Dissertations / Theses on the topic 'Economics Study and teaching Great Britain'
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Blakestad, Nancy Lynn. "King's College of Household and Social Science and the household science movement in English higher education, c. 1908-1939." Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:ab86830a-8703-4d12-ac88-c3020a9eb7ef.
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This thesis is an account of the 'household and social science' course opened at King's College for Women in 1908 and its evolution up to 1939. The course was a significant departure for women's higher education in England as it was the first attempt to define a special university discipline based upon women's 'domestic' roles. However, historical accounts of women's higher education have either ignored or dismissed it, largely because of the predominance of'separate spheres' analyses in the historiography of women's higher education of the 1970s and early 1980s. Such accounts have presented the household science course in a negative light because of its 'domestic' image. This thesis thus offers a reassessment of the household science movement and those who supported it. The 'household science' concept owed its origin to the American 'home economies' movement which originated in the mid-nineteenth century. Chapter 1 provides a history of the home economics movement in America, tracing its evolution in the context of women's higher education until 1914. Initially home economics was seen as a 'vocational homemaking' course aiming to train women for home life. At the turn of the century, however, a 'scientific' model was developed by women scientists in order to promote research into social problems connected with the domestic sphere. These two models~the vocation and the scientific, have developed in tandem in American home economics. Chapters 2 and 3 consider the origins and early evolution of the 'household science' course in England, which was largely influenced by the American 'scientific' model. Chapter 2 first considers the concept of domestic education in the history of women's education and factors that precluded the development of a 'vocational homemaking' course in English higher education. The rest of the chapter analyses the origins of the household science movement in its social and intellectual context, in particular its connection with Edwardian preoccupations with 'physical deterioration' and infant mortality. Like their American counterparts, the founders of the course saw household science as a reform movement which aimed to promote research into domestic problems such as hygiene and nutrition, as well as to create a more useful and relevant university discipline for women's domestic roles, whether as housewife/mother or in 'municipal housekeeping' roles. Chapter 3 discusses the household science course from a disciplinary standpoint, looking at how the syllabus was constructed, the contemporary educational controversies it engendered, and its evolution up to 1920 when the B.Sc. degree was granted. Chapters 4, 5, and 6 examine the main factors which ultimately undermined the success of household science as a discipline. Chapter 4 evaluates career trends amongst KCHSS students from 1910-49, analysing to what extent the KCHSS administration was able to create a professional career structure for the household science discipline. The interplay between administrative policy, career trends, and professionalization is analyzed in relation to three career fields-social welfare, laboratory research, and dietetics. Chapters considers the professional conflicts between KCHSS and the domestic subjects teaching profession. Chapter 6 analyses KCHSS's failure to carve out a unique academic 'territory' or expertise and the various factors that affected this. The final chapter assesses how successful KCHSS was as an institution, looking at how students themselves experienced the course, their motivations for taking it, and its impact on their lives. Although household science was unsuccessful as a discipline, the course did give students a wide choice of career options, creating openings in less conventional spheres for women who did not want to teach and providing opportunities for the less-able student to follow a scientific career. The conclusion considers how the social climate of the interwar period affected the working out of the original household science ideals.
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Francis, Black Alison. "Understanding the teaching of biology at A level." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:7a7828b8-bbdb-4246-aa5d-7836e314460d.
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This research focuses on uncovering, from the perspectives of practitioners themselves, the practical knowledge and understanding that shapes three teachers' successful teaching of biology at A level. Adopting a case study approach, it investigates the ways in which these biology teachers characterise their successful teaching of the subject at A level. It also explores the subject matter knowledge and understanding that shapes and accounts for these characterisations without making assumptions about the nature of this knowledge. Data are collected through the non-participant observation of a connected series of the teachers' A level biology lessons as well as informant-style interviewing following the observed lessons. The findings suggest that the main aim of the teachers' successful teaching of biology at A level is to ensure their students achieve examination success. In light of this, their teaching can be characterised in terms of three central features. First, they believe that to achieve this aim their students only need to know the substantive dimension of biological knowledge - they do not consider knowing the syntactic dimension to be a prerequisite to examination success. Second, they believe that their students need to conceptualise this substantive biological knowledge in several patterned ways. Third, they believe that the best way to encourage their students to develop and retain these specific conceptualisations is by adopting carefully controlled and highly structured teacher-centred pedagogical strategies. The teachers' characterisations appear to be shaped and accounted for by specific conceptions of biology which provide an overall structure to substantive biological knowledge - a structure that is determined by various guiding principles. This research provides a first attempt to map out the practical knowledge and understanding that shapes the successful teaching of biology at A level from the perspectives of teachers themselves. The ways in which these teachers characterise their teaching differ significantly from the ways in which such teaching is described in most of the extant literature in science education on teaching and learning. This study suggests that the teachers, far from lacking in knowledge, skills and understanding, are highly skilled practitioners who respond to the local and national contexts in which they work and, taking account of these, shape their subject matter teaching accordingly such that their main aim - student examination success - is achievable. This study highlights the discrepancy between academic writing in science education on practice and practice itself. The thesis ends with a consideration of the implications of the study for the research agenda in science education, the school science curriculum and the curriculum for teacher education in both preparing and supporting the professional development of science teachers.
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Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
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Duignan, Elizabeth Mary Sibthorp. "'A major yet under-estimated task' : a Gadamerian study of Key Stage 3 schemes of work in history." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610088.
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Dean, Fiona. "Border crossings : in/exclusion and higher education in art and design." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/3542.
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This study explores ideas of inclusion and exclusion - in/exclusion - within art and education contexts, more specifically how they shift and alter within the processes of selection to one Scottish institution of Higher Education in Art and Design. The empirical focus of selection is told through detailed narratives that follow the thinking and responses of a diversity of selectors to the visual and written submissions of wide ranging applicants. These discussions make visible the ways in which candidates are deliberated into and out of the institution and are layered further by a broader quantitative look, exploring how this detail plays out more widely in the chances of in/exclusion across all applicants. This research has implications for a number of areas, including policy and practice on social in/exclusion, particularly as it relates to the arts and Higher Education. However, it is not solely an access or admissions study; it tries to extend understanding and approaches to in/exclusion by questioning what people are being included into as well as the ways of in/excluding. It gets inside and lays open a process of decision-making that has not previously been explored in this kind of depth and is made visible here through an often troubling, personal, methodological and theoretical assemblage of stories and crossings. My own shifts as a learner, artist and educator en/unfold with selection narratives and rich visual images that confront and question issues of representation, difference and risk as they surface within the research. It is this very detail of insight, getting inside those areas that are often unspoken and unseen that makes this investigation so unusual, adding new layers of questioning and understanding to the many approaches that exist in thinking and acting on in/exclusion. If there was any sense that in/exclusion to Higher Education in the Arts and Design might be determined or resolved simply by altering indicators and numbers in terms of social class, education or the spatiality of where an individual lives, then this study offers a different kind of view. It reveals a more complex process of looking and decision-making, in which selectors often try to see beyond the surface of the visual and written in search of the individual. It shows the shifting balance in what is looked for in a process that is fraught with chance, ethics, trust and emotional dilemmas. In doing so, it makes the case for a more reflexive and ontological engagement in approaches to in/exclusion. Nothing is certain. In/exclusion becomes an assemblage of elements that displace across selectors, taking new forms and combinations that are rooted in qualities that applicants bring with them as well as what selectors bring into the process. How these fold together can lead to very different outcomes.
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Anding, Philip Nuli. "Facets, common frameworks and central variable of advanced-level students' understanding of D.C. circuits." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610790.
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Sinha, Rajeshwari Mishka. "A history of the transmission of Sanskrit in Britain and America, 1832-1939." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610357.
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Olszewski, Margaret. "Designer nature : the papier-mâché botanical teaching models of Dr Auzoux in nineteenth-century France, Great Britain and America." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/252215.
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Breytenbach, Cecile. "A best practice guideline for evidence based teaching strategies for nurse educators." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4831.
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Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
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Price, Alison J. "Communication, construction and community : learning addition in primary classrooms." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:b57cb41e-e14b-4c01-b678-333af003524a.
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This study examines the teaching and early learning of addition in primary classrooms. The relationship between teaching and learning is examined at the level of classroom interaction, in the completion of mathematical tasks. The mathematics lessons of two classes in each of two schools were observed over a period of six months, involving four teachers and the 4, 5 and 6 year old children in their classes. The mathematical focus of the study was the learning of addition, one of the first formal mathematical concepts taught in school. This formed a basis for exploring the factors involved in the teaching of mathematics to young children, and their learning. The methodology is qualitative, with participant observation the main method of data collection. Detailed fieldnotes were taken of all mathematics lessons observed; short unstructured interviews with teachers were carried out before and after the lessons. The children's understanding of number concepts and addition was assessed at both the beginning and the end of the observation period. The data was analysed using a grounded theory approach, which produced patterns of recurring variables. Analysis of these variables, influenced by the theoretical perspectives of the researcher, provided analytical pictures of teaching and learning, from which the findings emerged. The study highlights the complexity of the classroom for teachers and young children, where curriculum considerations, understanding of the mathematics concepts, social interaction and integration into the community of the classroom, vie for attention. It indicates that children are more likely to make sense of mathematics when the number curriculum is taught with a view to its complexity, rather than broken down into simple steps; the problems young children have learning to use mathematical symbols; and that the use of story is important in helping especially the youngest children understand mathematics. This was a small scale study, but provides a 'thick description' of teaching and early learning of addition, which can form a basis for future studies. Key Words: addition, early mathematical development, primary school, constructivism, socio-cultural theory, situated cognition, symbols, real world scripts, narrative.
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Jackson, Fiona Lynne. "Implementation infidelity or aligned adaptation? : exploring tutors' interpretations and enactments of Catch Up Numeracy®, a primary mathematics intervention." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707977.
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Mahoney, Lucy. "Investigating the interactions of travel behaviour and wellbeing : mixed-methods case study of Penarth and Cardiff, Wales." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:10c62f3c-fb19-4381-89b4-b9bd4334629a.
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Transport systems are essential to trade, globalisation, communication and other forms of interaction between people and societies (Banister, 2013). Yet they can also have negative impacts including decreased quality of life or health impacts arising from pollutants, environmental damage including climate change and a range of wider socio-economic effects (Glanz et al., 1990). Given that most car journeys are short however (57% of UK trips are under five miles), there is particular potential for active travel (i.e. walking and cycling) to both reduce the environmental externalities of modern transport systems and stimulate improved quality of life and societal wellbeing (Banister, 2013; Martin et al., 2014). Unfortunately, there is a paucity of robust evidence that examines how infrastructural interventions (i.e. those aimed at making the physical environment more conducive to active travel) actually impact on active travel levels in specific communities. In addition, there is very limited evidence of the wider effects that such interventions have on wellbeing and levels of happiness overtime. This thesis details mixed-method research undertaken in Cardiff, UK, during 2011/2012, which examined the impacts of a new piece of infrastructure - the Pont-y-Werin walking and cycling bridge - on the local community's levels of active travel and subjective wellbeing. It provides insights into the nature of constraints preventing travel behaviour change from taking place, and - through the use of the novel, 'Day Reconstruction Method' - into the consequences that different modes of travel can have for travel and wellbeing, including on moment-to-moment moods and emotions. Overall by contextualising and measuring and evaluating wellbeing, the research suggests that people experience less pleasant emotions during travel than when undertaking everyday activities, and also that for certain modes there is a decrease in happiness before and after travel compared to everyday activities. Additionally greater monitoring, evaluation and promotion of combined hard and soft measures - focusing on travel behaviour change - is needed alongside providing travellers with accessible information on the wellbeing impacts of different modes (Elvik, 2009).
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Hawkes, Rachel. "Learning to talk and talking to learn : how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610676.
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O'Shea, Amanda Jane. "Exploring the black box : a multi-case study of assessment for learning in mathematics and the development of autonomy with 9-10 year old children." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709287.
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McCoy, Elaine. "Economic crisis and state autonomy : a comparative study of the policy responses of the United States, Britain and Australia, 1967-1982 /." Title page, contents and introduction only, 1987. http://web4.library.adelaide.edu.au/theses/09PH/09phm1311.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Politics, 1987.18 col. transparencies with accompanying notes in v. 2 endpocket, 1 - in leaf 170 (v. 1) pocket. Includes bibliographical references (leaves 538-579).
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Brigley, Judith. "Unlocking and using a secret language : an exploration and analysis of effective strategies for teaching poetry writing to able students at Key Stage 4." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678336.
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Fankhauser, Craig Charles. "A multi-sensory, study strategies and cooperative group instructional approach combined to teach American history to mildly disabled and non disabled adolescents." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/577.
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Leggett, Gemma. "A changing picture of health : health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/5757.
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This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.
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Killian, Tiffany Noel. "Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28442/.
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For an introductory macroeconomics course, the discussion of historical relevance helps foster important learning connections. By comparing the Great Depression to the 2008-2009 recession, a macroeconomics instructor can provide students with connections to history. This paper discusses the major causes of each recession, major fiscal policy and monetary policy decisions of both recessions, and the respective relevance in teaching the relationship of each policy to gross domestic product. The teaching points addressed in this paper are directed towards an introductory college-level macroeconomics course, incorporating a variety of theories from historical and economic writers and data from government and central bank sources. A lesson plan is included in an appendix to assist the instructor in implementing the material.
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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.
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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Li, Joanne Siu Chung. "The impact of colonialism on the design of the Chinese language curriculum in Hong Kong secondary schools : a historical survey." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/22.
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Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
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Fridsén, Ellen, and Victoria Sjölander. "A comparative study of the glass ceiling effect in Sweden, Great Britain and France : Is there a difference in the glass ceiling effect for women in these three countries and do the level of education and type of workplace matter?" Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84602.
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The inequality of the labour market has long been a discussed and studied topic and today we know that women earn less than their comparable male colleagues. Many studies have been conducted to find out if there is a glass ceiling effect for women in the labour market but most of these have used wages as their outcome variable. We wanted to see if women in the labour market face a glass ceiling when looking at the probability of holding a managerial position. We also wanted to see if there was any difference in the glass ceiling when comparing different countries so we studied the glass ceiling in Sweden, France and Great Britain. In order to study the glass ceiling, we use two separate probit regressions. The variable of interest in the first regression is the gender variable while in the other it is also an interaction term that shows the difference in the gender gaps between the private and public sector. The results show that there seems to be a glass ceiling effect in both France and Great Britain since the gender gap increases further up in the workplace hierarchy while the results for Sweden show that there is a gender gap throughout the workplace hierarchy. We also find that the gaps differ in the public and the private sector indicating that where you work can affect the probability of holding a managerial position.
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Poon, Scarlet, and 潘穎思. "Colonialism and English education at the University of Hong Kong,1913-1964." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29521531.
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Ochs, Kimberly. "Educational policy borrowing and its implications for reform and innovation : a study with specific reference to the London Borough of Barking and Dagenham." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670201.
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Blaikie, Fiona. "Structures of and values inherent in senior secondary student asessment in studio art in Britain and North America." Thesis, 1992. http://hdl.handle.net/2429/2248.
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Visible models of assessment of senior secondary studio art in Britain and North America are analysed and compared. In Britain, The General Certificate in Secondary Education (GCSE), specifically, the London East Anglian Examining Board (LEAG) assessment model is examined, and in North America, Advanced Placement(AP), Arts PROPEL, and International Baccalaureate(IB). Assessment structures and criteria for assessment are examined in order to reveal art educational values inherent in assessment practices.
The problem is threefold: The subjective nature of studio art has rendered assessment difficult; problems have been associated with methods adopted for assessing studio art, and with determining the purposes of art education. Findings are that similar structures characterize the qualitative studio art assessment strategies studied: Criteria are delineated; norm referencing through rank ordering occurs, and assessments depend on professional judgements by art educators. In all cases except for Arts PROPEL, judgements occur intersubjectively through moderation, enhancing reliability.
With regard to values implicit in assessment criteria, all the strategies focus on understanding of form. LEAG and IB assessments are similar in their emphasis on linking art and design, form and function, historical, critical, and contextual understanding. LEAG, IB, and Arts PROPEL assessments focus on evidence of process as well as product. All the strategies are personally relevant to students in that they determine the thematic nature of their studio inquiries. The assessment approaches examined are adaptable to varied teaching contexts, and thus are suitable models for regional or national assessment. Because of its grassroots support nationally, and its sophisticated accommodation of contextual and multicultural understandings of art, LEAG emerges as a worthwhile model to emulate.
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Yen, Chia-Wen, and 顏佳玟. "A STUDY FOR THE TEACHING SYSTEM OF KAOHSIUNG CITY BALLET, A HERITAGE FROM ROYAL ACADEMY OF DANCING IN THE GREAT BRITAIN." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/62038488627183443370.
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碩士國立臺灣體育學院
體育研究所
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ABSTRCT The purposes of this study, mainly is to discuss the true experiences from Kaohsiung City Ballet that is studying The Ballet teaching system from Royal Academy of Dance in Great Britain. And how are the students experienced it in their own technical training. Also to trace the beginning of RAD teaching system. After visiting the teachers and students who a reusing this RAD teaching system in Kaohsiung City Ballet. To analyze the studying motif and to solve the problems come out with it, plus the true teaching experiences of it. According to the research, the profession teachers using this system as an ideal, and they offer to the other private dance schools, profession dance schools, and dance departments. So after analyzing information’s of the interviews and meetings, the results are sorted as the following: 1.The motifs of Kaohsiung City Ballet choose RAD teaching system: The lessons, which had been designed for children's dance education and the profession classes, can give the students. Different needs. Let children enjoy in dance much more. The parents thought that to go for RAD authorized examinations can let children get experiences and to present themselves on stage, specially also high up the grades of private dance schools. 2.The specialty of RAD teaching system: The lessons had been designed continuously. Beside, the students are feeling more interested in those short compensations specialty. The authorized examination gives them goals. It is an excellent example for children's basic dance training. Qualities are asked more than the technical presentations. It depends on how the teachers are using it. Suggestion: The RAD Ballet teaching system is a suitable stander to choose for those teachers who are just graduated from professional school newly, and going to teach. 3.The motifs of Kaohsiung City Ballet students are studying from RAD teaching system: It’s a system inherited since more than two hundred years of history in RAD school. It is well known proved teaching system of Ballet traditions. After the training, students are more elegant, correct, stronger basic technique, have better ideas about dance, and have better performing qualities. And the one who frequently go for authorized examinations know about their own abilities better than the others, and to face the examinations as usual experiences.
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McCoy, Elaine. "Economic crisis and state autonomy : a comparative study of the policy responses of the United States, Britain and Australia, 1967-1982 / Elaine McCoy." Thesis, 1987. http://hdl.handle.net/2440/21437.
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18 col. transparencies with accompanying notes in v. 2 endpocket, 1 - in leaf 170 (v. 1) pocketBibliography: leaves 538-579
2 v. (xxiv, 579 leaves) : ill. (some col.) ; 31 cm.
Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 1987
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Doherty, Christopher Malcolm William. "A genealogical history of English studies in South Africa : with special reference to the responses by South African academic literary criticism to the emergence of an indigenous South African literature." Thesis, 1989. http://hdl.handle.net/10413/284.
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This thesis examines certain social and institutional forces that have shaped the outlooks and procedures of English departments in South Africa. The approach taken is based on the researches of Michel Foucault, notably his genealogical approach to history, and his view of the university as an institution within a broader "disciplinary society" that controls discourse in the interests of existi~g power relations in that society and not out of a concern with disinterested truth. It is argued that English departments are contingent, historically constituted products whose genealogies continue to have serious consequences for struggles around contemporary issues, notably the reception of indigenous South African writing. The first chapter examines the beginnings of the institutionalised study of English literature in England. This inquiry reveals that English literature became the subject of academic.study as a result of conflict between opposing interests in the university and the social world of nineteenth century J England. It also points to the existence of a "discursive space", an inherently unstable area, which the emergent subject of English was forced to occupy as a result of the ezisting arrang~ment of disciplines in the university. Chapter Two analyses the decisive contribution made by I. A Richards a9d the importance of practical criticism for the humanist enterprise of English studies. F. R. Leavis's adaptation of practical criticism is also examined with a view to understanding its consequences for English studies in South Africa. Chapter Three examines the early history of English studies in South Africa and assesses the impact of metropolitan developments on the manner in which the discipline was constituted in this country. Chapter Four focuses on the effect of metropolitan developments on the conceptualisation and study of a South African literature. Chapter Five examines descriptions of sub traditions of South African literature that were offered during the 1960s and '70s and concludes by offering an analysis of the radical critique of English studies that appeared at the end of the decade. The thesis concludes that the radical critique was largely unsuccessful for a number of reasons, one being the lack of a genealogical analysis. It is suggested that the manner in which English studies was historically constituted, and its mode of institutional existence, pose a perhaps intrinsic obstacle to the study and teaching of indigenous writing.Thesis (M.A. - English) - University of Natal, 1989
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Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.