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Dissertations / Theses on the topic 'Social work teaching and learning'
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黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.
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Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.
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Mayall, Helen. "Teaching and learning criticality : a case study of post-qualifying social work education." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617734/.
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Reviews of social work consistently emphasise that social workers need critical thinking to analyse complex information, alongside practical skills development. Although theoretical discussion of social work criticality is well established, this is an under-researched area with few empirical studies. This study aims to inform and develop educational practice by exploring understandings of criticality in social work through a case study of teaching and learning on a post-qualifying course. Participants were experienced social workers, working with children and families. Dialogue and reflective activities were used to encourage critical thinking and investigate participants’ responses. Critical realism, aligned with Bourdieu’s concepts of habitus, capital and field, were used to support an investigation of how individual participants understood critical reflection in the context of their social work role. The study developed an interpretative, thematic analysis of qualitative data from semi-structured interviews. Findings suggest that participants became familiar with reflective practice during their pre-qualifying courses. In their early career, opportunities for reflection receded as participants felt overwhelmed by an urgent need for technical skills and procedural knowledge. When they returned to study, as experienced social workers, the idea of critical reflection was unfamiliar and provoked anxiety. Whilst reflection was a private activity, some participants initially associated criticality with vulnerability, exposure and risk of public criticism. Participants’ prior educational experiences and their perceptions of their own academic ability affected their confidence in the higher educational field. However, opportunities to discuss their learning in a small, supportive group enabled them to develop confidence in exploring and developing their critical thinking about practice. This thesis contributes to knowledge through exposing and exploring post-qualifying students’ various responses to criticality and has implications for teaching criticality effectively. The study suggests there is a role for specific teaching to develop critical thinking, especially in supporting post-qualifying social work students to become the highly critical practitioners necessary in the most complex areas of social work practice.
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Dykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
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Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.
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College student engagement is an important factor that contributes to student success. This study is one of the first to explore student engagement in undergraduate social work education by examining engagement levels among at-risk social work students. In this study, two types of at-risk student groups were studied: First Generation College Students (FGCS) and transfer students. A cross sectional research design was used. Secondary analysis was performed on data gathered by the National Survey of Student Engagement (NSSE) from five accredited, Bachelor of Social Work (BSW) programs in one southeast state. A sample of 135 BSW seniors were included in this study and their levels of engagement were measured using four engagement types (peer to peer, student with faculty, student with university, and student with profession). Univariate and bivariate statistical procedures were used to examine the data and describe the sample. Hierarchical and logistic regression were used to test whether membership in an at-risk group could predict student engagement. There was a moderate to strong relationship between the four types of student engagement. Together, they indicated a good measure of BSW student engagement. FGCS had statistically significant lower levels of student engagement in three out of the four engagement types (peer to peer, student with faculty, and student with profession) than their non-FGCS counterparts. Practice implications for BSW programs to address low student engagement for FGCS through specific programming were provided. Transfer students had no statistically significant differences in any of the four types of student engagement compared to their non-transfer counterparts. Two explanations were posited for these findings; that social work programs are small in size and facilitate targeted student engagement that act as engagement “protective factors” and, by the time transfer students completed this survey they had already adopted the academic and cultural expectations requisite for success. Lastly, membership in an at-risk group, specifically FGCS, may predict lower levels of engagement in certain engagement types. The overall findings identify areas of low student engagement which afford BSW programs opportunities to create tailored programming to address it, especially among FGCS. Suggestions for future studies are also discussed.
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Gardiner, Derek William George. "Teaching and learning in social work practice placements : a study of process in professional education and training." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019665/.
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Approximately half of the time on social work training courses is devoted to practice placements in agencies, where students practise under the supervision of a qualified worker. The supervisory relationship is a key component in the development of practice skills " but it is under-researched. This study, of the teaching and learning processes in supervision, is essentially illuminative in nature and purpose. It is a qualitative study from the perspectives of supervisors and students. It presents same illustrative experiences which can not be adequately explained using the traditional model of supervision. Following a review which shows the roots of this model in American supervision literature, the research problem is defined. The research task is seen to be the generation of descriptions and interpretations of teaching and learning in supervision which are meaningful to the participants themselves. After reviewing same research into how adults learn, data gathered by a 'range of methods are presented as illustrative case examples, which point to the importance of the conceptions which the supervisors am students have of the learning process as a factor in explaining the patterns of interaction seen in the supervisory relationship. (i) These interpretations contribute towards a new, grounded, model of learning in social work education. Three levels of teaching-learning interaction in supervision are identified, which are derived from (and constrained by), students' and supervisors' conceptions of learning. The three levels reflect a focus on the content of learning, the process of learning, and meta-learning (ie learning to learn, and the transfer of learning). These findings are congruent with other recent research into student learning in higher education. Feedback to participants and other supervisors, tutors and policy-makers is described. The validity and usefulness of the findings, and implications of the research (including the need for further studies), are considered.
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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
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Ovington, Gary Keith. "Teaching and learning in higher education : nurturing critical reflection for bridging theory/practice links : a case study in social work education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/497.
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The 1990s has witnessed two 'institutions' in 'crisis': higher education and social work. In higher education. government has brandished its quality sword and the long-neglected area of teaching is prominent in the war cry. In social work, major stakeholders have constructed the crisis as the 'theory/practice problematic' and the systemic intervention has been the prima facie increasing power of non-academic bodies to shape social work curriculum. This study is set within this context of quality teaching and theory/practice issues. It is an action research study of the teaching and learning dynamic of a first year social work subject which seeks to 'answer' the question: how do we best teach beginning social work students to grapple with theory/practice issues, or more specifically, how do we best teach them to think theoretically and critically about action?
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Weir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.
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Sung-Chan, Po Lin Pauline. "A collaborative-action research into the teaching and learning of systemic family practice to school social work in Hong Kong." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367803.
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Wainwright, John Peter. "Racism, anti-racism and the theory-practice problematic in social work : study of practice teaching and learning outcomes in Liverpool." Thesis, University of Liverpool, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288203.
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Kan, Wing-yuen, and 簡永源. "Small group learning in mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.
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Booysen, Barry. "Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96859.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no innovation that characterised my teaching practice. In an attempt to address the issues that concern me, I asked the following critical research questions in this mini-thesis: 1 How can cooperative learning be used in a Geography classroom to develop social cohesion amongst learners? 2 How can I improve my own teaching practice? I would like to believe and set out to establish whether the cooperative classroom is different from the one in the traditional teaching environment; both the teacher and student adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue learners with confidence and enhance social relationships. In Chapter One I give a background to the study. I describe the educational challenges that face South Africa and I set out to locate what I would regard as the problem in my teaching. Chapter Two is my literature review. In this chapter, I give a detailed account of cooperative learning. Due to the limited scope of this study and the many facets of cooperative learning, I contend that as a researcher, I cannot deal with cooperative learning in its entirety. In Chapter Three I focus on action research as the research methodology which I employed in this study. I give a brief historical perspective on the development of action research, define it, explain how it operates and give an account of how action research works. Chapter Four and Five provide a description of the two action research projects that I undertook with my Grade 10 Geography classes. In these two chapters I give an account of my two action research learning projects. Chapter six is the concluding chapter. I reflect on the research projects and try to map the future of cooperative learning as an educational strategy that could transform the classroom and ultimately contribute to nation building.
AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my klaskamer te verbeter. Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011). Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings te verbeter tussen leerders Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats. Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te bevorder. Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier van onderrig en leer waar die “onderwyser praat en die leerder luister” My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra in hierdie mini-tesis: 1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te ontwikkel? 2 Hoe kan ek my eie onderrigpraktyk verbeter? Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel leerders met selfvertroue en verbeter sosiale verhoudinge. In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die probleem in my onderrig Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy totaliteit kan behandel nie Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie navorsing werk. Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van my twee aksienavorsingprojekte Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die klaskamer kan transformeer en n bydrae tot nasiebou kan maak.
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Watts, Lynelle. "Thinking differently about reflective practice in Australian social work education: A rhapsody." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1758.
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There are many different ways of thinking about reflective practice in social work education in Australia. This research utilises a musical metaphor to illustrate this diversity. Written as a piece of music with album notes, the study utilises a reflexive methodology with a qualitative mixed method approach. Three studies were conducted to explore how reflective practice is understood in social work education and practice in Australia. The first study examined my own learning and teaching of reflective practice through an autoethnographic process. The findings indicated a range of models of reflective practice potentially available to the educator. Also explored in this study were the kinds of reflection these models make possible and visible to educators and students. The second study traced the emergence of reflective practice within Australian social work education by conducting a Foucauldian inspired archaeology. This study demonstrated the emergence of specific models in social work education and how their adoption has transformed the language and discourse of problem-solving within the discipline through the use of specific kinds of social theory. In the final study qualitative interviews with social work students, practitioners and educators were undertaken. This study explored the beliefs, attitudes and values held by participants about reflective practice. The final study illustrated the social and oral nature of reflective practice within the discipline. Participant interviews also indicated that reflective practice is a significant means for solving problems and building understanding for learning and practice for social workers. Overall, the study establishes that current models of reflective practice could be enhanced if more attention was paid to instructing students in critical reflection skills such as deconstruction, evaluation, critique, problematisation and interpretation. This would contribute greatly to the ability of social workers to effectively test the limits of their knowledge and practice in the interests of the people they serve.
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Lavoie, Tracey. "Teaching and learning in adult and higher education, the example of anti-racism and anti-oppression training for social work field instructors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62775.pdf.
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Newcomb, Michelle A. "Recognising resilience: Understanding how childhood adversity impacts undergraduate social work and human services students." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116194/1/Michelle_Newcomb_Thesis.pdf.
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Many students entering social work and human services (SWHS) degrees have a history of childhood adversity. A survey of 265 students found that those who had experienced adversity believed it built resilience and both informed their choice of profession and enhanced capacity to persevere with study. Twenty students were interviewed and they reported that they tended to keep their childhood experiences hidden from academics, peers and employers. The study highlights the importance of acknowledging the potential insights students may have gained from adversity which may reduce the stigma they experienced in studying to become SWHS professionals.
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Kandlbinder, Peter. "Reconstructing educational technology a critical analysis of online teaching and learning in the university /." Connect to full text, 2004. http://hdl.handle.net/2123/1605.
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Thesis (Ph. D.)--University of Sydney, 2005.Title from title screen (viewed 23 March 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Policy and Practice, Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also issued in print.
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Kozlowski, Lisa. "STUDENT CENSORSHIP IN THE SOCIAL WORK CLASSROOMS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/459.
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Through the evolution of the field of social work, a divide in its ideologies has emerged and certain political and ideological groups such as the religious and conservatives have become underrepresented. As a result, over the years the liberal philosophies have emerged as the dominant group. This has led to a decrease in diversity within the field. Recognition of biases in the field of social work is difficult. Through a qualitative analysis method, this study was meant to explore if social work students feel they are free to share openly in the classroom, and if they are accepting of all ideologies or are there biases towards any ideologies or beliefs by the students. This study used a qualitative method data collection approach, which consisted of a six-member focus group with a demographics questionnaire. The findings of this research has brought to the surface that there are more liberal ideologies and less moderate or conservative viewpoints being shared in the classrooms because of self-censorship. The potential impact of this study is to increase awareness that there are underrepresented groups within the MSW population, which decreases the diversity in the field of social work.
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Houlbrook, Michael C. "The politics and practices of work-based learning : accounts of experiences in the community services sector." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.
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This thesis is a phenomenological study of the experiences of students engaged in a work-based learning (WBL) degree in the community service (CS) sector in NSW. The degree – a graduate diploma in social sciences (GDSS) - was developed through an industry/community partnership in response to identified workforce development needs. Positioned as a novel pedagogy, WBL is presented in the broad context, before the specifics of the research are outlined. The thesis presents, first, a political economy of higher education (HE) and the CS sector, followed by a description of the defining principles of WBL, characteristics of practice and issues arising from these things. The phenomenological study of the student experiences is supported by a case study of the GDSS. The research is approached from an ontological and epistemological framework informed by critical theory and critical hermeneutics. The methods draw substantially on data collection through semi-structured interviews and supporting data collected form other sources. The analysis of the data is presented as five major data stories – access, self and study, work-based learning and organisation, managing learning and outcomes. In discussing the data the thesis argues that the students are strongly positioned as non-traditional students with an orientation towards issues of access to HE, as well as a concern with critical practice. The concluding comments of the thesis consider the context of work-based learning under systemic influences of the political economy of the day, notably neo-liberalism and the application of a techno-economic framing of the knowledge economy. Some final comments are offered on the practice of WBL in the CS sector, including the defence of knowledge production as a public good and the life world/system dynamics of partnership.
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Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/1605.
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This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.
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Clark, W. Andrew, Peter Hriso, and Craig A. Turner. "Encouraging Student Participation In Social Entrepreneurship Opportunities." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2498.
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Social entrepreneurs utilize the traits of commercial entrepreneurs; organizational abilities, opportunity identification, combining resources in novel ways, willingness to accept and manage risk and explosive growth or returns, to create enterprises that return high social value. As educators, we see opportunities where entrepreneurial skills can be applied to education, not-for-profit organizations, government offices and programs and philanthropic concerns and create service learning opportunities for students beyond the boundaries of the university. Many of us involved in higher education are frustrated with students who do not attend class, turn in assignments late or exhibit a lack of effort in classes where they pay tuition and receive a grade. It is a challenge, therefore, to gain the involvement of students in social entrepreneurship efforts where the reward (grade, pay or recognition) is not immediate or minimal and the trade-off (time management for their schedule) may be more fun or financially rewarding. This paper discusses the evolution for the process of enlisting student involvement in two distinct social entrepreneurship programs at our university.
The first program involves linking university skill sets in the arts, digital media, technology and project management to the planning, implementation and evaluation of a regional arts and music festival held in the city where our university operates. Students involved in this social entrepreneurial venture work with community volunteers, city government officials and local business owners for a period of nine to ten months. In the first two years of sponsoring this program the strategy has evolved from enlisting the help of a student technology club (Edge Club, Digital Media) to working with a small volunteer student team (3 to 4 students). In each case, the organization or student team that worked on the project received no academic credit for the work involved beyond enhancement of their resume. Initial enthusiasm was high but tended to decline as the time horizon for finishing the project extended beyond the current semester and other activities or demands competed for the students’ participation.
The second program also utilizes a student organization (Students In Free Enterprise, SIFE) to work on social entrepreneurship projects. In SIFE we have found that the students prefer projects that entail an afternoon of preparation for a short presentation, or service within a 3-4 day period. In that this group is involved in a “competition” with SIFE teams from other institutions at the end of the year, it is important that they seek projects that will differentiate themselves. The short-term projects that they prefer do little to accomplish this differentiation. The projects that truly differentiate are those that require a high degree of preparation for an event that culminates at the end of the semester, or even the following year.
To that end, all students of this select team are required to create a long-term project that they will spearhead throughout the year. This leads to an escalation of commitment due to their “ownership” of that project. They are also required to assist another team member on their long-term project. Their efforts on these projects tend to be greater in that they realize that the other members will be assisting them on their project and they want to receive a conscientious effort from their teammates. This synergistic performance enhances both the number and quality of the projects. Using this method, we typically create 5 to 6 viable projects each year. Most teams that we compete with tend to have one major project per year. Using this system our university team has completed an average of 10 projects per year for presentation, of which 2 to 3 have been major projects.
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Visser, Michelle. "No child left without a tribe the nature of implementing classroom community building strategies /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654501251&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Isah, Esther Ebole. "Physicians‟ information practices : a case study of a medical team at a Teaching Hospital." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3630.
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This thesis is a user study within library and information science on participatory practices of a professional group in work activity. This has been investigated only to a minor extent in previous library and information science research. The qualitative empirical focus alternates between physicians‟ engagements in work practice and workplace learning within patient care. The overall research problem was to learn how people in workplaces interacted with information that was embedded, intricately intertwined, and tightly bound to the ongoing routines of their everyday work. This thesis aims at understanding information practices of professionals in occupational settings as exemplified by a team of physicians in a Nigerian teaching hospital. In this thesis, the focus was on the collective work activity, and the specific goals identified include how physicians interact and make meaning in the context of the social activities in the workplace, how professionals individually or collectively gather, understand, produce, share and use information, and how workplace learning influences information practices. Information practices are viewed as sociocultural practices that occur inside other practices. The thesis focuses on a nuanced, contextualized understanding of the interplay between the participating actors in activity, the activity per se, and the intermediary role of tools and artefacts. The epistemological point of departure is the sociocultural perspective that emphasizes the dynamic interdependence of the individual with the social and collective development focusing on mediation through tools and artefacts in cultural, institutional, and historical situations. I have chosen cultural-historical activity theory and the practice theories to analyse the dynamic processes in the context of patient care. Their underlying principles guided the empirical study, facilitating extrapolations and illustrations in the analysis. The cultural-historical activity theory was used to understand contextual issues that influence information practices in work activity: the object and subject of activity, division of labour, rules and norms, community, tools and artefacts, as well as the activity system itself and the hierarchical structure of the activity. Theories and concepts employed from a practice perspective on learning were considered useful for understanding the participatory modes in workplace and the influence of social learning communities on diverse information processes. In so doing, the study strives to provide a holistic understanding of information practices, workplace learning, and the relationships between them.The empirical data was gathered through a qualitative case study that lasted over a period of two years. Direct observation was the dominant data collection technique 5 used throughout the preliminary and main empirical studies to capture physicians‟ information practices and experiences. The observation focused on the Clinical Pharmacology and Therapeutics (CPT) team‟s encounters with patients; the interactions they had amongst themselves, and events and situations surrounding patient care. During the main study, other data collection techniques were employed alongside the observation method. In-depth open-ended interviews were conducted with 17 physicians and 9 non-physicians who were selected to provide rich and varied descriptions of the phenomena under study. The interview time totalled at 1,535 minutes. Physical artefacts were another data collection technique employed: 30 patients‟ medical records were assessed during the empirical study. Finally, informal interactions in the research setting were an additional data collection technique used continuously throughout the two empirical periods. The results were analyzed through a combination of inductive and deductive methods of analysis. There are four parts to the empirical results in this thesis. In the first, contextual elements that showed how work environment can be an influencing factor in the information practices of a professional group are described from the perspective of cultural historical activity theory. In the second part, the nature of information access in the real-world information environment was portrayed. It was found that information sources and strategies contributed to the overarching goal of restoring patient health to normalcy. The information sources and strategies were also found useful for mediating the information environment both subjectively and intersubjectively. An equally important result concerns the authority issues related to information sources and strategies. In the third part, available tools and artefacts were presented as useful information aids that also played a mediating role. Tools were categorised into physical tools and language. Language was categorized according to the social situations or classes of speakers. The case notes were seen as useful artefact and occupied a central niche in the studied work activity. These tools and artefacts enabled affordances around which social practices were built on in the work activities. In the last part of the results, various information practices that mirror the participatory practices rather than those of isolated individuals are highlighted. Six dimensions made up and covered the most vital spectrum of the information processing: information gathering, meaning making, information sharing, information use, reading, and documentation. Furthermore, the study revealed that learning took place simultaneously with the work activity and that it influenced information practices at the same time.Academic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Borås to be publicly defended on Friday 19 October 2012 at 13.00 in lecture room D 211, University of Borås, Allégatan 1, Borås.
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Console, Nikki Ann. "Teaching strategies for foster care students with behavior problems." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.
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The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.
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Anderson, J. C., James Lampley, and Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.
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Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
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This project addresses the need for English as a second language nutrition instruction for patients in a forensic mental institution. It incorporates concepts of motivation, situated learning, prison education, English for specific purposes, and content-based instruction into a model which guides the design of a nutrition curriculum, consisting of five lesson plans about the Food Guide Pyramid.
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Ma, Lai-yin Agnes. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12336397.
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Tippery, Gabriel J. "Learning to Be in the Digital Era: A Holistic Learning Framework for Design Education." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343327316.
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Chivers, Emma. "What factors influence the retention and progression of Foundation Year students within Higher Education in Wales?" Thesis, University of South Wales, 2019. https://pure.southwales.ac.uk/en/studentthesis/what-factors-influence-the-retention-and-progression-of-foundation-year-students-within-higher-education-in-wales(ba96d50b-ba1a-4776-9642-2c7dc7896f9a).html.
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Farhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.
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Chetty, Preven. "Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017335.
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This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.
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Ma, Lai-yin Agnes, and 馬麗妍. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195571X.
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Ensslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.
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Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically.
The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future.
The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences.
The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.
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Moore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.
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This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth.
This qualitative research project used a broad phenomenological approach in that the methods used were designed to illuminate the process of a pre-service teacher becoming a teacher. Data were gathered over a six month period using semi-structured pre and post interviews, direct observations, video recordings of lessons, audio recordings of video discussion meetings, student questionnaires, and written feedback and reflections. Triangulated data from multiple sources were collated for each case, then open coded and grouped into themes. Cross-case analysis identified patterns in the emerging themes across all three cases, forming the basis for the discussion.
This study found that pre-service teachers’ beliefs about the roles of teachers and learners influenced their approach to teaching during their final practicum; their approach to the use of feedback for their own learning; and, their response to pressure during their practicum. Pre-service teacher motivation and capacity to interpret and act on mentor feedback was shaped by the mentoring relationship, which in turn was influenced by mentors’ beliefs about their own role, and their expectations of pre-service teacher capabilities upon arrival. The inclusion of video in a purposeful, reflective process enabled pre-service teachers to relive their experiences and to recall the affective factors that influenced their thoughts and actions as they were brought back into the moment of noticing, reasoning and acting. This decreased pre-service teachers’ reliance on mentor feedback and gave them an opportunity to triangulate evidence about their practice and interpret that evidence in a way that continually refined their understanding of teaching and learning. Importantly, this study found that pre-service teachers’ capacity to adapt practice, and to grow as a teacher, is filtered through an affective lens.
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Noh, Sunghwan. "Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1082.
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A large proportion of youth in foster care receive special education services, and poor educational outcomes are one of the most important difficulties facing these youth. One potential risk affecting the low educational achievements of youth in foster care and special education could be teachers' negative and stigmatizing comments toward them. Teachers' negative and stigmatizing comments could have negative effects on youths' behaviors, school attitudes and school performance. Yet, research on the nature and the impact of teachers' negative and stigmatizing comments remains limited.
Based on labeling and attribution theories, this study investigated the nature and impact of teachers' negative and stigmatizing comments on the school performance of 123 youth in foster care and special education. Qualitative analysis of the youths' IEP documents was conducted, along with longitudinal quantitative analysis of the associations of negative and stigmatizing IEP comments and the youths' school attitudes, behavior, and performance.
Qualitative findings revealed that almost three-fourths of the IEPs included one or more negative comments, and that a substantial proportion of teachers' negative comments specifically included stigmatizing features that could convey negative attitudes or perceptions about the youth to others, including subjective or judgmental comments, biased reports from other teachers, low expectations, and little attention to context or reason.
Findings from structural equation modeling showed that teachers' negative comments indirectly predicted youths' school absences through a mediational effect of youths' problem behaviors, and the relationship between current and future youth absences was partially mediated through a complex mechanism incorporating both direct and indirect pathways involving youths' school attitudes and problem behaviors. The findings highlight the important predictive and potentially protective roles of teachers' negative comments and youths' school attitudes and problem behaviors on youths' absenteeism.
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Svensson, Annika. "Att fånga lokal skolutveckling : En studie om lärares erfrenheter av ett kollegialt lärgruppsarbete." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40550.
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Abstract Since 2010, the National Agency for Education has had an intention to improve teaching and learning in schools by introducing collaborative structures. In order to develop a learning school organisation, with the aim that all students are able to reach their educational goals, shared responsibility and common learning is advocated. The study focuses on a school´s implementation of teaching learning communities (TLC) based on teachers´ engagement in systematic collaborative work. The theoretical framework is based on social- culture perspectives. The aim of the study is to explore important conditions as well as success factors which can be related to a TLC work. The analyses are based on nine interviews and findings indicate that challenging factors are; the importance of leadership, a democratic collaborative structure and the teachers´ attitudes towards professional learning. The success factors indicate that a collaborative teaching learning is possible by challenging each other’s ideas and practices, a development of professional language, increased self-esteem and the improvement of teacher´s relations and new perspectives according to teaching and pupil´s learning. The study indicates that a demanding factor for a well-performing teaching learning community is based on a well-organized leadership. Leaders ought to be aware of how democratic processes might threaten collaborative work and how a successful leadership is formed.
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Nilsson, Marcus. "Källkritik i det nya medielandskapet : Att transformera läroplansformuleringar till undervisningspraktik." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64596.
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The aim of the study is to investigate teachers' perceptions of teaching source criticism in upper secondary school's social education course 1b in order to understand how the curriculum is translated into practice. The areas of interest in the teachers’ statements on source criticism concern the content they associate it with, what kind of difficulties they face in their teaching, and what strategies for critical thinking that can be made visible in their statements. The study exhibits diversity in the teaching practices, although a relatively cohesive picture stands. As a result, it can be said that the teachers’ flexibility and scope for interpretation in school stands out, but there also appears to be a mutual agreement of a silent discourse in the teaching of source criticism. Through this study it can be proved that the teachers’ free space in the interpretation of the steering documents may have different implications for the structure of the teaching. Furthermore, source criticism is emphasized as an important part of teaching in social sciences.
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Human, Nadia Emelia. "Die impak van faktore wat leerfasilitering en die maksimalisering van menslike potensiaal onderdruk." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02042005-083945/.
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Andersson, Svetlana, and Iréne Elmefeldt. "Spår av grundtankar i Vygotskijs teori i gymnasieskolan : En studie om hur Vygotskijs socio-kulturella teoribildning återspeglas i gymnasielärares syn på lärande." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3725.
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Syftet med studien var att genom gymnasielärares utsagor söka spår av grundtankar i Vygotskijs teoribildning i deras syn på lärande. Detta för att ta reda på vilka kriterier lärare utgår ifrån när de gör sina didaktiska val i undervisningen och på vilket sätt Vygotskijs grundtankar återspeglas i lärares syn på lärande.
Vår studie grundar sig på kvalitativa intervjuer. I undersökningen deltog fyra lärare på två gymnasieskolor. Efter att materialet var transkriberat, gjordes en analys utifrån de fyra aspekterna som kännetecknar ett socio-kulturellt perspektiv enligt Vygotskij: de sociala, de medierande, de situerade och de kreativa med betoning på lärarroll och lärande. Vi använde oss av en hermeneutisk ansats för att analysera resultatet där vi använde relevant forskning för att förstärka vår tolkning av respondenternas utsagor.
I studien framkom att lärare gav uttryck för att samspel och dialog är viktiga inslag i undervisningen. Vi har även funnit spår av de medierande aspekterna där lärare som mediator har en aktiv roll, men att de samtidigt förespråkar en traditionell katederundervisning.
Vår slutsats är att lärare inte stödjer sig på någon specifik vetenskaplig teori i sin syn på lärande. Vi har emellertid tolkat det som att lärare vid sina didaktiska val i undervisningen väljer att reflektera över hur elever tillägnar sig kunskap framför vad elever ska lära och utveckla. Den syn på lärande som vi kan skönja utifrån lärares utsagor är en blandning av olika teorier som färgats av Vygotskijs teoribildning.
Aim with the study was that through high teachers’ statements apply for tracks of basic thoughts of Vygotsky’s theory education in their sights on learning. This is to ascertain what criteria teachers assume when they do their didactic choices in the education and how Vygotsky’s basic thoughts are reflected in teachers’ sights on learning.
Our study bases itself on qualitative interviews where four teachers from two high schools were participated. After the transcription, the analysis was done on the basis of the four aspects that characterize the socio-cultural perspective according to Vygotsky’s theory of education: the social, the mediated, the situated and the creative aspects. We chose to use the hermeneutic method for analyze of our result where we used relevant research in order to strengthen our interpretation of teachers’ statements.
In the study the teachers expressed that interaction and dialogue are important elements in the education. We also have found tracks from the mediated aspects there teachers as a mediator has an active role, but that they at the same time recommend a traditional education.
Our conclusion is that teachers are not based their learning on some specific scientific theory. We however have interpreted that the teachers when they choose a method, prefer to reflect over how students are getting knowledge instead of what students shall learn and develop. That sight on learning as we possibly can discern on the basis of teachers’ statements is a mixture of different theories that has been influenced by Vygotsky’s theory of education.
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Li, Hsien-Ta. "Learning in social work practice." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.
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The research question underpinning this study is ‘How is learning organised within the context of social work practice in the third sector?’ The research objective is to establish conceptual frameworks that theorise the organisation of learning in this context. Drawing upon literatures from Organisational Behaviour, Management, Social Work, Sociology and Psychology (e.g., Ballew and Mink 1996; Foucault 1995; Mayer and Salovey 1997; Ouchi 1979; Weihrich 1982) and undertaking an ethnographic inquiry in the Old-Five-Old Foundation in Taiwan, which collects documents as secondary data and gathers primary data through participant observations and interviews, this study establishes interdisciplinary frameworks to answer this research question. It argues that practitioners’ learning is organised by five kinds of structuring forces. At the macro level, practitioners’ direction of learning is organised by service purchasers’ demanding (an inter-organisational level structuring force) and the service provider’s planning (an organisational level structuring force). The evaluation of practitioners’ learning is organised by the service provider’s monitoring (an organisational level structuring force). At the micro level, practitioners’ methods of learning are organised by practitioners’ puzzle solving and instructors’ instructing (individual level structuring forces). By looking at the macro and micro structuring forces (cross level analysis) that organise practitioners’ learning, including their direction and methods of learning and the evaluation of their learning (process analysis), this study systematically analyses the organising of learning through both a cross-level analysis and a process analysis, deepening an understanding of the organising of learning and thus making an original contribution to previous studies of learning in the organisational setting (e.g., Argyris and ch n 1978; Nonaka and Takeuchi 1995; Senge 1990; Wenger 1998, 2000).
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Castillo, Claudia. "Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
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For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce.
The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.
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Nilsson, Mathilda, and Niclas Woodbride. ""En slöja är som ett iphone-skal, du skyddar det viktigaste du har" : Hur kommer fördomar till uttryck i skolan?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30924.
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Detta examensarbete undersöker hur eventuella fördomar mot Islam och muslimer ser ut och hur dessa hanteras i skolan. Det genomfördes kvalitativa intervjuer med 6 elever och 3 lärare för att finna ett resultat. Studien visar att det förekommer situationer där fördomar spelar en roll i skolan. Den visar också att elever med muslimsk och icke-muslimsk bakgrund har olika tankar om vad dessa fördomar består av. Dessa fördomar ska inte påverka den situation elever befinner sig i skolan men som studien visar så förändrar de undervisningen trots allt. På grund av detta är det viktigt för lärare i alla sorters klasser att inte låta sina egna fördomar skina igenom och arbeta konstant med att försöka motverka de fördomar som resten av samhället enligt oss visar för eleverna. Studien undersöker vilka sätt lärare bäst kan genomföra detta på men också hur media påverkar fördomar och i förlängningen undervisningen.
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Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.
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Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
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Fan, Mui-ying. "Teaching group work skills in field instruction." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.
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范梅英 and Mui-ying Fan. "Teaching group work skills in field instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.
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Duke, Ben. "Student learning through work placements." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4368/.
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The core aim of this research study is to analyse the effects of experiential learning pedagogy on students, received during work based student placements. This study identifies and examines the perceptions held by higher education (HE) stakeholders, regarding the effects of experiential learning work placements on students. My research is situated in Bourdieusian concepts, which include ‘habitus’, ‘field’, and ‘cultural reproduction’ (Bourdieu, 1977b, p72; 1986a, p60; 1977a, p487). My research found employability is an agency in its own right. Employability had a doxa (a societally embedded opinion) (Bourdieu, 1977b, p169) effect on my research study. Most of the research responses were given in employability terms. The majority of research participants clearly indicated other aspects of experiential learning, e.g. students developing self-efficacy were a secondary consideration. Preparedness for work was the key priority. My research found, all HE stakeholders have been influenced to ‘ideologically reproduce’ the employability agenda, in order to ‘fit in’ with the current HE landscape (Bourdieu, 1977a, p490; Bourdieu, 1990, p53; Brady, 2012, p346). This research study found that Holdsworth and Quinn’s (2012, p386) ‘reproductive’ or ‘deconstructive’ concepts present in their ‘Student Volunteering’ study, were replicated by students on unpaid experiential learning work placements, with either a ‘Third Sector’ organisation or a statutory agency. This study also identified hitherto undiscovered causal factors, absent in Holdsworth and Quinn’s (2012) study. These are additional social actors, which significantly influence whether students become ‘reproductive’ or ‘deconstructive’ during experiential learning work placements. This research found the ‘wider society’ is an existential agency, which has a strategic governance role representing society as a whole. The ‘wider society’ has a societal remit to coordinate delivery of all society’s needs, which includes social care provision and environmental management. Trained people are required to deliver this societal remit, so the ‘wider society’ is an experiential learning higher education stakeholder.
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Norris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.
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Parnell, Clarissa Jane. "The landscapes of teaching work : how teachers make educational decisions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.
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