Dissertations / Theses on the topic 'Educational innovations'
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Chunga, Bright Mwansa. "Evaluating educational innovations : a study of a Zambian upper primary schools' practical subjects education innovation." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333734.
Full textChimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.
Full textBosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.
Full textROARK, DENIS DAREL. "FACTORS AFFECTING THE IMPLEMENTATION OF NEW EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION (COMMUNITY COLLEGES)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188011.
Full textRobottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.
Full textGarcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /." READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.
Full textChristy, Sheila Ann Colley. "Future developments of computer network technologies in K-12 educational environments /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.
Full textBeyerlein, Ranae. "Creating hopeful learning environments collisions in practice /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textTitle from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 273-285). Also issued in print.
Taddessee, Mellesse Amossa. "The role of education in combatting famine and promoting development in Ethiopia /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939258.
Full textFerneding, Karen Ann. "The diffusion of electronic technologies and the dialectic of educational reform policy : the shaping of teachers' social visions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textTrochil, Elizabeth A. "Making math matter a grant proposal /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007trochile.pdf.
Full textRobertson, Michael James Jones James G. "Using diffusion of innovations to explore digital gaming in undergraduate library instruction." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11011.
Full textKityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.
Full textКалишенко, Г. О. "Роль інноватики в покращенні професійної підготовки майбутніх фахівців." Thesis, Сумський державний університет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/48659.
Full textMahleza, Nomfundo. "ICT and education in a less privileged school of NMBA." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6237.
Full textRidgway, Judith Sulkes. "Standards-based teaching and educational digital libraries as innovations undergraduate science faculty in the adoption process /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133030652.
Full textLazenby, Karen. "Technology and educational innovation a case study of the virtual campus of the University of Pretoria /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03172003-094954/.
Full textLyon, Jeremy McTee. "Effective implementation of technology programs in school districts : the role of the superintendent /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textFeeney, David R. "Rates of adoption in a university course management system." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2252.
Full textTitle from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).
Pate, John L. Baker Paul J. "A comparative case study of leadership and the integration of technology into the education program." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859841&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179156396&clientId=43838.
Full textTitle from title page screen, viewed on May 14, 2007. Dissertation Committee: Paul Baker (chair), Patricia H. Klass, Albert T. Azinger, Gary S. O'Malley. Includes bibliographical references (leaves 155-160) and abstract. Also available in print.
Yeung, Kam-sun. "A case study of teachers' concerns and use of information technology for teaching and learning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568835.
Full textBaldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.
Full textMoore, Linda Eve. "Educators and technology, using multimedia as a teaching and presentation tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2016.
Full textGibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.
Full textTypescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.
Irwin, Rita Louise. "The practical knowledge of a fine arts supervisor in educational change : a case study." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29235.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.
Full textBetween 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing educational innovations : the case study of the secondary curriculum diversification programme in Lesotho." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018557/.
Full textSchneiderheinze, Arthur. "Adoption as mediated action : how four teachers implemented an innovation cluster /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091966.
Full textDixon, Kathryn C. "Factors affecting the institutionalisation of career and vocational programs In Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1479.
Full textSnyder, Kimberly S. "A Study Of Public School Employees' Adoption Behavior Regarding Technological Innovations." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1339185895.
Full textWang, Tsu-Yin. "A study to identify the program elements for an elementary school technology teacher education program in Taiwan, R.O.C. /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946308.
Full textMcLaughlin, Louise A. "The influence of electronic mail on communication patterns among educators /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79790.
Full textCohn, Cheryl Lynn McCarney Bernard J. "A meta-analysis of the effects of teaching innovations on achievement in college economics." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608948.
Full textTitle from title page screen, viewed June 30, 2005. Dissertation Committee: Bernard McCarney (chair), Mathew Morey, Ronald Halinski, Alan Dillingham, Anthony Ostrosky. Includes bibliographical references (leaves 162-165) and abstract. Also available in print.
Robertson, Michael James. "Using Diffusion of Innovations to Explore Digital Gaming in Undergraduate Library Instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11011/.
Full textAdam, Ian Peter Stewart, and mikewood@deakin edu au. "An investigation of educator adoption of knowledge media." Deakin University, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.152331.
Full textKshir, Mohamed A. M. "An evaluative survey of the role of inset in managing educational innovations in Libyan schools." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4395/.
Full textArfstrom, Kari M. "Recognizing, determining, and addressing entrepreneurial innovations by superintendents of emerging or established educational service agencies." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4599.
Full textVita: p. 164. Thesis director: Penelope Earley. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 159-163). Also issued in print.
Visis, Sanghirun Riegle Rodney P. "Administrator and teacher responses to legally mandated, learner-centered educational reform an examination of instructional dilemmas in a Thai private vocational school /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064537.
Full textTitle from title page screen, viewed January 26, 2006. Dissertation Committee: Rodney P. Riegle (chair), William Rau, Albert Azinger, George Padavil. Includes bibliographical references (leaves 153-156) and abstract. Also available in print.
Dubkin-Lee, Shelley Irene. "Diffusion of innovation and the Oregon Small Schools Initiative /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192188671&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 146-152). Also available for download via the World Wide Web; free to University of Oregon users.
Campbell, Bruce G. "Diffusion of Innovations of Videoconference Technology: An Instrumental Case Study Concerning Undergraduate Degree-Seeking Nontraditional Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/5.
Full textSkelton, Beverly J. "The portfolio : an educational tool for instruction and assessment." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2247.
Full textMooi, Alicia Tenjiswa. "Effectiveness of ICT education in the Northern school area of Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1605.
Full textFrancis, Dannie Bruce. "The diffusion of technological innovations in the educational setting expectations, practices, and the role of personality /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1679679911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textRashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.
Full textThe six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.
Nussbaumer, Doris. "Induction of professional teachers and their constructivist practices with ICTs." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116126.
Full textDe, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.
Full textThe past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning. As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary school teachers who had no specialised training in technology. A qualitative ethnographic research design, underpinned by an interpretive paradigm is employed. This research is premised on the argument that teachers can acquire the technical skill, underscored with the relevant pedagogical aims, needed for the seamless integration of emerging technologies required to enhance teaching and learning. "Without skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change" (Levin & Wadmany, 2006:158).
Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, and Stanislava Stanislavivna Zaitseva. "Вплив інновацій на розвиток вищого навчального закладу." Thesis, Класичний приватний університет, 2014. https://essuir.sumdu.edu.ua/handle/123456789/81169.
Full textEinfalt, Lori Jayne Toole. "Brain-compatible instruction : a case study in district-wide staff development /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077634.
Full textMlangeni, Thandi Charmaine. "Analysis of data governance in higher education institutions : case of a university of technology in South Africa." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2418.
Full textOrganisations now invest in ICT solutions to drive business activities and provide the agility sought for competitive advantage. These may include government departments, higher-education institutions (universities) and commercial entities amongst other things. The challenges with regards to ICT and data management are equally applicable in universities as they do in business organisations. Universities have a growing ICT infrastructure used in everyday activities and online functionality, making them prone to data problems. This emerges from data that is used across various business processes which are dispersed among departments. In turn, a level of inefficiency finds its way with potential to generate inaccurate, missing, misinterpreted and poorly defined information. Higher education institutions are service providers and it is imperative to have reliable, timely and organised data to maintain the performance of the institution. They often experience data management challenges that ultimately affect the institution’s efficiency. These data management challenges arise from institutions not thoroughly dealing with data content, records management, quality, stewardship, governance and research data management. This study explored how data can be managed in higher education institutions using properly defined principles of data governance (DG) which will assist the institutions recognise and treat data as an organisational asset.
Aheto, Simon-Peter Kafui. "Patterns of the use of technology by students in higher education." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2541.
Full textRationale: Unavoidably, the 21st century is witnessing continuous discourse about students’ technology uses in higher education. This thesis explores the underpinnings of students’ technology usage in their rhizomatic (personal) learning networks in the higher educational environment through a lens of four sub-research questions and four research hypotheses. Methodology: This research adopted a cross-sectional narrative and numeric study using the Frameworks for an Integrated Methodology (FraIM). The study was conducted in four universities comprising two universities in Ghana, one in South Africa and another in Belgium. Participants and respondents included students and lecturers. Data collection methods comprise focus group interviews, individual interviews, surveys (paper and web-based) and rhizomatic maps. The philosophical underpinning was inclined towards the critical realists’ stance and hinged to Rhizome Theory and Actor Network Theory. Data were analysed through descriptive and multivariate analyses and learning analytics employing tools in social network analysis. Results were presented graphically via Rhizomatic Learning Network maps, charts, tables and narratives. Findings: Students’ personal learning networks exhibit traces of rhizomatic patterns which are related through human and non-human actors. Seven categories of actors – comprising 218 individual actors – were found in students’ Rhizomatic Learning Networks. Out of 19 traceable digital devices used by students, this research established differences among the institutions in the four most widely used digital devices: Laptop, Smartphone, Tablet or iPad, and E-Reader pro rata. Students owned, in this sequence, smartphones, laptops, tablets or iPads and e-readers. This research also found statistically significant differences among all four institutions in terms of students’ self-perceived importance of handheld mobile devices towards academic success, university wireless network experiences and satisfaction of Learning Management Systems in the universities. However, results indicated that students are not likely to skip classes when materials from course lectures are available online, implying an inclination towards a blended approach to learning despite a technologically-rich environment. Implications and Value: With an underlying effect on curriculum design and implementation, this thesis, supporting rhizomatic approaches to learning, has tremendous potential to improve personal learning networks in higher education. It further contributes an understanding of emerging patterns in the personal learning networks of higher education students within a technology-rich environment. Again, integration of the two theories – FraIM, analytical tools and style of presentation – in understanding the problem through the lens of a critical realist is novel. Key Recommendations: Further rhizoanalysis research into the detailed roles performed by individual technological actors in students’ personal learning networks in the higher educational environment is required. Additionally, clear policies exhibiting willingness and enforcement strategies to integrate technology in all facets relating to learning should guide curriculum development within the universities.