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Dissertations / Theses on the topic 'Pedagogies'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Veliz, Reyes Alejandro. "Augmented pedagogies." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2037819/.

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Traditional institutions of the architectural design studio such as the design critique or the design jury are at the core of studio pedagogy. Yet, they have shifted and evolved over time towards what can be hardly defined as the typical master-apprentice “atelier” praxis anymore. Design studio pedagogy, deeply rooted into our disciplinary ethos, is under pressure due to a series of factors such as new industry demands, ever-evolving technologies or the diversification of architecture’s collaborative contexts of practice. While the design studio comprises a series of cultural, social, technological and educational mutually interdependent dimensions, this research specifically focuses on technology-mediated teaching and learning communication. By following a grounded theory approach, this work attempts to formalise and describe technology-enabled emergent studio pedagogies. In more detail, the observed technologies in this thesis are those of augmented reality visualisations embedded into design critique sessions, and the use of Wikis for online communication throughout a studio course. The research question pursued along this thesis is, then, “how do the use of AR visualisations and the use of supporting Wikis impact on communication in the architectural design studio?”. For such enquiry, it is claimed that the integration of technology into architectural education contexts does not proceed only on the grounds of tools’ development and training, but on a series of complex interrelations across technological, communicational and societal patterns that once orchestrated, provide a vehicle for such technology-driven pedagogies. However, the observation of the architectural design studio as a social setting mediated by technologies comprises to not only conduct extensive observational work, but also to question and reflect upon how its constituent institutions (e.g. the design critique, the design jury) are potentially augmented by technology. In that sense, this research has been conducted as a “cognitive ethnography”, by taking into account both experimental and observational research procedures to unravel its communication dynamics in the context of actual design studio settings, as opposed to highly controlled lab-based design scenarios. As a result, a series of research methods and techniques are described to operate as a participant observer in such settings, their practicalities and limitations, and the theory informing such methods. The main contribution of this approach is the collection, transcription and analysis of on-site gathered data, therefore grounding the research results to the contexts in which they operate - supporting the validity and applicability of the research outcomes. The resulting theory outputs - namely “theory of augmented pedagogies” - describes the emergent communication dynamics resulting from the use of such tools. Its construction process is as follows: After observational data is analysed following an incremental coding process, a set of conceptual categories (a set of conceptual categories) is created, and then linked to each other allowing the formulation of a framework. The framework, composed by seven categories, clusters systematically built evidence of the complex role of technology for architectural education purposes. The categories are: solo interactions, social interactions, technology affordances, troubleshooting, emotional engagement, multimodal engagement, and organisational shifts. Those categories are organised in two core topics that describe the impact of technologies in the architectural design studio: “augmented interactions” and “pedagogical implementations of technology”. Throughout the definition and scope of those topics, various links across pedagogy and technology are claimed. The outcomes of this research intend to serve as a pedagogical resource for integrating new technologies into architectural design studios, and organise those newly emergent pedagogies as novel educational resources. Since it is based on a grounded theory approach, the framework is also flexible enough to accommodate further pedagogical knowledge, and paths for future work are identified accordingly. It is concluded that amid diverse views and approaches towards architectural education, instructors mainly operate with little supporting pedagogical resources and mostly following an experience-based teaching approach. As such, new ways to organise and transfer pedagogical knowledge in relation to technology-enhanced learning, such as the one derived from this work, are a contribution to the work of architectural educators. On a secondary claim, it is asserted that the outcomes of this work also contribute towards the development of technology for educational purposes.
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2

Camozzato, Viviane Castro. "Da pedagogia às pedagogias : formas, ênfases e transformações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49809.

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A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias.
From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.
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3

Golo, Erica Maria 1951. "Exploring feminist pedagogies." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291480.

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Feminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pedagogies and problematized the boundaries between feminist and other emancipatory pedagogies. The thesis comprises an analysis of the historical and theoretical implications of the literature on feminist pedagogies, and an ethnographic part based on six interviews with Professors of Women's Studies at the University of Arizona, who were asked to discuss the meanings, possibilities and predicaments of feminist teaching in a large research University.
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4

Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.

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5

Hinshaw, Wendy Wolters. "Incarcerating Rhetorics, Publics, Pedagogies." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275018903.

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6

Ramseyer, Diana Marie. "Alternative pedagogies for college composition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2033.

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This thesis attempts to determine if the acquisition of rhetorical and grammatical skills such as a sense of audience and organization are best attained through an alternate pedagogy based on a methodology from Wendy Bishop or if they are better attained through a traditional approach.
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Holbrook, Hannah Sloan. "Negotiating "post" era writing pedagogies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2660.

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This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.
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Rathgen, Elody. "On Good Authority: Towards Feminist Pedagogies." Thesis, University of Canterbury. Education, 1996. http://hdl.handle.net/10092/1064.

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This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as they develop their approaches to teaching. These influences include critical and radical pedagogical theories; the impact of women on the teaching profession; postmodernism; using critique and reflection within the classroom; the nature of relationships in classrooms; the role of teacher education; and developments within English education. Since I am a feminist English teacher, I draw on my own classroom experiences, both at secondary and pre-service teacher education levels. I use these experiences not as models of feminist teaching practice, but as material to reflect on ways in which a feminist teacher might move towards creating intellectual imaginings for changing her classroom work so that it contributes to an ever-evolving vision of a different feminist future. The thesis is also concerned with the processes involved in intellectual work and in becoming a feminist teacher. Within the text I have used both journal writing, and personal reflection on classroom events, to disrupt the otherwise authoritative tendencies of thesis statements. This is why, rather than coming to conclusions about the specific attributes of feminist classrooms, I suggest ways in which feminist teachers can work on their own transition towards reflective, critical and feminist classroom practices.
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9

Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.
Includes bibliographical references (leaves 63-64).
Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from other disciplines are taught in an attempt to redress the research deficiencies of a professional education. This investigation begins with a different premise: the operations of design, central to an architect's intellectual and operational repertoire, should be the catalyst for developing research methods specific to architecture. Further, these methods should be accompanied by a knowledge base which expresses the operations of design. A modified educational paradigm consisting of methods, knowledge, and the building of abilities through 'thoughtful performances', structures an experimental curriculum. Each attribute becomes a dimension for substantiation and assessment. Student engagement and entanglement within this locus reveals the potential directions of design research education. The subsequent analyses of the student work indicates four major trends: Intersubjectivity the need for common understanding; Transparency- the effortless application of methods, Emergence- acknowledgment of form's evolution; and Apprentissage- French for learning which occurs from within apprenticeship. Given these attributes, and the subsequent imperative to redefine architectural research, we formulate a paradigmatic architectural researcher, the "Architect Scholar' and speculate on an educational program designed to foster these characteristics within students.
by Joseph Press.
M.S.
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10

Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.

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Pearce, Catherine. "Experiencing and experimenting with pedagogies and research." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441424.

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12

Vrablikova, Lenka. "Tremendous pedagogies : feminist theory, deconstruction and the university." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/18458/.

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This thesis contributes to the theorization of the concept of the university and strives to imagine its future by bringing together particular threads within feminist and deconstructive thought. Through deconstructive textual analysis of three theoretical debates – on the disciplinarity of women’s studies, on resistance against the so called ‘neoliberalization’ of the university, and on narratives of feminist studies – this study seeks to establish the theoretical ground necessary for generating a university beyond its phallocentric and neoliberal predicament. This attempt is conveyed under a heading ‘tremendous pedagogies’. Part I discusses how the possibility of women’s studies can be further re-thought. This discussion triggers a critique of the discourses through which the current university is most commonly accounted for. Part II examines how deconstructive scholars theorize resistance to the so called ‘neoliberalization’ of the university. Here, the exploration proceeds through the word and the concept of ‘accountability’. Finally, drawing form these insights, Part III examines how narratives of feminist studies can help us articulate premises under which a university and its future beyond its current ‘neoliberal’ and ‘phallocentric’ predicament can be made possible.
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Dempster, Elizabeth 1953. "An embodied politics : radical pedagogies of contemporary dance." Monash University, Centre for Drama and Theatre Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/7578.

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Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.

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Hudson, David James. "On Critical Librarianship & Pedagogies of the Practical." The University of Arizona, 2016. http://hdl.handle.net/10150/612654.

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McCrary, Robin Micah. "Toward a Cultural Competence in Creative Writing Pedagogies." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.

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Zibell, Linda. "Teacher pedagogies of dialogic imagination - A narrative inquiry." Thesis, Federation University Australia, 2016. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642.

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This thesis is a narrative inquiry to investigate teachers’ meanings for imagination and its potency for teaching and learning. Six teachers who identified it as central to their practice shared stories of how imagination is an effective pedagogy through in-depth, semi-structured interviews. Imagination is a living, mercurial phenomenon contested in philosophical circles yet taken-for-granted amongst the populace. Consequently, imagination in teaching and learning is under researched and widely regarded as mere decoration - helpful for engagement but unrelated to cognition. The literature review situates the research in international discussions concerning imagination’s value for teaching and learning. Several conceptualisations of meaning for imagination lead to a theoretical framework which re-conceptualises Bakhtin’s dialogic imagination and combines his philosophy of discourse with Ricoeur’s philosophy of imagination, and Brockmeier’s narrative imagination. Data analysis to compare and contrast the teachers’ meanings to the framework strongly suggests that, contrary to existing stereotypes, imagination is cognitive: it catalyses metaphoric meaning-making events as dialogic imagination. Since an open living discourse and narrative imagination are conditions for such meaning events, the teachers’ pedagogical choices are consequently rational and supportive of learning. Australian educational policy-makers have increasingly leveraged a closed classroom discourse over past decades: teachers must ensure students comply with national testing regimes that demand monologic responses tied to finalised syllabus requirements. Over that period students’ accomplishment has either seriously declined or flatlined. The teachers in this narrative inquiry keep living discourse and imagination open and alive but in spite of, not because of existing policy: the research presented here permits their understandings and professional art to be given voice in educational debates on effective teaching. I conclude policy makers might seriously consider the impacts of policy dynamics and whether they are slowly suffocating opportunities for a living atmosphere that invites imagination – a powerhouse of learning – into their lives.
Doctor of Philosophy
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18

Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.

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Evans, Ashley. "Expanding Composition Pedagogies| A New Rhetoric from Social Media." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.

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Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students’ social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing—but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students’ social media and academic writing, I draw from students’ intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students’ expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.

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Westbrook, Jo. "Narrative Reading Processes and Pedagogies in the Secondary School." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506958.

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Toothaker, Rebecca D. "A phenomenological study of millennial students and traditional pedagogies." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691420.

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The millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate millennial nursing students find engaging and meaningful. To prepare for the challenges of this group, it is imperative nurse educators examine preferred teaching methods, student learning styles, and needs in relation to traditional pedagogies. The purpose of this study was to identify the perception of millennial students participating in traditional pedagogies and its significant implications for nursing education. This interpretive phenomenological study recorded the lived experiences of millennial nursing students’ experiences in traditional classrooms. One on one interviews with 13 millennial students were conducted. Data collection and analysis aligned with van Manen’s method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging. The millennial students identified the most significant challenge in a traditional classroom was disengaging professors. Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods such as role playing and discussion forums are recommended.

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Chan, Yick-nam, and 陳奕南. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196333X.

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Simpson, Kate. "Broad horizons? : geographies and pedagogies of the gap year." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/1716.

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Leaving home and setting out to discover self and other is, for certain sections of British youth, a culturally embedded practice. The gap year offers both the mechanisms and legitimation for such journeys, and comes packaged with promises of adventure, discovery, exotic encounters and life changing experiences. However, it also comes situated in a specific history and geography, which, so far, have largely been ignored. This thesis draws together di verse discourses on development, travel and education, and combines this with ethnographic fieldwork with gap year participants in Peru, to offer a critical exploration of the constructed nature of the gap year, locating it both historically and geographically. Enthusiasm for the gap year has been widespread. There has been strong and vocal support from institutions and government alike, all extolling the 'value' of a gap year. To date however, the basis and reasons for this enthusiasm remains largely unexamined. This thesis explores the inspirations for, and the institutionalisation of, the gap year 'industry'. It examines the knowledges of, and relationships with, 'others' that participants produce through international gap year experiences. A critical pedagogical perspective is used to argue that, currently, despite the educational claims made about gap years, there is a failure to engage with the processes involved in knowledge production across space and time. This failure undermines the radical educational possibilities of the gap year. In order to move debates forward, this thesis explores the potential for a pedagogy of the gap year, arguing that any meaningful social agenda or attempt to engage with global awareness necessitates a pedagogy based on social justice.
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ALTMANN, HELENA. "TRUTHS AND PEDAGOGIES IN SEX EDUCATION AT ONE SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6496@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta tese teve como objetivo investigar a construção social da educação sexual em uma escola municipal do Rio de Janeiro com um Núcleo de Adolescentes Multiplicadores (NAM). Foi desenvolvida uma pesquisa etnográfica entre agosto de 2002 e junho de 2003, tendo sido feitas observações dos encontros do NAM, de aulas de diversas disciplinas e, em especial, das de Ciências, além de reuniões, recreios e outros. Foram realizadas entrevistas com professoras/es e estudantes. Sendo a sexualidade um importante foco de investimento polí­tico e de tecnologia de governo, a escola desponta como um espaço privilegiado para o desenvolvimento do biopoder. Esta tese demonstra de que modo a educação está imbricada nessa problemática e como ela se relaciona com outras áreas do saber, como a biologia, a medicina, a demografia e a psicologia, a fim de gerenciar a sexualidade adolescente. A educação sexual tem sido realizada nas escolas, predominantemente por professoras/es de Ciências, a partir do tema reprodução humana e, em algumas escolas, dentro do NAM. A escola oferece um saber que se propõe cientí­fico e, portanto, verdadeiro sobre a sexualidade, o qual é utilizado pelos/as alunos/as como um critério de verdade para avaliar seus conhecimentos prévios sobre esse tema. O corpo humano é concebido como um organismo e cada um dos órgãos é estudado tendo como foco principal a função reprodutiva. Ganha assim destaque o corpo da mulher em relação ao do homem. Contraditoriamente, ao desenvolver a educação sexual a partir do tema reprodução, é esta que acaba sendo enfatizada, quando é justamente a ocorrência dela entre adolescentes que diversas políticas educacionais querem evitar. As intervenções escolares buscam desenvolver nos/as adolescentes um sentido de responsabilidade em torno das relações sexuais, buscando mudar ou adequar os dispositivos que estruturam os comportamentos preventivos. Para isso, além de recomendar o uso do preservativo para uma prática de sexo seguro, aconselha-se um determinado modelo de relacionamento no qual a relação sexual deva ocorrer. De modo semelhante, a gravidez desponta como uma experiência inadequada a esse perí­odo da vida.
This thesis has the objective of investigating the social construction of sex education in a public school with a Nucleus of Adolescent Multipliers (NAM). An ethnographic research was developed in a school in Rio de Janeiro, Brazil, between August, 2002, and June, 2003. During this period, NAM`s meetings, classes of various subjects, and, specially, the classes of Sciences were observed, as well as meetings, breaks, and other activities. Students and teachers were interviewed. The current intense debate about the sexuality of adolescents is caused by the fact that sexuality is an important focus of political investment and of governance technology, and, the school reveals itself as a privileged space for the development of biopower. This thesis demonstrates in what ways education is imbricated in this problematic and how it relates to other areas of knowledge, as biology, medicine, demography and psychology, in order to manage the adolescent sexuality. Sex education has been taught at schools mainly by Science teachers based on the theme of human reproduction, and, in some schools, in the framework of NAM. The school offers the students a knowledge that pretends to be scientific, and, therefore, true about sexuality, which is used by them as a criterion of truth to judge their previous knowledge about this theme. In this perspective, the human body is conceived as an organism and each organ is studied having as main focus its reproduction function. Thus, the woman`s body receives greater emphasis than the man`s body. Contradictorily, when sex education is developed on the basis of the reproduction theme, precisely this ends up being emphasized, in spite the fact that it is exactly its occurrence among adolescents that the various educational policies intend to avoid. The school interventions try to develop among adolescents a sense of responsibility around the sexual relations, aiming to change or to adequate the mechanisms that structure patterns of preventive behavior. With this objective, the school, besides fostering the use of preservatives for the practice of safe sex, ends up recommending a specific model of relationship, in which sex relations should occur. In a similar way, pregnancy appears as an inadequate experience for this period of life.
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Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers For Social Change." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282101174.

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Wright, Melinda. "Basic writing pedagogies in context : a multi-dimensional narrative." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287414195.

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Dunford, Willie Charles Jr. "Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs)." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930268.

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This study surveys the knowledge base of culturally responsive instruction (i.e., culturally relevant, responsive, sustaining, revitalizing, and reality pedagogies) and consolidates them under the term Culturally Agile Pedagogies (CAPs). CAPs are defined as theories, principles, and methods of teaching that require the mutual understanding, valuing, and use of teachers' and students' linguistic and cultural identities to inform instruction and optimize learning. This study engages teachers who have been identified by their principals as exceptionally culturally responsive and helps those teachers reconcile their practice with empirically supported instructional strategies. This study uses culturally responsive instruction literature, a teacher questionnaire, lesson observations, and teacher interviews to develop and present a tool that might be used to identify and assess expertise in CAPs. This tool is the CAPs Practices Expertise Scale. The tool development process measures the teachers' shift from an intuitive sense of justice in teaching toward a more formal knowledge of CAPs practices. This new teacher learning is then applied to refine the tool so it more accurately describes observable instructional practices in the classroom.

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Hill, Erika. "Co-learning Pedagogies in the Media Literacy Education Classroom." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.

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This qualitative research project describes the experiences of students in BYU's Hands on a Camera Project as they were introduced to co-learning pedagogies. Hands on a Camera is a media literacy service-learning project where university students are placed in public schools to teach K-12 students documentary production and media literacy. The project consists of a preparation phase and a teaching phase. In the research project, students were required to complete peer-learning and peer-teaching assignments during the preparation phase as in order to prepare for the teaching phase. This ethnographic study describes student experiences—positive and negative—with peer learning during both phases of the project.
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Smith, Tara Blue Moon. "The Praxis of Science Fiction: Pedagogies for Social Change." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27587.

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This thesis considers the literary genre of science fiction as generative of social change. In examining the genre from three different perspectives — the writers, the works and pedagogy — it demonstrates the importance of science fiction as a creative framework through which society can be examined and, as a site from which new ways of thinking may emerge. First-hand qualitative and quantitative data have been used to demonstrate that writers of science fiction purposively create didactic and meaningful work with the intention of influencing the ethical perspectives of their readers. This thesis also undertakes three thematic case studies focusing on ideas about religion, ecology and Artificial Intelligence (A.I.) explored in science fiction. These themes are analysed via an ethical and interpretative method, to distil the core philosophical ideas from six textual examples. In particular, this thesis focuses on Walter Miller Junior’s A Canticle for Leibowitz (1959) and Dumb Waiter (1952), Olaf Stapledon’s Star Maker (1937), Kim Stanley Robinson’s New York 2140 (2017), George Turner’s The Sea and Summer (1987) and Harlan Ellison’s I Have No Mouth and I Must Scream (1967). To conclude this examination of the relationship between science fiction and social change, this thesis presents a tertiary curriculum that utilises science fiction to promote positive social change among students. This thesis presents a unique approach to literary studies. It combines the social science methodologies of data analysis and interviews with close textual readings of selected texts, and finally the practice of curriculum design. In integrating these multiple dimensions, this thesis highlights the intention and potential of the science fiction genre to promote positive collective change. This thesis offers a unique way of evaluating science fiction that is aimed at better understanding real-world challenges, including cultural difference and environmental concerns.
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Wexler, Dara H. Biklen Sari Knopp. "Shifting pedagogies: intersections of computer-supported technologies, education, and power." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Golter, Paul B. "Combining modern learning pedagogies in fluid mechanics and heat transfer." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/p%5Fgolter%5F063006.pdf.

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Lee, Yu-Ling. "Designing technotheologies : ethics, pedagogies, and spiritualities in maker actor-networks." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61944.

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The purpose of this study was to understand how religion and spirituality matter in the consumer use, design, and engineering of media and technology. Specifically, the research questions were: 1) What role do ethics and values perform in maker and hacker networks? 2) How are ethics and values integrated and manifested throughout the design process in maker or hacker networks? 3) What are the routines, rituals, and subjective well-being of participants in the maker or hacker design process? The research setting was the designers in the maker community in Vancouver and technologists associated with Code for the Kingdom in Seattle. All designers and technologists in Vancouver and Seattle have independent projects at various levels of collaboration. I recruited seven participants affiliated with the Vancouver maker community for in-depth analysis of their design process. In Seattle, I recruited two hackers who participated in Code for the Kingdom, a Christian organization that hosts hackathons for altruistic and religious purposes. Their focus on innovation, design methodologies, and critical making allowed me to discern their values and ethics through their design process. These participants have different perspectives on religion and spirituality, which make their technotheological networks complex. Case studies facilitated in-depth examination of makers and hackers as the main actors of our inquiry. The use of video in dialogue with ethnographic inquiry allowed for nuance, discerning complexities, and giving form to expression in designing technotheologies. Conceptually, the research is framed by actor-network theory (ANT) and value sensitive design (VSD), enabling the study of how participants discover, design artifacts, make meaning, develop values, and maintain a sense of the good life and well-being, emotional and spiritual. Findings indicate that among the makers and hackers, technotheological networks articulate specific values alongside technological creations, practices, and personal ways of being. In their own unique ways, these makers and hackers inquire into the materialized morality and design phases of ethically responsible decision making processes. Conversely, the non-human actors express their own values within technotheological networks. My role as a techno-theologian helped facilitate competing value claims by positing a normative focus and by temporarily opening black boxes.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Wolfe, Neal Clayton. "Pedagogies for the imagination, critical approaches to 'world issues' curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ53037.pdf.

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Cao-Nguyen, Vannee Thi. "Empathy is not enough clinical pedagogies in mental health counseling /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000094.

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Galvin, John. "Partnership pedagogies : family-school-community educational partnerships in disadvantaged settings." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521989.

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Miller, Aaron L. "Bushido vs. Science : Beyond Conflicting Pedagogies of Japanese Basketball Coaching." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517241.

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Jones, Christian. "Spoken discourse markers and English language teaching : practices and pedagogies." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12260/.

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This thesis reports on a mixed methods classroom research study carried out at a British university. The study investigates the effectiveness of two different explicit teaching approaches, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers to two different groups of Chinese learners at the same level of language competency. It was hypothesised that one explicit teaching approach would be more effective than the other in terms of both short and longer term acquisition and both would be more effective than no teaching when viewed objectively with test data and subjectively by the learners themselves. Thirty six Chinese learners (fourteen male, twenty two female) at the same level of language proficiency were assigned to three groups, experimental group 1 (III), experimental group 2 (PPP) and group 3 (control). The average age of the learners was twenty two and all were taking a three week pre-sessional in academic English. Each experimental group received ten hours of explicit instruction on the target language. The control group received no instruction on the target language. The III group were taught using activities which presented the language in context and encouraged them to notice features of the target language by sensitising them to differences between spoken and written modes of language and by comparing the target language with their first language. This group were not given any practice of the target language in class. The PPP group were taught using activities which presented the language in context, checked meaning and form and provided them with opportunities to practice in class. The hypothesis was tested through the use of a free response speaking test used as a pre-test, an immediate post-test and a delayed post-test of eight weeks. The tests were analysed for the amount of target DMs used and learners were rated for interactive ability, discourse management and global achievement. In addition, diaries kept by each learner in the experimental group and focus group interviews were analysed to assess the extent to which this qualitative data supported or added to the quantitative data. Raw counts of the target DMs and interactive ability, discourse management and global test scores indicated that both experimental groups outperformed the control group in the immediate post-test in terms of the target DMs used but that this was weaker in the delayed test. Raw interactive ability, discourse management and global scores weakened in the immediate post-test but improved in the delayed test, suggesting that the increase in use of target DMs did not have an impact upon these scores. Univariate analysis of the pre- and post-tests, using one-way ANOVAs, indicated statistically significant differences between the experimental PPP group and the control group in terms of a higher mean usage of the target DMs in the immediate post-test, whilst the III group's score did not indicate a statistically significant difference when compared to the PPP and control groups. The analysis of the interactive ability, discourse management and global scores did not demonstrate statistically significant differences between the groups. The qualitative results were analysed with Computer Assisted Qualitative Data AnalysiS (CAQDAS) software and supported some of the findings from the test results. This data demonstrated that both groups felt that instruction on the target language was of value to them and the PPP group found their method to be generally more useful, which tallied with their better performances on the tests. The III group showed more evidence of having noticed aspects of language, such as the difference between the target language and their first language and how these spoken forms differ from written ones, although both groups displayed some metalinguistic awareness. Both groups were generally in favour of practice within the classroom but also expressed some strong doubts about its usefulness and articulated a desire for a different kind of practice to be used in class, based on rehearsal for real world tasks. This suggested the need to re-conceptualise practice within III, PPP or other teaching frameworks.
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BARROCA, CAROLYNA FERREIRA. "HOW TO BE A SLUT?: PEDAGOGIES OF A FEMINIST MOVEMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28258@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta pesquisa objetiva analisar como um movimento social feminista desenvolve estratégias formativas de seus quadros ou mesmo de simpatizantes à causa das mulheres. Optou-se por um estudo de caso e foi analisado a Marcha das Vadias do Rio de Janeiro de 2015. Por meio de uma pesquisa participante, observações de reuniões e entrevistas semiestruturadas, os dados coletados viabilizaram a escrita da pesquisa em três temas-chave. O primeiro se refere à militância no movimento como fonte de empoderamento das mulheres, com especial ênfase para a construção da liberdade do corpo. Neste tema-chave, também se observou a intenção de subverter a ordem social e os aspectos culturais de dominação na qual as diferentes mulheres estão subjulgadas historicamente. O segundo tema-chave relaciona diretamente à temática da diferença na educação, com a discussão da interseccionalidade, defendida pela Marcha das Vadias RJ 2015, apontando os avanços e as barreiras da coexistência de diferentes níveis de opressões em nossas sociedades e também dentro do próprio movimento. O terceiro tema-chave discute a percepção das participantes da Marcha das Vadias RJ 2015 sobre o que aprenderam dentro do movimento e quais são as potencialidades pedagógicas que o mesmo apresenta para as questões contemporâneas nas lutas feministas. Por fim, foi possível concluir que a Marca das Vadias do Rio de Janeiro em 2015 é um movimento social potente para uma formação contra-hegemônica na qual o respeito pelas diferenças e as discussões de gênero e de sexualidade se apresentam como possíveis, bem como os limites e os avanços a serem considerados em outros espaços para a defesa de uma educação intercultural.
This research aims to analyze how a social feminist movement develops training strategies or maybe relates to women causes. We studied and analyzed the Rios 2015 SlutWalk. Using researches, meeting notes and interviews, it was possible to divide this paper in three keys topics. The first one refers to the militancy seen in the movement as a proof of women empowerment, specially when it comes to choices of freedom over the body. Thereby, we also observed the intention to subvert the social order and the cultural aspects of leadership in which many women are historically subjected. The second key topic is directly related to the differences in education, also discussing the intersectionality defended by Rio s 2015 SlutWalk. It indicates the progress and barriers of coexistence in different levels of oppressions in our society and inside the movement. The third key topic discusses the perception of what the walk participants say they have learned from the movement and what kind of educational potential it has in the contemporary issues in womens struggles. Finally, concluded the Rio s 2015 SlutWalk is a social moviment for a strong way for a counter-hegemonic formation in which respect for gender equality and sexuality discussions are as possible as boundaries and advances to be considered in other areas for an intercultural education.
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Tiffany, Austin Robert. "Pedagogies and practice : how religious diversification impacts seminaries and clergy." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289941.

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This thesis considers how religious diversification has shaped the roles of clergy and seminaries. The focus of this qualitative, interview-based study is seminaries and clergy affiliated with various denominations of Judaism and Protestant Christianity in greater London and New York City. Religiously diversifying societies in the US and England have brought forth new challenges for clergy and seminaries, prompting new questions about how or why a faith community should or should not engage with diversity in the public square. This study investigates how seminaries and individual members of the clergy, as sources of religious authority, are responding to religious diversification in different ways - the former sluggish to recognise the impact of religious diversification in curriculum and pedagogical structures and the latter seeing it as a resource for social action initiatives, local networks, and political activism. This has created a gap between training and practice whereby clergy have assumed greater religious authority in religious life. Beyond contributing to the field of sociology of religion, this thesis concludes by allowing the experience of clergy in interreligious engagement to inform appropriate pedagogies that could be employed by seminaries.
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Kempster, Jonathan. "Integrating innovative environmental pedagogies into practice in adult community education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16421/.

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This study explores whether innovative environmental pedagogies that encourage learners to reflect on nature and are socially-critical can be integrated into teaching practice in a local government adult community education setting. Existing environmental education (EE) research reports that integrating innovative environmental pedagogies into teaching practice is problematic as a result of institutional constraints and teachers’ subjective influences. Most of this existing research has been conducted in schools, not in adult community education. My study recognises this gap in knowledge and explores how eleven practitioners working in one particular local government adult community education setting in England make meaning of innovative environmental pedagogies. In my study I employ an action research strategy, collecting data through semi-structured interviews and cooperative inquiry meetings. Heron and Reason’s (1997) extended epistemology provides an appropriate theoretical framework. Their extended epistemology resonates strongly with my methodology and supports the practical methods required to address my research aims and questions. My findings show that integrating innovative environmental pedagogies into one adult community education setting is indeed problematic. Problems include: practitioners’ concerns with adhering to externally imposed government performance targets; their practice of working in isolation and how their beliefs over remaining neutral in teaching significantly influences their attitude towards innovative environmental pedagogies. Unlike previous research, my findings also make visible how practitioner beliefs about nature and privileging learner needs mitigate against the integration of innovative environmental pedagogy into practice. I conclude that innovative environmental pedagogies cannot simply be grafted on to pre-existing practices. Innovation in EE must be situative and aligned with the contexts in which practitioners work.
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Marshall, Elizabeth. "Inventing American girlhood: gendered pedagogies in women's memories, 1950-1999." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302101368.

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Marshall, Elizabeth. "Inventing American girlhood : gendered pedagogies in women's memoirs, 1950-1999 /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398528556704.

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LaGrotteria, Angela. "Feminist Pedagogies in the Creative Writing Classroom: Possibilities and Reflections." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1498598135412239.

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Schulleri, Phillipa. "Teachers' Perceptions of the Adoption of New Pedagogies in Kazakhstan." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6373.

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Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and systems approaches and emotional intelligence conceptual frameworks. A conceptual framework constructed from three theories of motivation, systems approach, and emotional intelligence was used. The target participants were local teachers who had worked in state schools for a minimum of 3 years and for 2 years in AIS, and who had worked with national teachers. Data were collected through semistructured interviews with a random sample of 10 local veteran teachers from the target population. Thematic coding produced 4 themes: school, teacher, time, and political factors with 15 subthemes which can be used as areas of focus in researching, analyzing, and enhancing adoption of new pedagogies. The results of the study can be used to enhance teacher adoption of educational reform efforts locally in Agrenov international school Centre City and the AISes, and internationally.
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Suhendra. "Reforming mathematics education in Indonesia using the productive pedagogies framework." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1078.

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The overarching aim of the study was to examine, on a small scale, the usefulness of the Productive Pedagogies framework to reform the current practices of teachers in Indonesia. The findings indicated that, by implementing the framework, the teachers improved the interactions among students, made mathematics more relevant to students’ lives and enhanced social justice in mathematics classrooms. As a result, the students became more enthusiastic to attend and more engaged in their mathematics classes.
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Montague, Elizabeth. "Counterhegemonic pedagogies : educators’ reflections on social vision, subjectivity, resistance and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25120.pdf.

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Katz, Steven. "The knower and the known in folk pedagogies, a paradox exposed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63669.pdf.

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Blaj, Ward Lia. "Doctoral education in the humanities: Research training pedagogies in the UK." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489918.

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Current research training policies for doctoral students in the UK place knowledgemaking and thesis-writing centre-stage and are accompanied by funding which enables training provision to be organised in the universities. This thesis focuses on the uptake of doctoral training policies in the context of the Humanities. The main aims of the research were to document and to theorise training opportunities available outside the doctoral student-supervisor relationship, in order to give empirical weight to the concept of "research training culture" (Deem and Brehony, 2000).
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Raza, Nadia. "Pedagogies of Repair: Community College and Carceral Education for Adult Learners." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24178.

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This dissertation examines the relationship between community colleges and prisons as similar institutions that absorb and manage displaced workers, economic refugees, and dispossessed adult populations. Based on interviews with adult learners in two community college settings, I discuss how these two seemingly distinctive institutions work together to subvert individual and collective desires for self-determination through policies and pedagogies that institutionalize discouragement and emotional management. Specifically, I am concerned with what it means for working-class adults to participate in higher education in the context of precarity and incarceration-literally and figuratively. Drawing from the growing field of scholarship that underscores the consolidation of practices and interdependency between academia and incarceration (Chatterjee, Davis, 2003, 2005, Meiners, 2007, Sojoyner 2016), the contexts I have chosen for this project are two institutions where students gather each week to participate in the project of higher education. Carrying past and present traumas related to schooling, many participants viewed community college as the one remaining institution deigned to help them remake their lives. This study asks how participants made sense of their lives, choices, and sacrifices to participate in higher education and how these factors structure their expectations of what college might provide them. Utilizing critical race theory, this dissertation offers a theoretical framework pedagogy of repair, which I define as the interpretive structures and stories used by non-traditional students to make sense of their past and potential futures amidst the normative neoliberal structures of precarious labor, vulnerability, social abandonment and debt.
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Narayananayar, Vijayan. "Polytechnic education in Singapore : an exploration of pedagogies for a polytechnic." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18425/.

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Polytechnic education in Singapore is currently going through a watershed period. The redesign of economic development in Singapore is necessitating changes to many institutions and establishments within the county. Polytechnic education that nurtures 45% of each school-going cohort to be job-ready upon graduation is emerging as a critical player in these changes. The establishment of SkillsFuture Council and various national level reports with particular reference to polytechnic education are signposts of the watershed period. Polytechnics, with an astute focus on applied study orientation since their inception, have served the needs of the Singapore economy well. Over the past five decades, polytechnics have gained a reputation of preparing job-ready graduates for industry. Pedagogy plays a crucial role in the process of nurturing polytechnic graduates for the demands of the industry. However, the scarcity of published research on polytechnic education and pedagogies indicates a need for research in this area. Hence, my research is focused on reviewing current pedagogical practices and clarifying the developments required for the impending changes affecting polytechnic education in Singapore. Adopting a constructivist conceptual framework, the study sought evidence for Polytechnic pedagogical needs through interviews with staff, i.e. the key stakeholders. The principal findings from my study highlights a need: (i) for clarity of definition and the principles underpinning pedagogy for Polytechnic; (ii) to emphasise the role of constructivist principles in aiding future pedagogy development for the polytechnic; (iii) to prepare students for workplace learning; (iv) to do an in-depth profile of polytechnic students; (v) to renew the graduate profile of polytechnic graduates; and (vi) to encourage educational research and the establishment of professional learning communities within the polytechnic.
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