and historical resources including leadership and learning within the organisation were identified by means of semi-structured interviews with a range of company executives. These resources were then assessed by means of questionnaires that were distributed to a wide range of stakeholders within the organisation in terms of value for the client, sustainability and transferability. These outcomes, in turn, provided the basis for conclusions and recommendations for future utility in order to maintain competitive advantage that would ultimately lead to sustained superior performance on all fronts. The findings that were made, culminated in a visual representation of leadership and organisational learning that form the core of the organisation and simultaneously illustrating their interdependence with the other key resources, namely organisational culture, the Pam Golding Properties brand, reputation, teamwork, relationships, systems and procedures, managers and agents. These resources form the essence of the organisation. The organisational culture within Pam Golding Properties that is representative of the core values of integrity, honesty, sincerity and service delivery was found to be the overall resource that provides the organisation with sustainable competitive advantage. This was closely followed by the value of the brand and reputation, teamwork and inter-personal relationships, the utilisation of efficient systems and procedures and the recruitment and retention of competent managers and agents. Organisational leadership was found to instil confidence in the organisation. A common, shared vision that is understood and underwritten by all employees is however lacking and change needs to be managed in such a way that the organisation’s core ideology is not compromised, but an envisioned future should be communicated throughout. The brand carries out the promise of the culture and core values, but can be tarnished if the reputation for service excellence is not upheld and it can lose credibility if expectations are not met. The brand thus needs protection from within and this can only happen if the people in the organisation share in the process of and toward an envisioned future. It was established that meaningful change presupposes continual improvement in a dynamic, yet sustainable organisation. It was therefore also recommended that a concerted effort be made to actively promote and strive towards the company becoming a true learning organisation in order to sustain its culture, brand, reputation and other intangible assets and competences. In the event that these and other recommendations in terms of resources are seriously considered and strived for by company leaders, this organisation should be an example to the rest of the world regarding sustainable competitive advantage.
AFRIKAANSE OPSOMMING: Die bepaling van wat die konsep ‘volhoubare mededingende voordeel’ beteken binne ‘n diensomgewing en die daaropvolgende vasstelling van sleutelhulpbronne binne Pam Golding Eiendomme en die rol wat leierskap en die skep van ‘n leerorganisasie speel, het die kern van hierdie studie gevorm. Die gevallestudie is dus onderneem om toepaslike inligting vanuit realiteit te werf, om sodoende vas te stel watter hulpbronne wat as ontasbare bates en bevoegdhede beskryf kan word, op ‘n volhoubare wyse tot die organisasie se mededingende voordeel bydra in ‘n dinamiese en veranderende sake-omgewing. Bestaande en historiese hulpbronne insluitend leierskap en leer binne die organisasie is geïdentifiseer by wyse van semi-gestruktueerde onderhoude wat met ‘n aantal uitvoerende lede van die maatskappy gevoer is. Hierdie hulpbronne is daarna deur middel van vraelyste wat aan ‘n breë reeks insethouers binne die organisasie versprei is, geëvalueer in terme van waarde vir die kliënt, volhoubaarheid en oordraagbaarheid. Hierdie uitkomste het weer die basis verskaf vir afleidings en voorstelle wat gemaak is ten opsigte van toekomsbruikbaarheid om mededingende voordeel te behou wat uiteindelik tot volhoubare superieure verrigting op alle fronte sal lei. Die bevindings wat gemaak is, het in ‘n visuele voorstelling van leierskap en organisasieleer gekulmineer, wat die kern van die organisasie uitmaak en tegelykertyd hul interafhanklikheid illustreer ten opsigte van die ander sleutelhulpbronne, naamlik organisasie-kultuur, die Pam Golding Eiendomme handelsnaam, reputasie, spanwerk, verhoudings, stelsels en prosedures, bestuurders an agente. Hierdie hulpbronne maak die essensie van die organisasie uit. Die organisasie-kultuur binne Pam Golding Eiendomme wat verteenwoordigend is van die kernwaardes van integriteit, eerlikheid, opregtheid en dienslewering het as die oorhoofse hulpbron uitgestaan wat die organisasie van volhoubare mededingende voordeel verseker. Dis gevolg deur die waarde van die handelsnaam en reputasie, spanwerk en inter-persoonlike verhoudings, die benutting van doeltreffende stelsels en prosedures en die werwing en retensie van bekwame bestuurders en agente. Daar is bevind dat organisasie-leierskap vertroue in die organisasie skep. ‘n Gemeenskaplike, gedeelde visie wat deur al die werknemers verstaan en onderskryf word, kom egter kort en verandering behoort op só ‘n wyse bestuur te word, dat die organisasie se kern-ideologie nie onder verdenking gebring word nie, maar ‘n gevisioneerde toekoms behoort deurgaans gekommunikeer te word. Die handelsnaam dra die belofte van die kultuur en kernwaardes uit, maar kan skade opdoen as die reputasie vir diensuitnemendheid nie onderhou word nie en dan kan geloofwaardigheid ingeboet word indien daar nie aan verwagtinge voldoen word nie. Die handelsnaam moet dus van binne uit beskerm word en dit kan slegs gebeur indien die mense in die organisasie aan die proses van ‘n gevisioneerde toekoms deelneem. Dit is bevind dat betekenisvolle verandering aaneenlopende verbetering in ‘n dinamiese, dog volhoubare organisasie veronderstel. Daar is dus ook voorgestel dat ‘n doelbewuste poging aangewend word dat die wording van ‘n ware leerorganisasie aktief gepromoveer en nagestreef behoort te word om sodoende die kultuur, handelsnaam, reputasie en ander ontasbare bates en bevoegdhede vol te kan hou. Indien hierdie en ander voorstelle ten opsigte van hulpbronne ernstig deur die maatskappy se leiers bedink en nagestreef word, behoort hierdie organisasie vir die res van die wêreld ‘n voorbeeld van volhoubare mededingende voordeel te wees.
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Adadan, Emine. "Promoting high school students' conceptual understandings of the particulate nature of matter through multiple representations." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164178952.
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Jansen, Christopher Paul. "Leadership development through appreciative inquiry : complexity thinking in the non-government (NGO) sector." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9885.
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“much of what we know about leadership is today redundant because it is literally
designed for a different operating model, a different context, a different time”
(Pascale, Sternin, & Sternin, p. 4).
This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents.
The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs).
Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence.
The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning.
This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.
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Tucker, Kristine Cecilia. "Teaching Through the Lens of Humane Education in U.S. Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2626.
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Humane education (HE) is a specialized niche in higher education and adult learning. HE provides a curricular framework positioning environmental ethics, animal protection, human rights, media literacy, culture, and change processes as the nexus for understanding and inspiring social change. Research-derived experiences illuminating how educators conceptualize and implement HE in U.S. schools are absent from the scholarly literature. Facing this gap, practitioners and administrators of HE programs cannot access nor apply research-derived practices to inform instruction. To address this gap, a conceptual framework was advanced weaving together HE teaching experience, Freirean philosophy, hyphenated selves, reflection-in-action, transformative learning, and transformative education to explore and understand what it means to be a practitioner teaching through the lens of HE in U.S. primary, secondary, and post secondary classrooms. A qualitative, multi case study was designed wherein purposeful and maximum variation sampling resulted in the recruitment of 9 practitioners working in Kindergarten to post secondary contexts. Eight practitioners were alumni of HE programming, and 1 practitioner engaged self-study of HE pedagogy. Each bounded system included the HE practitioner, his or her classroom context, and local school community. Interviews, document review, within-case analysis, and cross-case analysis resulted in key themes illuminating the need to design a comprehensive system of field-based learning and ongoing professional support to benefit HE practitioners. A policy recommendation is provided to shape programming, policy development, and resource allocation to improve and sustain HE as a field of study and professional practice.
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Sinyama, Imakando. "Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003390.
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Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
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Hawthorne-Steele, Isobel. "On course for change : an investigation into the journey taken by community youth workers from Northern Ireland as participants in an aspect of transformative learning through a formal education process." Thesis, University of Ulster, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551260.
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This research is posited within the professional training programme of adult learners, who were employed as indigenous community youth leaders, working within the contested society of Northern Ireland at a critical time of the peace process. The study considers the transformational learning journeys of a number of these students as being on a continuum. At one end of the spectrum, Mezirow (1990) asserts, the learner begins by experiencing a disorienting dilemma that prompts a decision to change their lifestyle. At the other end of the spectrum the learner transforms their meaning perspective so that it distinctively affects his/her worldview. The researcher seeks to understand what constitutes transformational learning taking place, and in particular, analyse the complexities of transformational learning as a critical pedagogy in the context of an adult education environment, whilst endeavouring to address the tension between individual and collective transformation. The literature supporting the research is drawn from theories on adult education that primarily reflects the emancipatory nature of adult education. Key principles are drawn from Freire (1970), who presents a politically radical approach to teaching based upon what Jarvis (2004: 212) describes as, 'a unique synthesis of Christianity Marxism and existentialism'. This notion is explored in this research in terms of the barriers that exist between teacher and learner that would therefore support Freires' view, that a more emancipatory learning environment has the potential to encourage learners to change their meaning perspectives. This research recognises the potential for such change within the lifelong learning continuum of the learner. The research is guided by an inclusive perspective using a qualitative approach. The main study involved a sample of 10 students who wrote their biographical account that was an attempt by the researcher to test Mezriow's (1990) theory of transformative learning beginning with a disorienting dilemma. The study accordingly invited the learner to deeply reflect on what Denzin (1989:69) describes as the learners' 'turning points ... or epiphanies in their life histories', and to investigate what impact experienced dilemmas' or epiphanies had on their decision to advance their learning. The triangulated data from questionnaires using a further sample of 96 students, supported this research in discovering what impedes the transformational learning journey of these students. The research concludes that by framing critical incidents within the personal, professional and academic journey of the adult learners, indicators of transformational learning can be identified. It further asserts that transformational learning draws from an eclectic approach to the main learning domains, and depends upon a collaborative and interactional paradigm between the adult educator and the adult learner.
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Asino, Tomas. "An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.
Full textAbstract:
The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
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Grainger, Jenny. "Mind shift creating change through narrative learning cycles : a qualitative interpretive study of clinical conversation as an appraisal process for sexual and reproductive health nurses : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science, 2007." Click here to access this resource online, 2007. http://aut.researchgateway.ac.nz/handle/10292/375.
Full textAbstract:
Thesis (MHSc--Health Science) -- AUT University, 2007.Includes bibliographical references. Also held in print (xii, 196 leaves ; 30 cm.) in North Shore Campus Theses Collection (T 610.730690993 GRA)
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Lombo, Lombo. "Second Chance for School Dropouts in Kenya through Adult Education." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.
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Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation
s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.
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Gearty, Margaret. "Exploring carbon reduction through tales of vision, chance and determination : developing learning histories in an inter-organisational context." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512338.
Full textAbstract:
In this work, the action research approach called learning history is being taken from its traditionally single organisation setting and into a field of local government organisations to address how a meaningful response to climate change might be accelerated through the connection of human experiences and situated learning. This thesis describes the development of what I now call “learning history in an open system” and explores the practice of it, its form, its scope and its potential for facilitating learning across a field. The inquiry brings narrative and participative approaches together with learning history to articulate a fresh methodological approach that has relevance for learning in any field of connected organisations. The thesis is itself presented as a layered learning and innovation journey reflecting in its form the subject of the research. The subject of the study is technology-related innovation for carbon reduction. Five breakthrough low carbon projects from local government are featured. By creating learning histories of these projects the question of what it is to innovate has been explored, both narratively and analytically, not from a distance but from within the messy, uncertain human experience of change. The resulting picture, and one that is echoed in the journey of the research, is that of fallible humans innovating together with tenacity and vision in the face of shifting agendas and changing fortunes. The proposal is that innovation occurs in the micro-practice of the mundane moment, in well-timed ‘different moves’ involving non-heroic actors embedded with each other and with technology. The role of technology in this picture is explored and it is proposed this is a perspective that complements and challenges current models of sociotechnical transition in an interesting way. It is by continuously expanding the narrative, theoretical and practical scope of this work, that a meaningful action research response to the ‘big issue’ of climate change has been sought.
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Ahern, Sara E. "Transparency in Assessment through Web-Based Communication: A Study of Changes in Communication About Assessment and Teachers' Perceptions of Assessment and Student Motivation for Learning." Thesis, Boston College, 2009. http://hdl.handle.net/2345/630.
Full textAbstract:
Thesis advisor: Irwin BlumerPublic and private schools are adopting new technological software to manage student information in a web-based format. These programs have the capability to provide students and parents with on-line access to grades and higher quality assessment information with the hope that students take information about their grades and use it formatively to improve in the classroom. Teachers, however, have historically kept their grade books private and increasing transparency into grading represents a major change in teachers' communication of student achievement. This qualitative case study examines the impact of increasing transparency in assessment by providing parents and students access to web-based grading information on teachers' perceptions of the quality and effectiveness of communication with parents and students, teachers' perceptions of student motivation, teachers' application of the program, and teachers' perceptions of their communication with each other. Seven teachers participated in this research study over the course of one semester at a large, suburban New England high school. The data from this study showed that increasing transparency in assessment to students and parents resulted in changes in the nature and substance of communication between teachers, parents and students. Teachers reported changing their use of the program over the course of the semester in order to provide greater clarity of assessment data to students and parents and, as a result, students were able to use it formatively to improve student learning. Teachers reported that the greatest impact of this program was in improved communication with students leading to increased student effort and a sense of student ownership over grades. Teachers also felt that increasing transparency in assessment influenced communication and collaboration among teachers. The findings of this research study provide implications for educational practice, policy, future research and leadership
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Grainger, Jenny Elizabeth. "Mind shift: creating change through narrative learning cycles." 2007. http://hdl.handle.net/10292/375.
Full textAbstract:
This thesis explores the process of an annual appraisal strategy, ‘clinical conversation’, from the perspective of seven nurses who were assessed using this technique. The findings demonstrate that clinical conversation is a strategy which facilitates reflection, both as a solitary exercise and with others, to ensure that learning from experience is optimized. The research used a qualitative interpretive approach informed by the model of Grounded Theory espoused by Strauss and Corbin. All eight nurses who were assessed using the clinical conversation strategy were advanced practitioners working within the scope of sexual and reproductive health. Two of the actual appraisals were observed and seven of the nurses were interviewed within eight weeks of being assessed. The outcome of the clinical conversation was primarily one of learning; the acquisition of new insights into self as practitioner. The learning was facilitated through the process of narration; telling the story of clinical practice. Three distinct narrative cycles were identified, each an experiential learning episode. The experience of undertaking a variety of assessment activities created a narrative with self and triggered an internal reflective thinking process; the experience of working with a peer created an additional narrative, a mutual dialogue reflecting back on practice; the experience of sharing practice with an assessor created a further and final narrative, a learning conversation. Each narrative can be seen as a catalyst for change. Primarily, the nurses felt differently about themselves in practice, the way they saw themselves had shifted. Such a change can be described as an alteration in perspective. These alterations in perspective led all nurses to identify ways in which they would change their actual clinical practice. In this way the nurses attempted to align their espoused beliefs about practice with their actual practice. My study shows that each nurse responded differently to each narrative learning cycle: for some the conversation with the assessor was more of a catalyst for change than for others. In this way clinical conversation may be flexible enough to respond to a variety of differing learning styles. Learning was person specific which is an imperative for the continued professional development of already highly skilled clinicians. The implication of the research is that whilst clinical conversation was designed as a tool for appraising clinical competence, its intrinsic value lies in supporting the professional development of nurses.
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(7042994), Jackson B. Bennett. "Attitude and Adoption: Understanding Climate Change Through Predictive Modeling." Thesis, 2019.
Find full textAbstract:
Climate change has emerged as one of the most critical issues of the 21st century. It stands to impact communities across the globe, forcing individuals and governments alike to adapt to a new environment. While it is critical for governments and organizations to make strides to change business as usual, individuals also have the ability to make an impact. The goal of this thesis is to study the beliefs that shape climate-related attitudes and the factors that drive the adoption of sustainable practices and technologies using a foundation in statistical learning. Previous research has studied the factors that influence both climate-related attitude and adoption, but comparatively little has been done to leverage recent advances in statistical learning and computing ability to advance our understanding of these topics. As increasingly large amounts of relevant data become available, it will be pivotal not only to use these emerging sources to derive novel insights on climate change, but to develop and improve statistical frameworks designed with climate change in mind. This thesis presents two novel applications of statistical learning to climate change, one of which includes a more general framework that can easily be extended beyond the field of climate change. Specifically, the work consists of two studies: (1) a robust integration of social media activity with climate survey data to relate climate-talk to climate-thought and (2) the development and validation of a statistical learning model to predict renewable energy installations using social, environmental, and economic predictors. The analysis presented in this thesis supports decision makers by providing new insights on the factors that drive climate attitude and adoption.
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Swanson, Janice M. 1944. "Reaching for the Accounting Education Change Commission's recommendations through cooperative learning." Thesis, 1994. http://hdl.handle.net/1957/34978.
Full textAbstract:
The Accounting Education Change Commission (AECC) is
a consortium of concerned accounting professionals and
accounting educators that advocates the redesigning of
accounting curriculums in higher education. Traditionally
accounting programs have focused on the technical aspects
of the profession. Although technical competence is
necessary for the profession, the AECC urges accounting
curricula to provide students with experiences that will
foster decision-making skills, communication skills and
interpersonal skills.
This study was an attempt to respond to the
recommendations of the Accounting Education Change
Commission through cooperative learning pedagogy. Related
research suggests that employing particular elements of
cooperative learning can improve intellectual skills,
communication skills, interpersonal skills, learning to
learn, active learning, achievement, attitudes and student
evaluations of teachers.
The data from this study indicate that while imposing
the AECC's recommendations through the use of cooperative
learning pedagogy most students attained high levels of
achievement on unstructured problems requiring high levels
of cognitive applications. However, student achievement
was not as high as expected on structured problems
requiring lower levels of cognitive applications.
In addition, students' reactions to cooperative learning
and implementation of the AECC's recommendations were
mixed. Team work was not perceived by many students to be
important in introductory accounting. However, learning
to learn and active participation in the learning process
were deemed important to students in introductory
accounting. Furthermore, students evaluated the
professor's teaching effectiveness significantly lower
than did previous students taking introductory accounting
from the same professor using traditional lecture-recitation
methods. Imposing the AECC recommendations
through cooperative learning techniques in introductory
accounting in higher education clearly calls for further
research and longer-term exposure to the changes in
classroom pedagogy.Graduation date: 1995
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"A reflexive study on teachers collective learning and change and its resulting organizational change through learning: towards sustainable teacher's development in private business schools." Tese, MAXWELL, 2004. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=5773:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.
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Woodard, Chris A. "Career shock a study of late Baby Boomers pursuing career change through formal learning /." 2005. http://digital.library.okstate.edu/etd/umi-okstate-1241.pdf.
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Van, den Berg Shane Edward. "Transforming the organisation through technology-enhanced learning." Thesis, 2012. http://hdl.handle.net/10210/6473.
Full textAbstract:
M.A.This study aims to determine the role of technology-enhanced learning within the South African Police Service as a medium to bring about effective communication, training and education, and subsequently transformation and realignment of corporate culture. Accordingly, it explores the influence of technology in the modern organisation as well indications of how organisations can conform to the information age. The relation of technology to the South African Police Service is consequently examined with due consideration of the communication and training methods in use. The functioning and compilation of technology-enhanced learning present an understanding of how it relates to the study. Furthermore, based on the evidence of persisting cultures and behaviours, and a perception of ineffectiveness and insufficient training of police personnel, the study determines how such a medium would facilitate transformation in the South African Police Service. The transformation process concentrates mainly on the technical, political and cultural systems of transformation in organisations. The process of awakening, present and future states in the South African Police Service and the setting and attainment of a vision through re-architecturing are discussed. The study argues that related technology-enhanced learning abilities, such as boundarylessness, feedback, participation and networking are essential aspects for transformation. The study also provides the basis for determining the use of technology-enhanced learning as an effective medium in promoting a learning organisation in terms of learning cycles. Related barriers to organisation learning included the aspect of attitudes. The relevance of collectivity as a building block to organisation learning is emphasised. In order to support the effective implementation of such a medium an exposition is given of the management of technology-enhanced learning, including aspects such as innovative-decision processes, implementation, risk assessment and theoretical and technical applications. Mass media theories are studied as part of the teacher/communicator applications for the effective and efficient utilisation of such a medium by both the sender and receiver. Among the concepts covered in the study are needs gratification and the formulation of the content of messages. No communications medium can continue to exist in an organisation without the viewer, client or personnel having a need for it. This led the researcher to undertake a quantitative study of the internal environment of the organisation regarding the use of the current television network POL TV, which serves as a measuring instrument to the adoption and application of technologyenhanced learning, and the levels of training. The conclusion to the study is that the amalgamation and transition processes of the South African Police Service has not yet managed to transform the inherent behaviours of groups of individuals in the organisation. In addition, there is a dire need for the development of personnel skills. The study finds technology-enhanced learning to be a dynamic communications, training and education technology that would facilitate the resolution of many uncertainties amongst personnel and redefine attitudes, beliefs and behaviour. Most importantly, the study concludes that, by means of its interactive, integrated, collective, connective, and boundaryless capability, technology-enhanced learning would bring all structures and people of the organisation together in the collective attainment of organisational vision, mission, goals and objectives. Ultimately, it is argued, the resulting impact of technology-enhanced learning would facilitate the transformation of the South African Police Service and its inherent corporate culture, and enhance service delivery to the community through democratic policing.
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Teng-Feng, Hsiao, and 蕭登峰. "Research On Elementary Students’ Learning And Conceptual Change Through Science Writing Heuristic Teaching－The Example For Learning Of Oxidation Concept." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/20238193331132785547.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
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The purpose of this research is to study the elementary sixth Students’ misconceptions and the learning and changing of the scientific concept through the science writing heuristic’s teaching. The results of this research can provide reference for teachers to improve the science teaching and offer students another new learning strategy. Subjects are the 40 students of the sixth grades in Chiayi City. During teaching, there are three activities: the observation of the rusting phenomena, the property of the rusting, the methods of anti-rust. Data resources for analysis are scientific writings, including: the science writing before teaching, the personal science writing of group learning, formative science writing and the science writing of the reviewing-learning process during teaching, the science writing after teaching. Every student was asked to finish eleven writings in this unit teaching. Results showed that there are many pupils'''' misconceptions on the oxidation phenomena: the formation of rusting is the result of by water; the increase in seven after rusting because of the water; the decrease in weight after the rusting due to the corrosion. Seven categories of students’ misconceptions about oxidation are found: The effect of experience； Misusing scientific terms； Self-guessing； Comparing surface； Intuition； misusing principle And unproperly teaching. Eight categories of misconceptions were mainly affected by the life experience. There are four types about conceptual change through analyzing students’ science writings: Conception totally changed; Conception not changed; Conception changed more misconceptions; Conception temporarily changed. According to the results of this research, there are four conclusions: Science writing can be used to diagnose pupils'''' misconceptions and conceptual change; Science writing, which is combined with the group discuss and experimental operation, can contribute conceptual understanding and use extensively in the elementary science classroom.