Dissertations / Theses on the topic 'Professional writing and journalism practice'
To see the other types of publications on this topic, follow the link: Professional writing and journalism practice.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 35 dissertations / theses for your research on the topic 'Professional writing and journalism practice.'
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
Wohlrabe, Mary Durkin Rhodes Dent. "An instructional model for publication design classes incorporating current professional practice." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219091.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1991.Title from title page screen, viewed January 6, 2006. Dissertation Committee: Dent Rhodes (chair), John David Reed, William Semlak, Robert Chandler. Includes bibliographical references (leaves 257-270) and abstract. Also available in print.
2
Clayworth, Anya Louise. "'Laurels don't come for the asking' : Oscar Wilde's career as a professional journalist." Thesis, University of Birmingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341879.
Full text
3
Wenger, Debora Halpern. "Newsroom realities, curriculum opportunities : the role of professional practice in journalism education." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/37036/.
Full text
4
Jones, Bronwyn. "Social media @ global news agencies : news(s) technology in a professional culture of practice." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/5457/.
Full textAbstract:
This research contributes to the field of Journalism Studies and the evolving area of social media studies by empirically investigating the role of Twitter and Facebook in news production at global news agencies (GNAs) and their impact on GNA journalism. Research into the use of new networked and digital technologies in journalism has been growing but has yet to examine the arena of GNAs, which are a traditionally under-researched but hugely influential sector of the news industry. This thesis adds to a nascent body of research that takes social media seriously in journalism by analysing the interplay of the architecture and affordances of these technologies with the news production process. It does this through critical interrogation of changing organisational and individual work practices at the ‘Big Three’ GNAs, Agence France-Presse, Associated Press and Reuters, which have become a crucial site for research of the impact of widespread and growing use of social media. The research creates and uses the theoretical framework of cultures of practice to analyse how GNAs are integrating social media into their organisational infrastructure and how newsworkers are incorporating them into journalistic practice. The term cultures of practice is employed to highlight the importance of socio-material context for shaping journalists’ work – taking account of how social and technological aspects of GNA infrastructure shape professional culture. Employing a qualitative multi-case study approach, the thesis combines interview analysis, framing analysis of social media guidelines, and analysis of organisational SNS activity to illuminate how social media are understood and employed at GNAs and the impact of their adoption for GNA journalism. The research finds that GNAs are ‘social networking the news’ and identifies a newly developed ethic of professional sociability, which is transforming GNA journalism and contributing to re-articulation of the GNA relationship with the public, business model, and role in the journalism ecology. It argues that professional cultures of practice is a valuable analytical lens for studying technological change in news production contexts as it enables effective study of the relationship between (social media) technology, (news production) practice and (GNA) culture. This study matters for what it indicates about how professional journalistic cultures transform in times of technological change through selectively co-opting practices, norms, and values while re-negotiating notions of professionalism.
5
Obateru, T. C. "The socio-cultural dynamics and 'survival struggle' in professional journalism practice in Nigeria." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42335/.
Full textAbstract:
This study responds to the call for more empirical work to understand the journalism profession in non-Western countries. It critiques the current state of journalism practice in Nigeria to determine how journalists are responding to the numerous professional challenges they face. Journalists in Nigeria appear caught between global phenomena in journalism, such as the impact of new technologies, and those of the environment in which they work, which, some evidence from current literature suggests, is impacting the profession negatively. The literature also shows that factors such as diversity of access to information made possible by technological development, declining audience for news, increasing market pressures impacting news decisions, the declining reputation of the profession, and loss of identity by the journalism profession, though not necessarily peculiar to Nigeria, constitute serious challenges to the news media. With an absence of media conglomerates and a well-defined media system along the lines of those recognised in the developed world, journalism practice in Nigeria presents a case ripe for research. Some evidence in the literature suggests that the standard of journalism practice in Nigeria is deficient in a number of respects. However, little is known about how journalists in Nigeria do their work and the challenges they face, as well as their responses to those challenges. This thesis addresses this particular gap in knowledge. Using the Field Theory and the Social Theory of Journalism, as framework to interrogate the research problem, the research employs convergent parallel mixed methods allowing the use of quantitative and qualitative methods, side-by-side, to gather data in respect of attaining its objectives. Quantitative data were generated through a questionnaire-based survey, while qualitative data were gathered through a series of semi-structured interviews. The research finds that, and illustrates how, the operating environment they face, impacts journalists in their work. Challenges, such as poor or irregular salary, ownership influence, market and social forces were found to influence the way in which journalists perform. However, a key finding is that that although journalists encounter similar challenges in the course of their duties, their response to them varies. Based on these findings, and drawing on explanatory insights from Field Theory and the Social Theory of Journalism, the thesis develops its own explanatory framework coined, The Survival Struggle in Journalism Practice in Nigeria. This leads to the presentation of a series of recommendations, prominent among which is argument that the institutional and regulatory framework of journalism needs immediate strengthening in order to secure an appropriate standard of professional journalism practice in Nigeria.
6
Shealy, Kristin L. "Impact of collaborative work analysis professional development on teacher practice and student writing." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154942.
Full textAbstract:
This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers’ perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
7
O'Neill, Eamonn Patrick. "Investigative journalism after Watergate in the USA and UK : a comparative study in professional practice." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=11901.
Full text
8
Kitchens, Juliette C. "The Postdisciplinarity of Lore: Professional and Pedagogical Development in a Graduate Student Community of Practice." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/92.
Full textAbstract:
Recuperating Composition’s lore in postdisciplinarity in order to illustrate the polyvalent, multidirectional positionality of our practices, this study argues that Composition’s lore, as it functions in a community of practice, helps locate and address various challenges with the cultural displacement that burgeoning scholars experience as they critically negotiate their practices within the expectations of the academy. Bridging the communities of writing teachers in classrooms and writing centers in a demonstration of institutional polyvalence, this ethnographic study’s participants suggest the reflexive influence of postdisciplinary lore in the cultivation of authority and practitioner identity. As one point of access to this cultural negotiation, the transmission and application of myth contextualizes lore as cultural phenomena affecting both professional and pedagogical development in graduate student teachers and tutors. This study concludes that the reflexivity offered in postdisciplinary sites of cultural engagement encourages a negotiated, recursive power relation between the institution and the practitioner, thus creating multiple, malleable sites of authority and agency within disciplinary culture.
9
Salisbury, Katherine. "The edge of expertise? : towards an understanding of listening test item writing as professional practice." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/the-edge-of-expertise---towards-an-understanding-of-listening-test-item-writing-as-professional-practice(360ba31f-a1db-4579-bc4e-7ad39f4892d2).html.
Full text
10
Pearce, Terisa Ronette. "The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28461/.
Full textAbstract:
This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.
11
Slawson, Deborah L., and Nicholas E. Hagemeier. "Scientific Writing. Mastering the Art of Verbal Communication." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1416.
Full text
12
Shumway, Jill Brown. "Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2257.
Full textAbstract:
Teacher quality has been identified as the most crucial factor in raising student achievement. In order for teachers—and consequently their students—to be successful, teachers must participate in life-long career development. For this reason, a great deal of time and resources are spent on professional development. However, professional development for teachers is not always effective. This study was aimed at identifying those elements that led to success in professional development conducted in one rural Utah school district. The study operated within the theoretical framework of Appreciative Inquiry, which consists of collecting evidence by interviewing successful participants to gather stories that reveal what works best in an organization. For this study, four elementary teachers in the district were identified as having made positive changes in their classrooms as a result of participation in the professional development. These teachers were interviewed and their stories were recorded. Then, their stories were analyzed and the following common themes emerged: validation, modeling with children, "doable" practices, reanimation of previously learned content and desire to learn more. These themes were then categorized into two sections that represent instructional strategies used by the presenter and teacher behaviors that were influenced by the identified instructional strategies. While research has identified many elements of quality professional development programs, these additional elements that emerged deserve further investigation. Results may provide useful information when designing professional development that will encourage teachers to take up promoted practices.
13
Hardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.
Full textAbstract:
This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards for All Teachers and (b) the Exceptional Needs Specialist Standards of the National Board for Professional Teaching Standards. Data were obtained over the course of three months from audio-taped, semi-structured interviews, three full class period non-participant observations, and an open-ended written questionnaire addressing the following primary research questions: (1) How do the descriptions by special education teachers of exemplary practice in the instruction of writing align with the professional standards? (2) What do special education novice teachers percieve as the role of teacher educators, mentors, other teachers, administrators, as well as classroom and school contexts, in learning and applying the professional standards in their writing practices? (3) How do novice special education teachers' beliefs about the learning and instruction of writing influence their acquisition of pedagogical knowledge pertaining to the professional standards in their writing practices? All data were transcribed and analyzed from a theoretical perspective of socially situated constructivist learning first by open coding and then coded by research question through cross-case analyses. Data were then analyzed by open-coding, followed by the coding of each research question utilizing a case-by-csae analyses. Data were further analyzed by comparative analyses of data collected by interviews, observations, and open-ended questionnaires to determine emerging patterns, categories, themes, and discrepencies. Findings indicated five emergent themes or issues and associated sub-themes of teacher as learner as common across cases and within- case findings were distributed throughout. These five major themes were (1) k-12 experience in learning to write, (2) learning to teach writing in teacher education programs, (3) learning to teach writing as practicing teachers, (4) preferred ways to learn to teach writing, and (5) novice special education teachers' beliefs about the learning and instruction of writing. The novice special education teachers' need for professional development induction support networks pertaining to the acquisition of pedagogical content knowledge for writing was another emergent category that was addressed in the findings for research question two. The findings were presented and discussed to illuminate the novice teachers' perspectives, beliefs, practices, and needs concerning teacher education, induction, and professional development in constructing exemplary writing instruction. Implications for teacher education, induction, professional development and further research were also discussed.
14
Leonard, Jill T. "Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2577.
Full textAbstract:
The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.
15
Senechal, Anne E. "The use of autobiographical writing to investigate influences of graduate study on the professional practice of one classroom teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/MQ35525.pdf.
Full text
16
Saturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.
Full textAbstract:
The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was:
• In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators?
This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators.
Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.
17
Börjesson, Lisa. "Resources for scholarly documentation in professional service organizations : A study of Swedish development-led archaeology report writing." Doctoral thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-306157.
Full textAbstract:
This information studies dissertation deals with the problem that results from research outside academia risk to receive little or no attention if communicated through reports, instead of in mainstream academic genres like research journal articles. The case in focus is Swedish development-led (DL) archaeology, i.e. state regulated archaeology preceding land development. Swedish DL archaeology is organized as a semi-regulated market. The organizations competing on the market are professional service organizations selling research services to land developers. Regional government departments, county administrative boards, function as intermediaries setting up procurement-like processes. In previous research on archaeological documentation, the problem with non-use of reports has been described as depending on cultural issues of access, possible to solve if individuals make efforts to communicate and use extra-academic results. This dissertation offers an alternative definition of the problem, highlighting a different set of solutions. The aim is to further the understanding of how the distribution of research duties to professional service organizations affects the scholarly documentation in Swedish archaeology. The aim is met through identification, operationalization and analysis of resources available to report writing DL archaeology practitioners, and an analysis of how practitioners draw on these resources. The results further the understanding of how reports are shaped within the DL archaeology institution. In view of these results, efforts to solve issues of access should target the organization of research in the archaeology discipline, and specifically how scholarly documentation is governed on the archaeology market. The dissertation draws on science and technology studies, practice theory, and document theory for the design of the study of documentation resources and contexts in extra-academic research. A mixed methods approach is applied to capture regulative, institutional, and infrastructural resources, and practitioners’ use thereof. Dissertation papers I-III contain analyses of concrete instantiations of the resources: information policy, documentation ideals, and information source use. The fourth paper presents an analysis of how practitioners draw on these resources in their everyday report writing. The dissertation concerns archaeology specifically, but serves as grounds to inquire into the premises for scholarly documentation in other areas of extra-academic research and knowledge-making as well.Archaeological Information in the Digital Society (ARKDIS)
18
Hållsten, Stina. "Ingenjörer skriver : Verksamheter och texter i arbete och utbildning." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7483.
Full textAbstract:
The subject of this study is engineers’ activities, writing and texts in their profession and education. Fieldwork for the study was conducted in three professional workplaces and a major technical university (called Tekniska Institutet in the study). The aim of the study is to explore what kind of writing the engineers are supposed to handle and practice, situated in their professional environment, and to compare this with the writing practices and texts engineering students are prepared for in their higher education. The theoretical framework is a sociocultural approach inspired by Lave & Wenger (1991), Wenger (1998), Wertsch (1998) and Engeström (1987). The theoretical concepts of activity systems, mediational means or cultural tools and trajectory of practice are applied, partly on a linguistic level, to the writing and the work that engineers carry out in their professional community and the university. The engineers in the study write every day in their profession, in different roles, something they are not quite prepared for in their higher education. The study examines whether there are cultural tools that are typical for engineers and their work. One central construction is the list, which can be seen as a cultural tool on both a cognitive and a social or communicative level: the study shows that the list is used both to structure or construct content and to instruct readers, for example, or show them how a soft ware system or a computer programme is structured. The list is also used within the education community, in teachers’ instructions and course material as well as in the students’ texts, such as lab reports and different types of essays.
19
Daniello, Frank. "Systemic functional linguistics theory in practice: A longitudinal study of a school-university partnership reforming writing instruction in an urban elementary school." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2591.
Full textAbstract:
Thesis advisor: Dennis ShirleyThe ability to express meaning in prose is a foundational skill in our society. Given the importance of being a competent writer, concern with the quality of writing instruction is a recurring theme among American educators (Cutler & Graham, 2008; Gilbert & Graham, 2010; National Commission on Writing, 2003, 2004, 2006). Research shows that teachers are unprepared to teach writing (Gilbert & Graham, 2010) and devote limited amounts of time to it (Cutler & Graham, 2008; Gilbert & Graham, 2010). In addition, national assessment data indicates that most students are not proficient writers (Salahu-Din, Persky & Miller, 2008). An embedded case study design (Yin, 2009), using mixed methodology (Greene & Caracelli, 2003a, 2003b; Hesse-Biber, 2010), was employed to determine whether a school-university partnership enacted systemic functional linguistics theory guided writing intervention changed fourth and fifth grade teachers' writing instruction over the course of three years in an urban elementary school. The study further investigated changes to 41 fourth and 27 fifth graders' writing performance during the third year of the invention. Examination of the relationship between students' performance in writing and the Massachusetts Comprehensive Assessment System (MCAS) test in English language arts was conducted. The study also explored how teachers articulated their experiences with the partnership. Findings showed the content of teachers' instruction changed involving the use of metalanguage and the teaching of genre, language, and tenor. Similarly, instructional strategies evolved regarding negotiating field and deconstruction of text. Findings also indicated a significant improvement in writing performance for all students, and bilingual students had more growth over time than monolingual peers. Also, a moderate positive relationship existed between writing performance and MCAS performance, which suggests understanding of genre may support reading comprehension. Overall, teachers positively experienced the partnership and found value in the professional development. Implications of these study findings will benefit teacher education, administrators and policymakers, and allow for improved school-university partnerships
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
20
Tyrén, Lena. ""Vi får ju inte riktigt förutsättningarna för att genomföra det som vi vill" : en studie om lärare möjligheter och hinder till förändring och förbättring i praktiken." Doctoral thesis, Högskolan i Borås, Institutionen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3655.
Full textAbstract:
Initially the overall aim of this thesis was to describe and analyse what was happening in the educational activities when teachers at a school that I have called Tower School introduced the computer as a tool for helping pupils who were learning to write and read. Key questions concerned the issue of improvement. Did introducing the computer as a tool in the teaching and learning process help the pupils with their learning or not and, if so, in what ways. The research approach chosen was an action research approach. Action research is concerned with professional practice and improvement. It is contextual and oriented toward action processes and change. The initial phase of the research went more or less according to plan. I followed the development process of the introduction and use of the computer as a learning tool, met regularly with the teachers and together with them developed a good working relationship. After about a year things changed. With the restructuring that was taking place in the region changes began to take place also at Tower School and this had effects on the research. In addition to the initial aim to research changes related to student learning a second purpose developed. This purpose was to describe and analyse how political governance and underlying societal forces might influence what happens in school development. There were two reasons for this new extra dimension. One was a methodological interest in relation to planning action research projects at times of political change in the education sector. The other was an educational theoretical interest connected to the school as a policy-driven organization. My interest here was for changes in the political economy at the macro level and how the network of macro-political and economic relations affected the micropolitical level of the school, its classrooms, participating teachers in these classrooms, their students and me as a researcher?Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid
Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete
framläggs till offentlig granskning Fredagen den 14 juni, kl. 13-16 vid Högskolan i Borås, sal C203
21
Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.
Full textAbstract:
Practicum is perceived by both student teachers and practising teachers to be vitally important in the process oflearning to teach. However, as student enrolments into early childhood courses rise, there seems to be an almost corresponding fall in the number of early childhood teachers offering to accept student teachers for practicum. In beginning to investigate the reason for this critical situation, I found, besides the many legitimate calls on teachers' time, and the numerous stressors affecting their teaching, that there was also a critical shortage of professional development opportunities for early childhood teachers. The seed was thus sown - could practicum provide an opportunity for host teachers to learn and develop professionally? If this were possible, teachers might accept student teachers more readily.
Two main issues influenced and consequently determined the direction the study assumed. Firstly, that teachers should be worked 'with' rather than 'on' in research projects, and secondly, that professional development should be a personal journey of learning and growth. The study set out to describe and document the learning and growth which occurred for five early childhood teachers working in five diverse settings (child care, community kindergarten, State preschool, State primary school and an alternative setting), as they hosted a final year student teacher for practicum. While constructivist theory guided the study, Weissglass's (1991) model for educational change provided the framework for considering the possibility of practicum being an avenue for host teachers' professional development.
To ensure that the essence of the complex and dynamic interactions of practicum was captured, qualitative methodology was employed, as this allowed for maximum flexibility of data gathering techniques. Insight into host teachers' learning and growth was gained through the use of reflective journals, telephone conversations and focus group meetings. Knowledge and understanding gleaned through these processes were gathered and recorded as case studies.
All five host teachers gained professionally from the practicum experience, particularly from the professional dialogues which occurred, but also from maintaining a reflective journal. All four teachers working with children on a daily basis continued to regularly reflect on their teaching in written form. Furthermore, host teachers gained professionally from the discussions with the researcher and with the other host teachers (Focus Groups).
This study confirmed what the literature has been saying about both the relative isolation of early childhood teachers, and the need for relevant professional development opportunities. Practicum with a final year student teacher has the potential to reduce this isolation, and to stimulate learning and growth, particularly if the practicum experience is combined with an opportunity to meet with other host teachers. The establishment of local educative communities based on practicum will :further enhance host teachers' professional development. These learning communities, known as PINGs (Practicum Integrating Network Groups) will also provide the collegial networks, the need for which was identified in this study.
22
Souanef, Karim. "Le journalisme sportif pris au jeu : Sociologie des principes de légitimité professionnelle." Thesis, Paris 9, 2013. http://www.theses.fr/2013PA090059.
Full textAbstract:
Si l’on se fie aux représentations communes, le journaliste sportif renverrait à un « journaliste-supporter ». La thèse montre que cette spécialité ne se résume pas seulement à cette face visible et à un déterminisme économique. En croisant les matériaux (archives, entretiens, ethnographie, analyse de contenu), nous verrons que l’histoire de la spécialité, profondément imbriquée dans celle du sport-spectacle, est celle de la légitimation d’un journalisme de marché qui s’accommode de la proximité avec l’objet social dont il traite et ce, malgré l’expression d’un esprit critique à la marge. Considéré comme un journalisme « d’en bas » au nom d’un légitimisme culturel, la spécialité occupe aujourd’hui une place centrale dans la hiérarchie professionnelle, invitant à repenser les normes dominantes du journalisme. Ces spécialistes se sentent d’autant plus « à leur place » qu’ils envisagent leur métier comme un « univers de consolation » pour vivre leur passion du sportSport journalists are said to be ‘supporter journalists’. They are supposed to be emotional and then barely closed from the detachment required by professional excellence. This dissertation uses cross materials (archives, interviews, ethnography, and content analysis) to give a broader picture of this occupation. It shows that sport journalism’s history has to do with sport business and the legitimization of a market driven journalism. However, such a market driven conception makes do with - sometimes critical - proximity with its object. Such a mass media conception of the sports news is reproduced via schools of journalism. It is all the more efficient since this schools’ teaching fit the economical reality and students’ expectations toward their future work as a “universe of consolation” to pursue their passion for sport. Sport journalism is still regarded from a legitimist point of view as a low-grade journalism, it occupies nowadays a very central position in the professional hierarchy. Then, once should reconsider dominant norms of journalism. Furthermore, the specialists feels “on their place” as they consider their work as a “universe of consolation” to pursue their passion for sport
23
Cacciamani, Jackson Luís Martins. "Os Encontros sobre Investigação na Escola: articulação entre a formação acadêmico-profissional e a produção de currículo pela escrita da sala de aula." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4828.
Full textAbstract:
Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-24T18:42:04Z
No. of bitstreams: 1
Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5)Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-08T16:55:40Z (GMT) No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5)
Made available in DSpace on 2015-05-08T16:55:40Z (GMT). No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) Previous issue date: 2012
Os Encontros sobre Investigação na Escola constituem-se numa proposta de formação de professores que agrega licenciandos, professores da educação básica, professores da universidade e pós-graduandos num movimento de formação acadêmico-profissional do professor (DINIZ-PEREIRA, 2008). Os encontros foram propostos necessariamente pela Universidade do Vale do Taquari (UNIVATES) em Lajeado – RS. No decorrer dos anos o encontro agregou professores de todas as áreas do conhecimento e proporcionou a integração de diferentes níveis de ensino. As universidades proponentes do encontro nas suas dez edições foram: a Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) e Universidade do Vale do Taquari (UNIVATES). Os encontros no decorrer de uma década partilharam experiências vividas a respeito da sala de aula sendo a proposta de formação ancorada na escrita, na leitura e na relação dialógica a respeito destas experiências no espaçotempo1 da escola e da universidade. A presente trabalho de pesquisa de tese de doutoramento procura compreender a potencialidade dos Encontros sobre Investigação na Escola na formação permanente dos professores de Química. O corpus da pesquisa se constitui nos relatos de experiência de trabalhos que envolvem a sala de aula de Química no período de 2000 a 2010. A pesquisa percorreu alguns caminhos: o primeiro, a análise quantitativa e exploratória por meio dos anais dos encontros a respeito dos relatos inscritos na área da Química no período de dez anos, a análise qualitativa ancorada na proposição da Análise Textual Discursiva (ATD) desenvolvida por Moraes e Galiazzi (2007)- e a discussão teórica a respeito da epistemologia da prática pedagógica presente nos relatos inscritos pelos professores. No decorrer dos dez anos do encontro 240 trabalhos de Química foram inscritos e discutidos, abordando assim diversas temáticas concernentes à sala de aula de Química. A análise dos trabalhos do X Encontro sobre Investigação na Escola relativa à categoria “os processos de formação acadêmico-profissional de professores de Química” permite argumentar que os professores de Química participantes dos Encontros sobre Investigação na Escola ao escreverem, ao lerem e ao dialogarem encontram-se em processo de formação acadêmico-profissional e produzem currículo tanto na escola quanto na universidade. Os Encontros sobre Investigação na Escola potencializam a formação acadêmico-profissional de professores de Química num processo de formação imerso na epistemologia da prática.
The Encontros sobre Investigação na Escola, meetings in which teachers share their researches, have been a proposal for teacher education that gathers college students, elementary school teachers, professors and post-graduate students in a movement for their academic-professional education (DINIZ-PEREIRA, 2008). These meetings, which were originally proposed by the Universidade do Vale do Taquari (UNIVATES) a university located in Lajeado, RS, Brazil, have brought teachers from all areas of knowledge together and have enabled integration of different teaching levels. Their ten first editions were held in different universities for ten years: Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) and Universidade do Vale do Taquari (UNIVATES). Teachers have shared their classroom experiences in the meetings since the educational proposal is based on writing, reading and the dialogic relation among these experiences in the space-time of the school and the university. This doctoral dissertation describes the study which aims at comprehending the potentiality of the Encontros sobre Investigação na Escola in the teacher education processes of Chemistry teachers. Its corpus comprises Chemistry teachers’ experience reports which were submitted to the event from 2000 to 2010. The research followed these steps: a quantitative and exploratory analysis of the reports that were submitted to the event in the area of Chemistry and published in the annals for ten years; a qualitative analysis of those texts in the light of the Discursive Textual Analysis (DTA), developed by Moraes and Galiazzi (2007); and a theoretical discussion about the epistemology of the pedagogical practice described by the teachers in their reports. In these ten editions, 240 Chemistry studies, which addressed several themes related to the Chemistry class, were submitted to and discussed in the event. The analysis of the reports submitted to the X Encontro sobre Investigação na Escola in the category “Chemistry teachers’ academic-professional education processes” leads to the following argument: when Chemistry teachers who take part in the events write, read and talk, they are embedded in an academic-professional education process and produce curriculum both in school and in college. The Encontros sobre Investigação na Escola potentize Chemistry teachers’ academic-professional education in a development process which is immersed in the epistemology of practice.
24
Pagano, Jennifer Hoolhorst. "The evolution of Sunset Magazine's cooking department: The accommodation of men's and women's cooking in the 1930s." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3575.
Full textAbstract:
The Western regional magazine Sunset has been published under a series of owners and publishers since 1898. In 1928, Sunset was purchased by Lawrence Lane, a Midwestern magazine executive who transformed it from a failing turn-of-the-century, general interest publication about the West, into a successful magazine about living in the West for the Western middle-class. Sunset had always been a magazine for men and women, and one that appealed to both male and female intellectuals at the time Lane purchased it. Lane and his editors attempted to interject more rigid middle-class ideals into a magazine that had espoused ideas that were progressive and less structured. Lane's new strategy to compartmentalize Sunset's content into its four categories—gardening, the home, cooking, and travel—resulted in a magazine that was conventionally gendered. Tension due to this shift played out in the publication's new cooking department. This thesis traces the development of Sunset's cooking department between 1928 and 1938 under the direction of its creator and founding editor Genevieve Callahan through the examination and analysis of Sunset cooking features and oral histories. The original department, structured to model a middle-class domestic ideology, did not accommodate all of Sunset's readers. The Western intellectualism of pre-Lane readers and their tendency to be less bound by conventional gender roles in the kitchen carried over into Sunset's cooking department via reader recipe contributions. These Western cooks included men and women whose foodways deviated from that of the typical middle-class housewife. Callahan experimented throughout the cooking department's first decade by shifting its editorial framework and softening her home economics rigidity to create a department that was inclusive of women and men who cooked both inside and outside the kitchen. The changes made to the department over that decade illustrate how editorial experimentation reconciled a new middle-class-oriented cooking department to accommodate Western cooks less apt to model traditional gender roles.
25
(9826157), Amantha Perera. "The impact of online trauma threats faced by journalists: The case of COVID-19-imposed remote-working regimes." Thesis, 2022. https://figshare.com/articles/thesis/The_impact_of_online_trauma_threats_faced_by_journalists_The_case_of_COVID-19-imposed_remote-working_regimes/21555312.
Full textAbstract:
Abstract
The global reach of the COVID-19 pandemic, with its sustained infection and fatality rates from the first quarter of 2020, has deeply affected the majority of journalists across the world, who now find themselves working on stories of trauma linked to the pandemic from remote locations and under restrictive working conditions. These COVID-19-enforced working conditions have exponentially increased the exposure levels of online trauma threats faced by journalists. This research examines the confluence of online trauma threats and their manifestations and impacts, along with mitigative measures some journalists took to ease the impact of this confluence. The research is guided by the central question: ‘How are journalists experiencing and responding to online trauma threats they face in the line of work during and ‘post’ COVID-19 lockdowns?’ The research utilises three distinct yet interrelated methods: an online survey; in-depth, semi-structured interviews; and narrative case studies in the form of feature-length journalism. Thematic analysis of the survey and interviews provides a framework for the works of journalism, which are situated in broader contexts of the journalism profession and online trauma reporting. Responding to the increase in online trauma threat activity exacerbated by the COVID-19 pandemic, the research points towards potential transformations within the profession that might assist journalists to continue undertaking their important role in and for society.
26
Bolton, G., and Russell Delderfield. "Reflective practice: writing and professional development." 2018. http://hdl.handle.net/10454/17190.
Full textAbstract:
NoReflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness and professional development. This newly updated fifth edition of Gillie Bolton’s bestselling book explores reflective writing as a creative and dynamic process for this critical enquiry. New to this edition: An expanded range of exercises and activities A new emphasis on using e-portfolios Further guidance on reflective writing assignments Enhanced discussion of reflection as a key employability skill Additional online resources This popular book has been used worldwide in various disciplines including education, social work, business and management, medicine and healthcare and is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.
27
WANG, YING-CHIH, and 王映之. "Psychological Helpers’ Applications of Therapeutic Writing of The Professional Practice and Reflection." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4wfgeu.
Full textAbstract:
碩士國立暨南國際大學
諮商心理與人力資源發展學系輔導與諮商研究所
106
The purpose of this study was to investigate the professional mental helpers’ motivation of therapeutic writing, interventions, and the benefits and limitations of writing techniques. The data were collected through interviews with five participants who have been working in counseling psychology or educational guidance fields. The total of 10 hours’ individual interview transcripts were used for analysis based on grounded theory approach. Results of the study showed: 1. The motivation of applications therapeutic writing included: A. Successful experiences in writing techniques. B. The enhancement of the therapeutic effectiveness assisted by writing techniques. C. Clients’ personal preference. D. Based on the groups’ themes and goals. 2. The skills of introduction and catalysis of therapeutic writing: A. Creating a comfortable and reliable climate. B. Appropriating emotional catalysis before writing. C. Providing model and guide of writing. D. Establishing clear rules of writing in necessary. E. Deepening insight by progressive writing activity. 3. Interventions of clients’ problems: A. Developing therapeutic relationship and engaging to the process which clients’ emotional effects motivated by writing. B. Guiding clients to explore deeply and avoiding closed cognitive patterns. C. Applying multiple methods to cope with difficulty to express. D. Adjusting the writing activity based on clients’ needs. 4. The benefits of writing techniques: A. Using as a counseling mediums. B. Providing the possibilities of self-healing. C. Promoting emotional disclosure and expression. D. Extending cognition. E. Catalysis to action. F. Performing personal creativity. G. Allowing clients to have sufficient personal space. H. Writing scripts can be reviewed and preserved. I. Words help thinking. J. Words help to reach consensus and to be good for spread. 5. The limitation of writing techniques: A. Some clients couldn’t get into writing easily. B. The need to find the external resources. C. Possible ethics issues. Based on the findings, the suggestions were proposed for professional mental helpers, therapeutic writing and future research. Keywords: Therapeutic Writing, Expressive Writing, Professional mental Helpers.
28
Masterson, Lynn Ashman. "Landscapes of practice : stories of teacher development and change." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2251.
Full textAbstract:
The purpose of this study was to explore (1) how teachers build knowledge, (2) the influence of prior beliefs on the ways in which teachers internalize this knowledge, and (3) the degree to which teachers use this new knowledge to facilitate changes in their practice. The use of landscape as a metaphorical representation for this study satisfied two needs. First, this study took place on two fundamentally different landscapes—a summer writing institute where the teachers took the role of learner, and in three teachers’ classrooms where they were to enact what they learned. However, in a more abstract sense, these landscapes, considered “exterior” (Lopez, 1995) were also places in which people lived, sharing their thoughts about families, teaching, learning, schools, and children. Thought of as “interior landscapes,” (Lopez, 1995) these conversations revealed the dialogic nature of the relationship between the two and made it possible to engage in a Bahktinian analysis of the interplay between internally persuasive and authoritative discourses voiced in the narratives. Utilizing a narrative inquiry approach (Clandinin & Connelly, 2000) as a methodological base, the study focused on the relationship between professional development and the possibilities for change in each of the teacher’s classrooms. The representation of the data consisted of the many stories that took place on the two landscapes of the institute and the classrooms—stories of the teacher, school, district, community, and the state. The findings suggest that strategies alone will not improve the instruction in writing classrooms and that researchers, teacher educators, and those who provide professional development need to rethink the cultural narrative of “change.” Consideration must be given to the dialogic interplay among the various discourses, both authoritative and internally persuasive, that live on the interior landscapes of the teachers and the role each plays in the change process. Therefore, professional development settings need to become places where teachers are guided through a process to examine their deeply held assumptions of students, writing curriculum, and what constitutes knowledge.text
29
Clow, Bohan Margaret. "“They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team." 2011. http://hdl.handle.net/10222/14307.
Full textAbstract:
Working on teams with professionals from other fields is often challenging. Researchers from the fields of Management and Writing Studies have frequently emphasized the tension and conflict experienced in such inter-professional, or cross-functional, teams. Whether studying engineering project teams, groups of medical professionals, or business teams, researchers have found that inter-professional work is often complicated by misunderstanding and miscommunication due to problems associated with inter-group professional identity. This interdisciplinary research draws from the fields of Management and Writing Studies in the exploration of a modern, inter-professional proposal writing team working at a commercial enterprise. A modified version of Grounded Theory, coupled with Rhetorical Genre Studies analysis, serves as a methodological framework for the study. The analytical framework is provided by the combination of Rhetorical Genre Studies, a model of successful team interactions, borrowed from Management Studies, and an expanded version of Wenger’s conceptualization of multiple communities of practice (CoPs). The research reveals the complexity of inter-professional team work. Professional identity of the team’s member is also presented as more complicated than previously anticipated. The study indicates that the team has been heavily influenced by a former, or an antecedent, CoP to which some of the team members belong. The genre and leadership preferences of the antecedent CoP are shown to moderate much of the predicted tension and conflict in the work of the team. The interdisciplinary study reveals the effects of antecedent CoPs and professional identity of the team members on the inter-professional team dynamics. Both researchers and practitioners may benefit from the findings of the study and a broader interdisciplinary approach used to investigate and interpret the dynamics of inter-professional teams.
30
FitzPatrick, Erin R. "Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting." 2017. http://scholarworks.gsu.edu/epse_diss/112.
Full textAbstract:
The complex task of reading, understanding, analyzing, synthesizing, and subsequently writing in response to a prompt about multiple texts required by the Common Core writing standards is difficult for many students, especially struggling writers and students with learning disabilities. The majority of elementary teachers report having less than adequate preparation in writing pedagogy and identify writing as the area they feel least prepared to teach. In this multiple probe across participants study, two teachers, a special education teacher and a cooperating general education teacher in whose classroom he worked, served as teacher participants. The special education teacher implemented Self-regulated Strategy Development (SRSD) for informational writing citing text-based evidence from two sources following practice-based professional development (PBPD) with small groups of students. Three female and five male fifth-grade African American students teacher-identified as struggling writers or receiving Special Education services for a specific learning disability (LD) participated in the study. Research questions were: To what extent can SRSD be implemented with fidelity in small groups by a special education teacher in an inclusive general education setting? To what extent does SRSD instruction in the informational genre citing text-based evidence improve the writing skills of fifth grade students with LD or those who struggle in writing in terms of (a) analytic quality, (b) evidence of strategy use, and (c) length? To what extent is SRSD considered to be a socially valid intervention for use in inclusive education settings by the participating teachers and students? A teacher survey of classroom writing practices and observations of classroom writing practices were conducted prior to the intervention to contextualize current writing practices. Student writing probes were assessed for plagiarism, academic vocabulary, number of essay elements, evidence of strategy use, and length. Fidelity was collected for writing prompt administration, PBPD, and SRSD. The teacher implemented with high fidelity and rated PBPD favorably both before and after intervention. Following intervention, student analytic quality, evidence of strategy use, and number of words written increased. Instances of plagiarism were decreased following intervention. SRSD was rated high on measures of social validity by both students and teachers.
31
Woodhead, Jacinda. "The Abortion Game: Writing a Consciously Political Narrative Nonfiction Work." Thesis, 2015. https://vuir.vu.edu.au/29791/.
Full textAbstract:
In this creative‐writing research project, I set out to create a narrative nonfiction
manuscript that investigates the contemporary politics surrounding abortion.
The fundamental question driving the creative manuscript was, ‘Why is abortion
largely invisible in Australia?’ Abortion is the second‐most common therapeutic
surgical procedure in Australia, yet the history, the politics and the practice of
abortion remain hidden from view. This invisibility allows us to avoid grappling
with and confronting the complicated issues abortion raises. Using techniques
commonly associated with fiction writing, such as narrative arc, characterisation,
dialogue and scenes, the 69,000‐word manuscript investigates the factors, tiers
and characters involved with abortion in Australia. The narrative nonfiction
manuscript should be read first. The manuscript is accompanied by a 31,500‐word exegesis analysing the
production, lineage and ethical implications of consciously political narrative
nonfiction, a term that refers to works that make deliberate political
interventions. Similarly to Hartsock (2000), I argue that when writing a
consciously political narrative nonfiction work, the writer does not objectify the
world as something different or alien from the reader, and instead strives to
render characters as complex human beings. The exegesis reviews theories of
ethics, objectivity and narrative within a form that is fundamentally journalism,
yet can never fit within this narrow definition as it is primarily about mapping
the cultural other (Sanderson 2004).
The exegesis also scrutinises the usefulness and complexity of immersion as a
research methodology. While I initially attempted to immerse myself as a limited
participant‐observer in the world of pro‐choice and pro‐life politics, over the
course of the research, my methodology resulted in a kind of radicalisation
prompted by my fieldwork. For example, after witnessing the ongoing
harassment of clinic patients and staff, I found myself openly hostile to the
position and tactics of pro‐life activists. While I felt I remained capable of
transcribing and depicting the worlds of these subjects, a seditious need grew to
challenge their authority and worldview outside the text. This led me to make a
political intervention inside and outside the text, and I thus crossed the precipice
from observation to active participation.
While I acknowledge that this is an unconventional narrative position, one that
rejects ideals of journalistic objectivity, I argue that this subject position was
born of the research and practice of this project – that is, of actually participating
in the world of my subject, abortion.
Moreover, this level of participation in the world of the textual subject is a direct
result of writing a consciously political narrative nonfiction work, a subgenre
that allows for the practitioner’s politics and reactions to situations to help shape
the text, and the consequences beyond.
32
(9786824), Mingjing Chen. "Newspaper journalism in Australia and China: A comparison of Sydney 2000 and Beijing 2008 coverage by two national dailies." Thesis, 2010. https://figshare.com/articles/thesis/Newspaper_journalism_in_Australia_and_China_A_comparison_of_Sydney_2000_and_Beijing_2008_coverage_by_two_national_dailies/13457480.
Full textAbstract:
This thesis argues, based upon a comparison of the 2000 Olympics and the 2008 Beijing Olympics, that there is a very close relationship between nationalism, media and Olympics. For the purposes of cross-cultural analysis, the thesis undertakes a comparison of relevant media models ... will be argued that elements of propaganda infuse the Olympic coverage of both papers and events, albeit from within distinctly different social and ideological contexts. In the lead-up to the Sydney and Beijing events of 2000 and 2008, both the Australian and the People's Daily emphasised national unity over difference, even if the People's Daily appears to do so more systematically than the Australian"--Abstract.
33
Elliott, Lesley. "How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure." Thesis, 2013. http://hdl.handle.net/1807/35814.
Full textAbstract:
A major thrust in assessment reform is the instructional use of assessment (Ministry, 2010). Assessment for learning (AFL) has, however, proven challenging for teachers to implement (Brookhart, 2004; Swaffield, 2011; Tierney, 2006). Researchers have called for studies of classrooms that show how AFL works in practice (Bennett, 2011; Shepard, 2000). This study gathers images of practice from classrooms where teachers have been implementing a structure-based approach called Question Structure. Although a key premise of AFL is that assessment can be used instructionally to support learning, Question Structure’s constructivist-information-processing approach is rooted in educational measurement traditions usually juxtaposed to AFL theory and practice (Broadfoot & Black, 2004). Images of practice were drawn from classroom observation, teaching artifacts, and interviews from teachers who had been implementing the system for three to six years in three Ontario school boards. Data were analyzed through sub-questions emerging from the literature and through grounded theory. The study found that Question Structure supported AFL principles and practices. It also supported a Tylerian, backwards-design approach to program design, but not to excess. Technical revisions tended to evolve into significant change in practice, including program reconceptualization and increased focus on students’ learning. The structure-based approach functioned in a variety of ways, for example to support task clarification, (re)reading and comprehension of text, writing process, open-ended collaborative work, and student-generated questions. Teachers were able to clarify the meaning of ‘structure,’ to distinguish structures from instructional and cognitive strategies, and to use universal structures and strategies as subject-specific pedagogy in Language Arts/English. The role of the technical interest and implications for professional learning are also discussed.
34
(6634796), Ashley J. Velazquez. "What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program." Thesis, 2019.
Find full textAbstract:
Upon IRB approval, a corpus of 1,192 texts consisting of three assignments written by a total of 1,736 first year engineering students was compiled, and 117 pedagogical materials were collected. Using an iterative quantitative-qualitative approach to written discourse analysis, instances of formulaic language (4- and 6-word sequences) were identified in the corpus; formulaic language was then coded for the rhetorical functions expected in problem statements as qualitatively identified in the pedagogical materials. Additionally, three discourse-based interviews were conducted with First-year Engineering Faculty. Interview data was coded for themes of effective communication and used to triangulate the findings from the corpus analysis.
35
Mokrzycki, Sarah Jayne. "Family diversity in Australian picture books: the importance and benefits of exploring diverse family models." Thesis, 2021. https://vuir.vu.edu.au/43127/.
Full textAbstract:
Diversity in children’s picture books is a topic that has received tremendous momentum in recent years. Movements like We Need Diverse Books show a rising social consciousness regarding the importance of diversity in children’s literature. However, the discussion of family diversity – both academically and creatively – remains an area that is often not considered. Picture books play a significant role in the lives of children, and the benefits of representation cannot be overstated (Mokrzycki 2019). Yet, overwhelmingly, picture book families remain ‘intact’ – the official term used by the Australian government for the two- parent family model. Thus, children from all other family types, like step and blended families, foster families, single parent and grandparent-led families, remain largely unrepresented. Furthermore, families diverse in culture, sexuality, identity, body and mind diversity are equally limited. This PhD by Creative Project responds to this problem by means of a creative work and accompanying exegesis. My creative work takes the form of an original illustrated picture book titled The rainbow cake, which centres on a diverse Polish- Australian family. The exegesis challenges preconceived notions of what makes a family ‘intact’, and examines the benefits family-diverse representation provides. It includes the analysis of 300 picture books (180 Australian and 120 International) to examine trends, patterns and gaps in family representation.