Dissertations / Theses on the topic 'Expanding Knowledge in Education'
To see the other types of publications on this topic, follow the link: Expanding Knowledge in Education.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Expanding Knowledge in Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ratute, Ashley. "Expanding social justice knowledge with sweatshop history." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476340.
Full text
2
Griffith, Alan. "Expanding knowledge and practice of construction management systems and procedures." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20163/.
Full textAbstract:
This submission is a highly focused collection of research-based and scholarly publications in the specialist field of Construction Management. Emphasis is placed on management systems and procedures involved in the procurement and production phases of the total building process. A coherent, original, independent and significant contribution to the advancement and application of knowledge has been made through applied research and dissemination of findings to academic peers, construction industry professionals and students in higher education. This has been achieved through: academic, professional and research-based textbooks; research monographs; refereed papers in learned journals; refereed papers to premier national and international conferences; and papers to foremost construction industry professional institutions. Textbooks have been published by Macmillan, Thomas-Telford in collaboration with the Engineering and Physical Sciences Research Council (EPSRC), Longman and Palgrave with three commissioned by and contributing to the Chartered Institute of Building (CIOB) 'Education Framework' for construction industry. Peer-reviewed papers have been published by eminent journals based within the UK, North America, Australia, Hong Kong and China whilst refereed conference papers have been published both in the UK and internationally at leading research symposia. Among the refereed journal and conference papers presented, a number have merited prestigious awards reflecting "the outstanding contribution to research knowledge and communication within the construction industry" (ciob, 1988) and in recognition of "making a practical and lasting contribution towards the improvement of standards in building practice and education in building"(CIOB, 2004).This submission reflects a distinguished level of dissemination of applied research and scholarship over a twenty year period. The body of work presented has established a highly significant and authoritative contribution to the better understanding of construction management systems andprocedures. Furthermore, it has influenced, where applicable, thinking and practice within the subject field within research groups, higher education, the professions and the construction industry.
3
Crouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun, and Wilsie S. Bishop. "Expanding Interprofessional Education Through a Graduation Requirement." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.
Full text
4
Garza, Moreno Laura. "Expanding knowledge on Mycoplasma hyopneumoniae gilt acclimation, vaccination and genetic variability." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667223.
Full textAbstract:
Esta Tesis Doctoral está constituida por tres estudios. El primer estudio consistió en identificar las estrategias actuales de adaptación de la reposición frente M. hyopneumoniae utilizadas en las granjas porcinas de Europa. Para alcanzar este objetivo, se diseñó un cuestionario centrado en las diferentes características de la explotación, la reposición y el proceso de adaptación. Los resultados obtenidos indicaron que la vacunación frente M. hyopneumoniae con múltiples dosis, fue la estrategia más utilizada, sola o en combinación con otros métodos, para la adaptación de la reposición frente a este patógeno en Europa. No obstante, el efecto de la vacunación de la reposición se desconocía. Para conocer el efecto de la vacunación de la reposición frente a M. hyopneumoniae, se evaluaron diferentes programas vacunales en el segundo estudio de esta Tesis. Para ello, se seleccionaron 180 cerdas negativas frente a M. hyopneumoniae en la unidad de adaptación de una granja positiva a M. hyopneumoniae y se distribuyeron según el programa vacunal en tres grupos: (A) cuatro dosis de una vacuna comercial contra M. hyopneumoniae a las 2, 4, 6 y 8 semanas tras la entrada (spe) en la adaptación, (B) dos dosis de vacuna a las 2 y 6, y dos inyecciones de solución salina tamponada con fosfato (PBS) a las 4 y 8 spe, y (C) cuatro dosis de PBS a los mismos tiempos. Los grupos vacunados (A y B) mostraron una proporción significativamente más baja de nulíparas excretoras y niveles de anticuerpos más elevados en comparación con el grupo no vacunado. No se encontraron diferencias significativas entre los protocolos de vacunación con cuatro o dos dosis en términos de excreción y niveles de anticuerpos Respecto a los lechones al destete, todos fueron negativos a M. hyopneumoniae por PCR en tiempo real, independientemente del programa de vacunación administrado a sus madres. Por otro lado, la proporción de lechones seropositivos y los niveles de anticuerpos fueron mayores en los lechones provenientes de los grupos vacunados. Este estudio demostró por primera vez que la vacunación de la reposición frente a M. hyopneumoniae puede ser una herramienta eficaz para reducir la presión de infección y la variabilidad de M. hyopneumoniae en lotes de reposición, así como proporcionar una inmunidad humoral a largo plazo para la reposición y sus lechones. El tercer estudio de esta Tesis tuvo como objetivo evaluar la variabilidad genética de M. hyopneumoniae en cerdos no vacunados y vacunados que presentaban lesiones pulmonares asociadas a M. hyopneumoniae en los mataderos. Asimismo, se evaluó la variabilidad genética de las vacunas comerciales frente a M. hyopneumoniae utilizadas en las granjas vacunadas. Para lograr este objetivo, se seleccionaron diez granjas de cerdos de engorde vacunadas y diez no vacunadas, positivas a M. hyopneumoniae. En el matadero, se evaluaron las lesiones pulmonares compatibles con M. hyopneumoniae de un lote por granja y se recogieron muestras de los tres pulmones con la lesión más extensa. Las muestras positivas a M. hyopneumoniae por PCR se genotiparon contando el número variable de repeticiones en tándem (del inglés, variable number of tandem repeats) en dos (P97, P146) o cuatro genes (P97, P146, H1 y H5) y se les asignó un perfil de tipificación (TP) de M. hyopneumoniae. Se detectó una elevada variabilidad entre granjas, mientras que la variabilidad dentro de las granjas fue limitada usando dos o cuatro genes. Curiosamente, Cuanto mayor fue el número de genes estudiados, mayor variabilidad. No obstante, se detectó un TP por pulmón y los TPs detectados en cerdos de granjas vacunadas fueron diferentes de la cepa vacunal utilizada en la granja.The present PhD Thesis consisted of three studies. The first study sought to identify the current gilt acclimation strategies against M. hyopneumoniae performed in European pig farms. To reach that goal, a questionnaire focused on different features of the recipient herd, incoming replacements and acclimation process, was designed. Obtained results indicated that the most common strategy used for M. hyopneumoniae gilt acclimation was vaccination based on multiple doses programs. However, the effect of such process was unknown. In order to know the effect of vaccination against M. hyopneumoniae during the acclimation period in gilts and their piglets, different gilt vaccination schedules were evaluated in the second study of this Thesis. One hundred-eighty gilts were distributed according to the vaccination program into three groups: (A) four doses of a commercial vaccine against M. hyopneumoniae at 2, 4, 6 and 8 weeks post entry (wpe) into acclimation unit, (B) two vaccine doses at 2 and 6, and two doses of phosphate-buffered saline (PBS) at 4 and 8 wpe, and (C) four doses of PBS at the same time points. Vaccinated groups (A and B) showed significantly lower proportion of shedding gilts and higher levels of antibodies compared to the non-vaccinated group after acclimation. However, no significant differences in terms of shedding or levels of antibodies were found between vaccination programs with four or two doses. Sampled piglets at weaning were M. hyopneumoniae negative by real time PCR (rt-PCR) independently of gilt vaccination program administered. In contrast, the proportion of seropositive piglets and levels of antibodies were higher in those coming from vaccinated groups. The present work represents the first attempt to demonstrate that gilt vaccination against M. hyopneumoniae can be an effective tool to reduce the infectious pressure and bacterium variability into replacement batches, as well as provide a long-term humoral immunity to gilts and their offspring. The third study aimed to evaluate the M. hyopneumoniae genetic variability in non-vaccinated and vaccinated pigs showing M. hyopneumoniae-like lung lesions at slaughterhouses, as well as in the vaccines used in each vaccinated farm. To achieve this objective, ten vaccinated and ten non-vaccinated fattening farms positive to M. hyopneumoniae were selected. At slaughterhouse, M. hyopneumoniae-like lung lesions from one batch were scored and three lungs showing the most extensive lesion were collected per batch. Positive samples were genotyped by counting the variable number of tandem repeats of two (P97, P146) or four loci (P97, P146, H1 and H5), and a M. hyopneumoniae typing profile (TP) was assigned. High inter- and limited intra-farm M. hyopneumoniae genetic variability among non-vaccinated and vaccinated fattening farms in Spain using two and four loci. Interestingly, the higher the number of tested loci, the higher the variability. Despite this, only one TP was detected per sample and the TPs detected in pigs from vaccinated farms were different from the strain of the corresponding vaccine used. Furthermore, this study provides novel and interesting data for future discussion regarding the influence of the number of loci tested on the M. hyopneumoniae genetic variability.
5
Yasin, M., Florence M. Weierbach, and Jerrilyn S. Brehm. "Expanding Prelicensure Education to Rural and Vulnerable Clinics in Appalachia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7396.
Full text
6
Lundkvist, Robert. "Expanding the use of contract inspections in construction : An approach to inter-project knowledge diffusion?" Licentiate thesis, Luleå tekniska universitet, Byggkonstruktion och -produktion, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26285.
Full textAbstract:
This licentiate thesis presents a taxonomic approach to classification of defect information in construction projects. A conceptual model, based in a frame of reference consisting of the concepts of Continuous Improvement, Performance Measurement, Knowledge Management, as well as the current Quality Management regime of the industry helps to understand how the use of Contract Inspections can be developed towards facilitating inter-project knowledge diffusion and continuous improvement in construction.Three research questions were formulated:RQ I:How is information from inspection reports currently used?RQ II:How could information from inspection reports be utilised further?RQ III:How should information from inspection reports be structured and codified, to enable storage and future data analysis to facilitate continuous improvement?Qualitative as well as quantitative data has been collected in three different studies. In the first contractors were surveyed through a questionnaire about their use of different suggested experience feedback concepts, such as contract inspections. In the second other project participants than contractors was an interviewed, asking them how they use inspections and how the current usage could be extended. In the third study, a single case study about the inspection activities in one construction project, the purpose was to analyse the method and results of Pre- and Final Inspections. These results were interpreted through classification theory. It is further suggested how inspection data could be enhanced for the purpose of database storing, transforming, and easy access.The thesis concludes that both contractors and the other project roles currently use and view inspections as they are prompted in the General Conditions (AB 04), i.e. as an activity that document what defects there are for the contractor to rectify. Several companies have started to store inspection reports on project-dedicated servers, a routine that is thought to enhance the access to information to some extent. Several respondents have also introduced the compilation of defect statistics.Except automating the compiling of descriptive defect statistics, a system for managing inspection information, giving the widest access to the information about previously experienced defects, is expected to serve a Continuous Improvement process with input for identifying reoccurring problems in the production process. This system could as well be utilised for giving performance feedback to contractors and suppliers. Through continual surveying of the performance of current projects, the performance of the production process can be monitored. Based on the analysed reports, and the literature on taxonomy, the conclusions for RQ III identifies 15 different types of data tags, or types of information, that should be used as structure for the defects’ information: Unique Project Identifier, Unique Defect Identifier, Inspection Identifier, Responsibility, Defect Serial Number, Floor level, BSAB 96 Space Code, BSAB Object code, Defect type, Defect description, Rectification measure, Flag for Safety Issue, Cause, Date logging, and Photos.Future research should focus on the validation of the proposed model and system, suggested through case studies.Den här licentiatavhandlingen presenterar ett taxonomiskt upplägg för att klassificera informationen om de fel som uppkommer i byggprojekt. Tre forskningsfrågor formulerades:FF I: Hur används informationen i besiktningsutlåtandena i nuläget?FF II: Hur kan användningen av informationen i besiktningsutlåtandenavidareutvecklas?FF III: Hur bör informationen från utlåtandena struktureras och kodifieras, för att tillåta lagring samt framtida dataanalys, till hjälp för Ständiga förbättringar?Kvalitativ, såväl som kvantitativ, data har samlats in över tre olika studier. I den första tillfrågades Sveriges byggentreprenörer genom en enkät hur de använder olika typer av föreslagna erfarenhetsåterföringsaktiviteter, t.ex. entreprenadbesiktningar. I den andra studien intervjuades övriga projektroller om hur de använder besiktningsinformationen, samt hur det nuvarande användandet kan utökas till andra områden. I den tredje studien, en singel-fallstudie över besiktningsaktiviteterna i ett större byggprojekt, analyserades och klassificerades informationen om felen från projektets besiktningsutlåtanden utifrån det svenska klassificeringssystemet för byggbranschen, BSAB 96.Resultaten visar att alla tillfrågade projektroller idag har den syn på besiktningar som de är tänkta från början, som de presenteras i AB 04, d.v.s. som en aktivitet som dokumenterar de fel som finns i ett projekt och som entreprenören måste åtgärda innan besiktningen blir godkänd. Ett flertal företag har dock börjat spara de färdiga besiktningsutlåtandena på projektportaler, en rutin som torde öka möjligheten till spridning av besiktningsinformationen något. Några respondenter har även börjat med att sammanställa enklare statistik över fel inom produktionen i företaget. Baserat på de analyserade besiktningsutlåtandena och litteraturen om taxonomier så föreslås även 15 olika klassificeringsbegrepp, med syftet att förädla informationen om felen i utlåtandena: Unikt Projekt-ID, Unikt Fel-ID, Besiktnings-ID, Ansvar, Löpnummer fel, Våning, BSAB 96 Utrymme-kod, BSAB element/objekt-kod, Feltyp, Felbeskrivning, Åtgärd, Flagga för säkerhetsproblem, Orsak (förslagsvis grundorsaksanalys), datumloggning och foton.Förutom att kunna automatisera statistikframställning, så ger en systemlösning för att hantera besiktningsinformation möjligheter till att kunna sprida informationen om tidigare producerade fel. Systemet antas kunna förse en process för Ständiga förbättringar med input för att kunna identifiera systematiskt återkommande fel och därav problemområden för förbättringsorganisation att arbeta med.Baserat på idéerna om Ständiga förbättringar, prestationsmätningar och Knowledge Management utvecklades en modell för hur arbetet med entreprenad-besiktningar kan utvecklas till att kunna hjälpa vid med kunskapsspridning mellan projekt samt Ständiga förbättringar. Framtida forskning bör framförallt fokusera på att validera den föreslagna modellen och systemet, förslagsvis genom fallstudier.
Godkänd; 2011; 20111115 (roblun); LICENTIATSEMINARIUM Ämnesområde: Byggproduktion/Construction Engineering Examinator: Professor Thomas Olofsson, Institutionen för samhällsbyggnad och naturresurser, Luleå tekniska universitet Diskutant: Filosofie doktor Kajsa Simu, NCC Construction, Luleå Tid: Fredag den 16 december 2011 kl 10.00 Plats: E246, Luleå tekniska universitet
7
Gutin, Sarah Anne. "Expanding contraceptive options in South Africa : knowledge, attitudes, and practices surrounding the intrauterine device (IUD)." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/25805.
Full textAbstract:
The intrauterine device (IUD) is a safe, effective, convenient, reliable, inexpensive, and cost-effective form of reversible contraception. It rivals female sterilization, injectables, and implants with respect to effectiveness in pregnancy prevention. Once inserted, IUDs are nearly maintenance free; some IUDs can even be used for over a decade. In many settings however, the utilization of this form of contraception is poor and a number of barriers to usage exist. These barriers often relate to lack of knowledge and misperceptions among both potential users and healthcare providers. The IUD is a reliable option that may be an ideal form of contraception for many women in South Africa. In order to make this method available on a wider scale, it is necessary to provide correct information to women and health care professionals and to increase the availability and use of this highly effective method. We conducted a cross-sectional descriptive study designed to assess the current knowledge, attitudes, and practices of potential users and health care providers with respect to the IUD. We recruited 205 women between 15 to 49 years of age who were attending family planning and ST! care services at four primary level public clinics (two in the more urban Western Cape Province and two in the rural Eastern Cape Province in South Africa). In addition, we interviewed 32 providers from 12 clinics (six clinics per province). Ethical approval for this research was obtained from both the University of Cape Town and Walter Sisulu University (formerly the University of the Transkei). Permission was also given by the local and provincial health services. Among clients, knowledge of the IUD was poor. About 26% of women had heard of the IUD. After the method was explained to them, 89.7% of women believed that there were advantages to using the IUD and 72.7% of women said that they would consider using the JUD in the future. Also, women thought the IUD was an easier contraceptive method to use than oral contraceptive pills, injectables, male and female condoms, and female sterilization. Logistic regression modelling showed that, after adjusting for level of education, being from the Western Cape, older age, and having heard of emergency contraception all independently predicted awareness of the IUD method. For the most part, providers knew how the IUD worked to prevent pregnancy; however, providers were lacking in more detailed knowledge about the method and had misinformation about the IUD. Almost all (93 .6%) of providers recognized their need for more information and training about the IUD. Providers reported that barriers to IUD usage in South Africa were lack of knowledge of the method on the part of providers (84.4%), a lack of trained providers to insert or remove the IUD (62.5%), limited availability of the device at health facilities (56.3%), and a lack of knowledge on the part of potential users (46.9%). Despite these barriers, 81 % of providers believed women would be interested in the IUD if they knew about it and 73.3% believed the IUD should be promoted in South Africa. Our results suggest that the IUD would be a welcome addition to the contraceptive method mix in South Africa and that both clients and providers would be interested in this method. It is clear that awareness campaigns among women seeking contraception would be necessary for building support and publicizing the IUD. It will also be necessary to train and educate providers, focusing on up to date information, dispelling myths, and proper insertion and removal techniques. South Africa could re-introduce the IUD into the contraceptive method mix and increase women's choice by adding this valuable, viable, and sustainable option to the contraceptive method mix. The findings of this study, which was requested by the provincial health services, will be used to inform policy and as a starting point for assessing the feasibility and acceptability of a greater role for the IUD in the contraceptive method mix in South Africa.
8
Coates, Chad O. "Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329100651.
Full text
9
Williams, Ronald Wayne. "Expanding missions education and involvement through an annual local church missionary conference." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full text
10
Brown, Melinda Stites. "Expanding teacher understanding of Wisconsin's prairie chickens / by Melinda Stites Brown." Link to Abstract, 2003.
Find full text
11
Glover, John Allen. "Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280234.
Full textAbstract:
This study examined the use of constructivist content-area literacy methods in a community college American History survey course. The study was based in a perspective that college classroom culture is a nexus of multiple social interactions through which thinking and understanding are organized and meanings are negotiated and constructed. Interpretations of participant, researcher, and institution-generated data sources revealed several findings. Specifically, in this American History survey course, content-area literacy methods were employed as tools for organizing class participant thinking and for content understanding in a context of shared classroom power. Content-area literacy methods were used by the instructor (the study's author) as a way of reaching out to the class participants in an effort to establish a collegial relationship with them and to teach American History more effectively. I believed that content-area literacy methods would help class participants learn to organize their thinking and understanding and would facilitate their academic success in the course. The class participants interpreted my use of content-area literacy methods in the context of the collegial relationship they had established. Class participants interpreted my use of content-area literacy methods as evidence of my support for their formulation of a personal understanding of American History and their continued academic success. The class participants, in turn, were willing to participate in or support the content-area literacy methods that they believed contributed to their learning and academic success. The findings of this study support theories of literacy, teaching, and learning as socially constructed phenomena and suggest that the study of college literacy must be contextualized in classrooms and institutions of higher learning because content-area teaching and learning are influenced by social interactions between teachers and students. Resistance to such strategies among college and university academics may stem from personal and professional life experiences and beliefs that contribute to the construction, retention and adherence to discipline-specific pedagogical beliefs and practices. This study's findings imply that more research is needed with respect to how teachers and students in higher education build and maintain relationships and how those relationships influence andragogical teaching and learning decisions and outcomes.
12
Saghafi, Mahmoud Reza. "A holistic blended design studio model: Exploring and expanding learning opportunities." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/180769/3/Mahmoud_Saghafi_Thesis.pdf.
Full textAbstract:
While the studio environment has been promoted as an ideal educational setting for project-based disciplines, only a few comprehensive qualitative studies of the design studio have been undertaken; even fewer emphasise educator and student perceptions of this environment. As highlighted in this study, such a situation is problematic given the changes and challenges facing higher education, including those associated with new technologies such as online learning.
This study responds to this need for a comprehensive study of the studio environment by adopting Grounded Theory methodology in a qualitative comparative way. It explores the limitations and benefits of a face-to-face design studio and virtual design studio as experienced by architecture students and educators at an Australian university in order to better understand the potential of a blended environment to maximise learning.
The main outcome is a holistic multidimensional blended learning model that, through the various modalities, provides adaptive capacity in a range of settings.
The model facilitates learning through self-determination, self-management, and the personalisation of the learning environment. Another outcome–a conceptual design education framework–provides a basic tool for educators to evaluate existing learning environments and to develop new learning environments with enough flexibility to respond effectively to a highly dynamic and increasingly technological world.
13
Konrad, James Richard. "A COMPARATIVE ANALYSIS OF TWO EXPANDING URBAN CHARTER SCHOOL ORGANIZATIONS." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/266643.
Full textAbstract:
Educational LeadershipEd.D.
Charter school expansion is on the forefront of educational reform. There is currently little research on what issues charter school organizations face when they expand, how specific organizational structures are implemented during a charter school expansion process, and which structures provide a favorable outcome of the expansion. The overall goal of this study was an in-depth analysis of two expanding charter schools. This qualitative two-site case study examined several select issues that charter schools face during expansion, with the goal of identifying differences in approach, and evaluating outcomes of the expansion in the light of these differences. Two urban charter school organizations within the same city were chosen for this case study. The following are the four specific research questions addressed: 1) What issues did the selected charter school organizations face when they were expanding? 2) What type of organizational system did the charter schools have and how did that system facilitate their expansion? 3) How was information communicated during the Charter School Organizations' expansion? 4) How did the selected charter school organizations handle heightened turbulence during the expansion period? The primary sources were: 1) data obtained through interviews with three school administrators within each organization; and, 2) data collected via questionnaires in order to determine administrator's approaches to decision making, strategic plans, and communication flow within each organization. The data were analyzed and the research reflects an in-depth analysis of the varying level of turbulence experienced by each charter school organization including factors and decisions that impacted each organization's expansion process. The findings indicate that there are a variety of internal factors and external obstacles that charter school organizations must consider and ultimately overcome before and during a charter school organizational expansion. The results of these findings suggest that each organization experienced varying levels of turbulence when expanding due to a multitude of factors including relationships with stakeholders, community support, school performance, as well as the availability of resources including students, facilities, finances, and staff. Ironically, the levels of turbulence experienced by each charter school organization were quite different given the variety of factors that impacted each charter school organization's expansion. Additionally, there were only a few areas in which each charter school organization experienced similar levels of turbulence to one another. These findings indicate that while at times each charter school organization may have faced different levels of turbulence, given a variety of internal and external factors, it did not appear that these varying levels of turbulence prevented either charter school organization from expanding. Furthermore, the degree of turbulence experienced by different individuals within iv each charter school organization, based upon their positionality, was influenced by a multitude of factors that are both controllable and uncontrollable. These factors that impact the level of turbulence experienced by each organization include the organizational structure, stakeholder involvement, and the flow of communication. The benefit of this study is to better understand the variety of factors both internal and external that influence and contribute to a charter school expansion and to better understand the varying degrees of turbulence experienced by all stakeholders involved in a charter school while the organization is expanding. The results of this study provide insight regarding varying factors charter school organizations should consider when expanding and how decisions are made and communicated to all stakeholders while simultaneously considering the impact these decisions have on all individuals.
Temple University--Theses
14
El-Moslimany, Hebbah, and Alissa A. Lange. "Expanding a Math and Science Library-Based Program to Reach Preschool Teachers and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4193.
Full textAbstract:
Math and Science Story Time (MASST) program is a library-based informal education program that aims to increase access to high-quality early science, technology, engineering, and mathematics (STEM) books, activities, and content for young children. We developed and piloted resources to expand MASST beyond a family engagement program by inviting preschools to participate in the program. The purpose was to connect the local library with preschool classrooms, provide resources for educators, and bridge the gap between formal and informal learning environments. The present study examines the effects of participation in MASST on preschool educators and children.
15
Johannesson, Emelie. "Video games – A tool for expanding English vocabulary knowledge? : A study of video games potential impact on English vocabulary knowledge in Swedish upper secondary students." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78802.
Full textAbstract:
This study researches the possibility of video games being a helpful tool when it comes to English vocabulary knowledge, by comparing the English vocabulary knowledge of those that play video games to those that do not play video games. The study also focuses on comparing the English vocabulary knowledge of those that play video games frequently to those that play video games seldomly and discuss why this might make a difference. 37 students were asked to fill in a questionnaire with questions focusing on if they play video games or not, how often they play and what sort of games they played. The second part of the study was a vocabulary test containing 51 words one might encounter whilst playing video games, in this vocabulary test the students were asked to give an English synonym and a Swedish translation of these words. The results of the study revealed that there were differences between the groups, as those that did play video games scored higher on the vocabulary test compared to those that did not play video games. There was also a difference in terms of performance on the vocabulary test depending on how often the students played video games.Denna studie undersöker videospels möjlighet till att vara ett hjälpmedel när det gäller kunskaper i engelskt ordförråd genom att jämföra ordförrådskunskaperna hos de som spelar videospel med de som inte spelar videospel. Studien fokuserar också på att jämföra de engelska ordförrådskunskaperna hos dem som ofta spelar videospel med de som sällan spelar videospel och diskuterar varför detta kan göra en skillnad. 37 elever ombads att fylla i ett frågeformulär med frågor med fokus på om de spelar videospel eller inte, hur ofta de spelar och vilken typ av spel de spelade. Den andra delen av studien var ett ordförrådstest innehållande 51 ord som kan stötas på i videospel, i detta ordförrådstest ombads eleverna att ge en engelsk synonym och en svensk översättning av dessa ord. Resultaten av studien visade att det fanns skillnader mellan grupperna, eftersom de som spelade videospel fick högre poäng på ordförrådstestet jämfört med de som inte spelade videospel. Det fanns också skillnader prestationsmässigt i ordförrådstestet beroende på hur ofta eleverna spelade videospel.
16
Norström, Per. "Technological knowledge and technology education." Doctoral thesis, KTH, Filosofi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144875.
Full textAbstract:
Technological knowledge is of many different kinds, from experience-based know-how in the crafts to science-based knowledge in modern engineering. It is inherently oriented towards being useful in technological activities, such as manufacturing and engineering design. The purpose of this thesis is to highlight special characteristics of technological knowledge and how these affect how technology should be taught in school. It consists of an introduction, a summary in Swedish, and five papers: Paper I is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. One off the major advantages of rules of thumb is the ease with which they can be learnt. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Paper II describes how Gilbert Ryle's distinction between knowing how and knowing that is applicable in the technological domain. Knowing how and knowing that are commonly used together, but there are important differences between them which motivate why they should be regarded as different types: they are learnt in different ways, justified in different ways, and knowing that is susceptible to Gettier type problems which technological knowing how is not. Paper III is based on a survey about how Swedish technology teachers understand the concept of technological knowledge. Their opinions show an extensive variation, and they have no common terminology for describing the knowledge. Paper IV deals with non-scientific models that are commonly used by engineers, based on for example folk theories or obsolete science. These should be included in technology education if it is to resemble real technology. Different, and partly contradictory, epistemological frameworks must be used in different school subjects. This leads to major pedagogical challenges, but also to opportunities to clarify the differences between technology and the natural sciences and between models and reality. Paper V is about explanation, prediction, and the use of models in technology education. Explanations and models in technology differ from those in the natural sciences in that they have to include users' actions and intentions.QC 20140512
17
Mukwambo, Muzwangowenyu. "Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8382.
Full textAbstract:
Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
18
Klassen, Charlene Ruth. "Teacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literature." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186174.
Full textAbstract:
This inquiry into teacher education explores the potential for using multicultural children's literature to broaden preservice teachers' orientation toward the value of multiculturalism. The setting for this collaborative exploration was a College of Education course on Children's Literature during the 1992 spring semester. Literacy experiences with multicultural literature were created to provide preservice teachers with an opportunity to critically reflect on their awareness and understanding of multiculturalism. Weekly small group literature discussions, roving dialogue journals among three students and the university teacher, and end-of-semester interviews with each student were the primary sources of data collected during the semester. Findings from the analysis of data indicate the need for multicultural children's literature that accurately and authentically presents unique, diverse, and universal characteristics of a specific culture. Of equal importance to the selection of multicultural literature is the multicultural experience with these books which creates a critical consciousness among children and teachers. Evidence of the generative nature of dialogic experiences was seen where a multiplicity of voices pushed preservice teachers' awareness, acceptance, and appreciation of multiculturalism. As students reflected on their perspectives on culture that extended far beyond ethnic or racial perspectives, understanding of their own and other cultures was broadened. The results of this inquiry indicate the need for teacher education that is multicultural. A teacher's critical consciousness of the value of multiculturalism can transform her/his work with children in classrooms. Teacher themselves need opportunities to expand their orientation toward learning and living in a pluralistic society in order to foster critical students/citizens who actively participate in the nation's democracy.
19
Fossum, Farrah W. "Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf.
Full text
20
Puhl, Aaron A., and University of Lethbridge Faculty of Arts and Science. "Expanding our knowledge of protein tyrosine phosphatase-like phytases : mechanism, substrate specificity and pathways of myo-inositol hexakisphosphate dephosphorylation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2006, 2006. http://hdl.handle.net/10133/526.
Full textAbstract:
A novel bacterial protein tyrosine phosphatase (PTP)-like enzyme has recently been isolated that has a PTP-like active site and fold and the ability to dephosphorylate myo-inositol hexakisphosphate. In order to expand our knowledge of this novel class of enzyme, four new representative genes were cloned from 3 different anaerobic bacteria related to clostridia and the recombinant gene products were examined. A combination of site-directed mutagenesis, kinetic, and high-performance ion-pair chromatography studies were used to elucidate the mechanism of hydrolysis, substrate specificity, and pathways of Ins P6 dephosphorylation. The data indicate that these enzymes follow a classical PTP mechanism of hydrolysis and have a general specificity for polyphosphorylated myo-inositol substrates. These enzymes dephosphorylate Ins P6 in a distributive manner, and have the most highly ordered pathways of sequential dephosphorylation of InsP6 characterized to date. Bioinformatic analyses have indicated homologues that are involved in the regulation of cellular function.x, 138 leaves ; 29 cm.
21
Roberts, Shantale D. "EXPANDING OUR PRESENT KNOWLEDGE OF THE NON-FICTIONAL WORLD: AN ANALYSIS OF TRANSPORTATION AND IDENTIFICATION WITH VICTIMS AND PERPETRATORS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529075576461922.
Full text
22
Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.
Full textAbstract:
Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.
23
Auger, Dale Francis. "First Nations education, sharing of knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47884.pdf.
Full text
24
Glass, Peter Ronald. "Spinoza on freedom, knowledge and education." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019750/.
Full textAbstract:
This thesis, through an examination of the Philosophy of Spinoza, represents a critique of the conception of freedom embodied in recent philosophy of education and the education system. In Chapter 1 I show that for Spinoza man's good is to realise his own nature; and this lies in becoming free, where we transcend our spatiotemporal circumstances. I distinguish between relative and absolute freedom. The former is where we become more free within the here and now. The latter involves participation in a realm that is untouched by the spatio-temporal. We can be free with respect to the content of our states and with respect to their acquisition. This is achieved through knowledge as the constitutive expression of freedom. In Chapter 2 I show in general terms what this involves. We go beyond the first stage of knowledge to Reason and Intuition. I also show the connection between freedom and eternity. In Chapter 3 I propose that we must understand Nature in Mechanistic and Organic terms if we are to view it from no particular standpoint and that we need to understand exactly how things are placed within nature. We must acquire a methodology to help us form ideas for ourselves. In Chapter 4 I explain that freedom must be realised through understanding ourselves as part of Nature and we must form affects that lift us out of the common order and which enable us to be more free within the common order. In chapter 5 I look at some implications for education of Spinoza's ideas: its neglect for the imagination, the light it throws on writings on Autonomy, the importance of critical thinking and the importance of a Spinozan education in putting the here and now in a correct balance with the eternal.
25
Schreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.
Full textAbstract:
This exploratory study is a first attempt to translate the Indian cultural context from a socio-cultural, and legal perspective by identifying the values attributed to Indian textile craftsmanship by Indian textile and fashion stakeholders, and how their perspective is influenced by the global recognition and perception of Indian textile crafts and connotation of “Made in India”. At the same time the study investigates the meaning of “sustainability” in the Indian cultural context, in relation to textile craftsmanship, and how this relates to the Western concept of “sustainability”. Through field research in conjunction with a series of in-depth unstructured interviews, this study reveals that Cultural Sustainability is the dominating narrative in the Indian cultural context due to the prevalence of culturally embedded sustainability practices and the role of textile craftsmanship in sustaining livelihood, being a unique exercise of positioning Indian textile craftsmanship within a framework of cultural heritage as a valuable source of knowledge for sustainable practices in the fashion and textile industry. Unique about this study are the India-centric approach combined with the ethnicity of the subjects interviewed - who are, without exception, Indian nationals, whose work, voice and reputation are shaping India's contemporary textile craft -sustainability narrative (being referred to as the “Indian textiles and fashion elite”) and the framing of traditional craftsmanship from a legal perspective, introducing the notion of legal protection of traditional textile knowledge and traditional cultural expressions.
26
Gold, Ariel S. "Expanding the agenda for foreign language education reform: evidence on motivation and response to incentives." Thesis, Boston University, 2008. https://hdl.handle.net/2144/28572.
Full textAbstract:
Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
27
Ernawati, Desak Ketut. "Medication safety in Indonesia: Expanding pharmacists’ role through Interprofessional Education (IPE) and Interprofessional Practice (IPP)." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2047.
Full textAbstract:
This study undertaken in Indonesia, examined how the pharmacist's role could be expanded into medication safety. It explored the feasibility of implementing interprofessional education as a means of fostering interprofessional practice. While also looking at pharmacy students' readiness to engage in interprofessional learning and graduates' perceptions of their preparedness to deliver patient care, a clinical pharmacy service pilot was also conducted to document need. Facilitators and barriers to education and practice change were also explored.
28
Lee, You Na. "Expanding understanding of the innovation process: R&D and non-R&D innovation." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53903.
Full textAbstract:
Innovation is widely recognized as a key to economic growth. Most research on the innovation process has focused on the results of R&D projects. The positive relation between R&D intensity as an input and innovative performance as an output has become the canonical image for research on innovation. While R&D is an important input to innovation, there is growing evidence that a significant share of innovation is not born from R&D. Much of this non-R&D innovation consists of incremental improvements to existing products, or process innovations, although non-R&D innovation is not limited to these kinds of improvements. Non-R&D innovations can also come from problem solving activities or pursuit of new product ideas outside of a formal R&D project. Such activities would be missed in innovation accounts based on regular, formal R&D. Given the importance of innovation for the sociology and economics of science, and the central role of innovation in policy debates, this study expands the study of innovation to include non-R&D innovations and analyzes the drivers and outcomes of non-R&D compared to R&D-based innovations, with the goal of improving science and innovation policy by: examining the concept of innovation from different theoretical perspectives (Chapter 2), creating new measures and improving understanding of existing measures (Chapter 3), developing new models of the innovation process based on knowledge and learning that expand beyond the existing emphasis on R&D inputs (Chapter 4), and different participation of R&D and non-R&D innovations in markets for technology (Chapter 5). The main results show that the relative effectiveness of learning by R&D and non-R&D for innovation is contingent on nature of knowledge, characterized by generality (i.e., high mobility/transferability) and visibility (i.e., tighter links between actions and outcomes), and that non-R&D inventions are less likely to engage in the licensing market, but are more likely to have exclusivity clauses than R&D inventions. The study concludes with a discussion of the implications of these findings for management of innovation and innovation policy.
29
Kim, Dae-Jin. "Relationships among content knowledge, pedagogical knowledge, and teaching performance of physical education student teachers." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231517059.
Full text
30
Schaefer, Julie T. "Intuitive Eating: Expanding the Research & Describing the State of Practice." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428408214.
Full text
31
Fi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.
Full text
32
Harari, Nurit. "Relationships among student teachers content knowledge, experience, pedagogical knowledge, and teaching performance in volleyball /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633517256.
Full text
33
Haines, Brenna. "Advanced Placement Statistics Teaching Knowledge Assessment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631362.
Full textAbstract:
Advanced Placement Statistics Teaching Knowledge Assessment Increasing student enrollment in high-school level Advanced Placement (AP) Statistics courses necessitates the need for teachers who are knowledgeable in the subject-area. However, no benchmark has been established that describes the amount or types of teaching knowledge that is required, or even desirable, of AP Statistics teachers. More specifically, there does not exist a criterion of reference to determine if an AP Statistics teacher does or does not possess the content-specific knowledge necessary to teach the subject. Therefore, a teacher may possess sufficient knowledge to teach mathematics but be deficient in the subject-specific knowledge necessary to teach AP Statistics.
This study had two main research goals. The first was to design an Advanced Placement Statistics Teaching Knowledge (APSTK) online assessment to investigate the content and pedagogical knowledge of secondary-level, in-service AP Statistics teachers. The second goal was to explore the relationships among individual teacher assessment scores and teacher characteristic variables including educational background, years of experience teaching AP Statistics, and a self-reported percentage of student success on the AP Statistics exam.
There were three primary methodological phases included in this study. Phase I consisted of item development and item-level analysis based on responses from a national sample of current AP Statistics teachers. Phase II consisted of completing a Confirmatory Factor Analysis (CFA) to evaluate the results of a measurement model and structural model using Structural Equation Modeling (SEM). Phase III consisted of a multiple regression analysis to determine which teacher characteristic indicator variables predicted APSTK latent variable score (LVS).
Phase I resulted in a modified assessment with nine AP Statistics Content Knowledge (APSCK) and five AP Statistics Pedagogical Content Knowledge (APSPCK) multiple-choice items. Phase II produced a measurement model with acceptable fit, and proved that items designed to measure APSCK and APSPCK fit well within the model. In addition, a structural model produced good fit, and showed evidence that APSCK was a more reliable construct than APSPCK. However, APSPCK was found to be a stronger predictor of overall APSTK. Phase III concluded that a linear combination of teacher characteristic variables was a significant predictor of APSTK LVS. Specifically, the self-reported "Student Success on the AP Statistics Exam" variable was the only statistically significant variable in predicting APSTK LVS.
34
Salam, Umar A. "'Knowledge as development' : a critique of the knowledge economy." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:11b5f7f3-18e0-4d3b-9b4c-b03bf2cf251d.
Full textAbstract:
The aim of this thesis is to provide a theoretical critique of the Knowledge Economy discourse, the dominant discourse in which development is equated with the economic exploitation of knowledge. The nature of the critique is political in the sense that the problem with 'building a knowledge economy' as a model for development is that the accounts (such as they are) of how to go about doing so seem fatally undermined by their neglect of questions of power and politics - questions which this thesis will argue are essential to understanding the relationship between knowledge and development. The emergence of the discourse itself and the way in which its ideas are implemented can also be seen in political terms, in that the depoliticisation of development that it entails is itself a political position. The thesis is structured as an introduction followed by three main parts and a conclusion. In the Introduction and Part 1, I explain the nature of the research and the methods used, and provide a genealogy of the Knowledge Economy (KE) discourse, which includes the empirical element of this research, namely a series of interviews with key actors in the emergence of the discourse. In so doing, I historicise the discourse within the specific institutional history and politics of the major organisations (World Bank and the OECD) which have done the most of any to promote it. From this I identify the key theoretical ideas (Human Capital Theory, Innovation Systems, Hayekian Neoliberalism, Information Economics and Endogenous Growth Theory) which underpin the discourse and which are then the subject of critical analysis in Part 2. I make the case that the Knowledge Economy should not be understood as a robust analytical framework, empirical methodology or policy template, but instead as the reconceptualisation of 'questions of knowledge' in terms of markets. Specifically, the discourse depends upon a number of qualitatively different ways in which knowledge can be represented in, and transformed by, the operations of markets. These representations derive from three main schools off economic thought. I describe how each offers a critique of the others and yet how the Knowledge Economy is obtained as a synthesis of the three. In Part 3, I firstly illustrate a case of the Knowledge Economy discourse in action, namely Higher Education reform in India. I explain how the approaches that were studied in Part 1 and which were developed at the World Bank and the OECD in the late 1990s and early 2000s were applied in practice in India in the mid 2000s. I argue that these applications illustrate the claims of Part 2 regarding knowledge and markets. I then describe the politicised nature of Indian Higher Education and argue that no satisfactory account can be given without an engagement with these political economy factors. Following on from this, I then consider how adopting a KE approach of conceptualising knowledge in terms of markets might be subject to various forms of political analysis and develop a political economy critique that synthesises three theoretical approaches: (a) the politics of markets; (b) commodification; and (c) governmentality. From this I conclude that the KE approach is fundamentally flawed as an account of development.
35
Money, Jennifer M. "EXPANDING REPRESENTATION: PROMOTING FURTHER INCLUSION OF PERSONS OF COLOR IN GLBTQA CAMPUS ORGANIZATIONS, PROGRAMMING, AND SPACES." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1420736313.
Full text
36
Hoffman, Jamie F. "Disability| Faculty knowledge, awareness, and perceptions." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574918.
Full textAbstract:
Despite the vast research on students with disabilities, little is known about the perspectives of faculty in higher education. According to the literature reviewed, the overall experience of students with disabilities inside the classroom in higher education is negative due to faculty knowledge, awareness, and perceptions. Institutions of higher education are seeing an increase in the number of students with disabilities who are attending college. Students with disabilities have needs inside of the classroom that exceed a typical student in higher education. Faculty provides the support inside of the classroom necessary to meet both the university standards and the standards addressed in the Americans with Disabilities Act. The purpose of this study was to assess faculty knowledge, awareness and perceptions as they relate to students with disabilities and the regulations that mandate accessibility in higher education.
A survey was administered to 162 faculty members at a large four-year university in the southeastern United States. The findings from this study identified that faculty at the university had significant differences across gender, knowledge, awareness, and perceptions. No significant group differences were found in faculty based on years teaching and their knowledge, awareness, and perceptions. Findings could serve as the foundation for future research on faculty knowledge, awareness, and perceptions. In addition the findings add to the existing literature and provide data to offices for students with disabilities to further understand faculty knowledge, awareness and perceptions as well as possible justification for faculty development. Suggestions and implications for practice are also addressed.
37
DeNardo, Kristin. "The Depths of Knowledge." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/133.
Full textAbstract:
This ethnography allows me to build relationships with my students and their families by looking beyond my own assumptions and biases. By looking at my schooling experience, teaching vision, students, classroom, and first year of teaching experience, I have been able to compare how my schooling influence my teaching visions. By using my teaching visions in my classroom, I can examine whether my visions were ideal, successful, or unsuccessful. Within the classroom, I was able to gain knowledge on three focus students. With these three focus students, I observed those students in the classroom as well as at home. Along with this, home visitations and family interviews were conducted to further improve relationships with students and their families. In addition to these three focus students and their families, I also broaden my knowledge of my class as a whole by analyzing data and identifying strengths, weaknesses, and growth. In addition to understanding my classroom, I studied the community my students are apart of as well as how school and education fit into the community. By communicating with diverse individuals and getting to know their personal story I have been able to develop and grow as an individual and professional in education.
38
陳淑霞 and Shuk-ha Louisa Chan. "Student motivation in knowledge forum on fostering knowledge building communities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256594.
Full text
39
Kachilonda, Dick Daffu Kachanga. "Investigating and expanding learning in co-management of fisheries resources to inform extension training." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018659.
Full textAbstract:
This study investigates and expands learning associated with the co-management of fisheries resources to inform extension and training in the fisheries sector in two case study sites in Malawi. The study was located in the field of environmental education with a specific focus on community learning, agency and sustainability practices in co-management of fisheries resources. It focuses on how fisheries stakeholder learning can be mediated through expansive social learning processes to inform extension and training in the Malawi fisheries sector and aims at understanding learning as an emergent, agency centred process of change through social learning models that are said to have power to mobilise community agency for change. The empirical research for the study was conducted in two Malawian fishing communities: in Lake Malombe and the south-east arm of Lake Malawi using qualitative case study research design. The two sites were selected because they were the first sites in Malawi to implement fisheries co-management programmes following the failure of centralised management of fisheries resources. Data was generated through interviews, focus group discussions, document analysis, observations and change laboratory workshops in both sites. The two sites fall under one administrative office based in Mangochi where the two important institutions of the sector – the Fisheries Research Unit of the Department of Fisheries and the Fisheries College (a government institution responsible for the training of extension services) are also based. Both sites have implemented new governance structures named Beach Village Committees which are community-based organisational structures that function in parallel with traditional authorities to manage the fishery. Contextual and literature review work showed that extension services and programmes over the past hundred years, as observed in the fisheries sector in Malawi and in extension services elsewhere, have co-evolved with approaches to natural resources management. Early approaches to natural resources management involved traditional management (associated extension services and programmes were community based); later fisheries governance practices changed to centralised management and associated extension approaches were mainly top-down involving command and control or technology transfer. These early approaches have been problematic as resource users were pushed away from their own resources and were viewed as poachers. This resulted in loss of ownership among resources users. Recently in Malawi, after the change of government to democracy in 1994, fisheries management policy focused on co-management and/or adaptive co-management approaches, an approach that has also been adopted in other African water bodies. This has implications for extension service programmes in the fisheries sector that are not yet well defined. The study’s literature review revealed that co-management approaches assume collaborative learning, or co-learning, also termed social learning, or approaches that promote the engagement of different actors who are working on shared practice. They also assume a new form of agency among co-management stakeholders and extension workers. However, the theoretical foundations for establishing co-learning or social learning approaches in support of co-management policies are not well established in the fisheries co-management sector in Malawi, nor are the practices of how to support co-learning amongst diverse stakeholders in the fisheries co-management in the Lake Malawi context. This study sought to address this gap in knowledge and practice.
40
Norström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.
Full textAbstract:
This thesis consists of two essays and an introduction. The main theme is technological knowledge that is not based on the natural sciences.The first essay is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. Knowing adequate rules of thumb is a common form of technological knowledge. It differs both from science-based and intuitive (or tacit) technological knowledge, although it may have its origin in experience, scientific knowledge, trial and error, or a combination thereof. One of the major advantages of rules of thumb is the ease with which they can be learned. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Engineers commonly use rules, theories and models that lack scientific justification. How to include these in introductory technology education is the theme of the second essay. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts where they are used when found convenient. The role of this kind of models in technology education is the theme of the second essay. Engineers’ work is a common prototype for pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models when doing design work in school technology. The acceptance of these could be experienced as contradictory by the pupils: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology education. Technology is first and foremost about usefulness, not about the truth or even generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.QC 20111118
41
McNamara, Olwen. "The construction of knowledge in mathematics education." Thesis, Manchester Metropolitan University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294592.
Full text
42
Rieger, Susan R. "Characteristics of knowledge producers in teacher education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442855.
Full text
43
Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
Full textAbstract:
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)
This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
44
Rimington, Keith B. "Expanding the Horizons of Educational Pair Programming: A Methodological Review of Pair Programming in Computer Science Education Research." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/601.
Full textAbstract:
Educators and researchers continue to explore the benefits, real or imagined, of implementing pair programming as part of the computer science pedagogy. Current reviews of computer science educational research practices do not focus on educational pair programming. This thesis presents a review of the research methods used in recent educational pair programming research. The primary purpose of this review is to inform the ongoing dialogue about and to provide evidence-based recommendations for improving educational pair programming research. Replicating the design of a previous computer science education methodological review, this study inspected a sample of 108 articles from a population of 129 of articles related to educational pair programming published from 2000 to 2008. Articles were classified using a 112-variable taxonomy, identifying report elements, research methodology, research design, kinds of variables inspected, and statistical practices. Major findings include several differences between the methodological characteristics of educational pair programming research when compared to general computer science education research, including: (a) an increased proportion of studies involving human participants, (b) a decreased proportion of quantitative methodologies, and (c) an increased proportion of controlled research designs. There exists some minor evidence that researchers affiliated with institutions in the United States are more likely than their counterparts outside of the United States to inspect only student attitudes and implement a posttest-only research design, and less likely to implement an experimental or quasi-experimental methodology
45
Boz, Nihat. "Interactions between knowledge of variables and knowledge about teaching variables." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/78995/.
Full textAbstract:
The purpose of this study is to find out Turkish prospective teachers' subject matter knowledge of variables and pedagogical content knowledge of variables and also the nature of the interactions between these two types of knowledge. One hundred and eighty four students participated in the study. Questionnaires were distributed to 2nd, 3rd, 4th year mathematics education faculty students of three different universities. The questionnaire included 16 fixed and open-ended questions about (a) the principal uses of variables, (b) the awareness about different roles of variables, (c) the flexibility, versatility and connectedness among the different roles and uses, and (d) ways of presenting the subject matter, (e) curriculum knowledge. As a follow-up study, ten students of different year groups who completed this questionnaire were interviewed. The outcome of this study is that prospective teachers have different perceptions of the notion of the variable which are reflected in their pedagogical content knowledge in a complex way. Results indicate that the majority of prospective teachers are successful in manipulating variables; however they have problems in moving flexibly between different meanings and representations. Concrete objects and numbers are identified as two main forms of analogies that they would use to explain ideas relating to manipulation of symbols. The results indicate that there is a complex interaction between subject matter knowledge of variables and pedagogical content knowledge which may involve the prospective teachers' own learning experiences, general pedagogical knowledge and the robustness of one type of knowledge.
46
Elsiddig, Mukhtar Osman. "Expanding higher education and the Open University : the case of the Sudan as an example for developing countries." Thesis, University of Bath, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256897.
Full text
47
Dempsey, Jennifer Camille. "Virtualizing the word| Expanding Walter Ong's theory of orality and literacy through a culture of virtuality." Thesis, Duquesne University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615934.
Full textAbstract:
This dissertation seeks to create a vision for virtuality culture through a theoretical expansion of Walter Ong's literacy and orality culture model. It investigates the ubiquitous and multimodal nature of the virtuality cultural phenomenon that is mediated by contemporary technology and not explained by pre-existing cultural conventions. Through examining the theoretical underpinnings of orality and literacy culture, the dissertation explores the cultural shift that is just beginning to restructure human consciousness through the ways that society is connecting, exploring and communicating. Further, this dissertation examines the contrasts between virtuality culture features and those related to traditional literacy and orality types, including the gap between the theory of secondary orality and virtuality culture. This dissertation also proposes three ways that contemporary technology creates human presence related to virtuality culture. Finally, this dissertation describes the broad implications for the evolution of virtuality culture in areas such as education, technology, literacy, philosophy, politics, linguistics, ethics, history, the arts and cultural studies.
48
Davidson, Vanessa. "“Facing both ways” an investigation of the mix of situated knowledge and formal knowledge in boat building." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30505.
Full textAbstract:
This study looks at vocational curriculum and pedagogy within the context of internal knowledge structures. Focused on a South African boat building qualification, to determine the nature of the qualification and the enacted curriculum with respect to the type of knowledge required in boat building labour processes. In particular the study focuses on the dual demands of innovation and reproduction in a global context. The study attempts to broaden two empirical studies done by Gamble (2004) and Coetzee (2011) into cabinet making and train driving respectively, and an HSRC commissioned study (2015) into artisanal work of the future. The study develops a conceptual framework of the logic of boat building work that meets the dual demands of innovation and reproduction. The conceptual framework develops the hypothesis that different types of knowledge are required to meet the competing demands of ‘innovation’ and ‘reproduction’. To explore the hypothesis, a labour process analysis is undertaken and then the structure and content of the qualification is examined using a coding device re-contextualised from a four-way knowledge
schema developed by Gamble (2016a,) as well as an examination of the workshop component of the learnership and the learning material. The study finds that the curriculum attempts to teach in an old craft-based method of apprenticeship. It also finds that the qualification addresses the procedural and sequential requirements of boat building. The problem is that while this addresses the historical craft-based aspects of the trade, it does not support technological innovation. In conclusion, the contribution of this study is to the importance of knowledge in vocational education and, in particular theoretical scientific knowledge and, the role it plays in vocational qualifications and curriculum in a technologically developing world.
49
Aigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.
Full text
50
Williams, Benjamin McKay. "Expanding perceptions of self and other through study abroad." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163539049.
Full text