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1
Doty, Tamera J. "Microclimates and human comfort : cooling urban setting through design and manipulation of microclimatic factors." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845973.
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The goal of this creative project was to develop a unit to be incorporated into an environmental education general studies course at Ball State University. The unit was developed as a hands-on experience activity manual.The goals of the unit were:1. to increase student awareness of the effect vegetation and water have on human comfort in the urban environment.2. to engage students in hands-on activities that relate methods for manipulating the microclimate of a space.3. to develop a pre-test/post-test containing questions which relate to the activity topics and which determine the topic knowledge of students.The manual contains an introduction, four section activities and activity subsectionexercises to combine all techniques learned in the four activity sections. Each of the four sections contain a list of objectives for the activity, explanatory text, an activity procedure, and discussion questions. Illustrations accompany the manual in order to augment the learning process for each activity.Department of Landscape Architecture
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Jaffery, Zafreen. "Making Education Accessible: A Dual Case Study of Instructional Practices, Management, and Equity in a Rural and an Urban NGO School in Pakistan." PDXScholar, 2012. http://pdxscholar.library.pdx.edu/open_access_etds/409.
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Two- thirds of Pakistan's primary aged children are enrolled in school and less than one-third complete fifth grade. Decades after the inception of the goal of primary education for all of its children, the state is unable to fulfill its promise of providing access to universal primary education. The failure of the government to provide for a system that ensures equitable opportunities for all of its children has resulted in individuals, for-profit organizations, and non-governmental organizations (NGOs) intervening to fill the void. In particular, international donor agencies (IDAs) have come forward to provide financial aid and personnel support for primary education. There is currently a dearth of research on the work of NGO schools in Pakistan, which leaves many unanswered questions about the role of NGO schools. Therefore, in this study, I examine the efficacy of not-for-profit, private schools managed by non-governmental organizations (NGOs) in providing quality education to primary school children in Pakistan. This study examined schools formed and supported by two NGOs in Pakistan and their impact on providing primary education. A dual case study approach involving a concentrated enquiry into two cases (a rural and an urban school) was used. The study focused on the following research question: How does an NGO school provide education to primary aged school children? Results corroborate previous key-findings that the NGO is the parent body which oversees management, provides training, mobilizes the community and generates the primary funds to run the schools. The study goes further to suggest that NGO leaders provide leverage and establish connections that are important for fund raising and creating opportunities for the schools to expand and work cost-efficiently. The rural NGO had created its own methodology for literacy instruction, which produced adult literate women who were then hired as primary teachers. In addition, it showed that the two schools use: (1) an eclectic approach to teaching which ranged from using public school's curriculum to local, contextually based materials to foreign British-based curriculum; (2) the shift in instructional strategies suggested movement from a behaviorist approach toward integrating constructivist methods of teaching; and (3) the flexibility in curriculum choices poses challenges as well as opportunities for growth for the teachers. These results help to frame future research by linking NGO school's instructional practices to those used in private and public school systems in Pakistan.
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Marubayashi, Kristine Domoto. "Case study of an urban high school teaching academy." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2551.
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The United States is facing a teacher shortage crisis, with urban areas showing the highest need. New strategies have been developed that focus on creating dedicated, well-trained teachers who are from the communities that are facing shortages. The high school teaching academy is one such model in which cohorted, at-risk youth are enrolled in career-focused small learning communities. The intent is to provide a supportive learning environment in which students gain career skills through direct experience, graduate from high school, and enroll in college, hopefully in teacher training programs. This case study focuses on one urban high school teaching academy and identifies its main strengths and weaknesses, areas of conflict among its participants, and discusses the role of administration in supporting the academy. Interviews with administrators, teachers, students, a counselor, and an advisory committee member revealed that the students and teachers enjoy being part of a small learning community, the students feel they are gaining valuable experiences, and the teachers feel they have created a collaborative team. The class schedule, recruitment of students, and communication of expectations are cited as areas needing improvement.
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De, Neve Geert Raymond. "Tamil warps and wefts : an anthropological study of urban weavers in South India." Thesis, London School of Economics and Political Science (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313760.
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The thesis consists of two parts. The first part focuses on the nature and dynamics of labour relations in two neighbouring textile towns of Tamilnadu (South India), Bhavani and Kumarapalayam. In Bhavani, handloom carpets are still woven, while in Kumarapalayam handlooms have been replaced by power-loom production since the 1950s. An ethnography of the workplace is provided, and the different work regimes and work rhythms within these industries are described, as well as the structure of authority, and the workplace as a social environment where friendships are forged and conflicts rooted. Particular attention is paid to the marked contrast between the labour militancy of the handloom weavers in Bhavani and the lack of labour organisation among the power-loom workers of Kumarapalayam. The handloom weavers have been firmly organised in a Weavers' Union and developed a class consciousness based on a weavers' identity, which transcends solidarities of caste. In the power-loom industry, on the other hand, workers' resistance appears much more individualised and indirect. Here, labour relations are to a considerable extent shaped by the employers' practice of giving advances to the workers they employ. It forms a crucial part of their recruitment strategy, profoundly affects their relations with labour, and gives rise to new problems of labour control and discipline. In the second part of the thesis the study of the workplace and labour relations is related to an examination of the role of caste, kinship and 'community' in the formation of labour relations and the development of industries. The pioneering role of particular caste groups is investigated and it is indicated how various communities deployed their own strategies of development ('business cultures') to move ahead in a competitive environment. Attention is drawn to the interrelationship between the domestic sphere and the workplace. The effect of waged job opportunities on the formation of workers' households, women's duties in the household in relation to their opportunities in the labour market, and the impact of friendships and love in the workplace on marital stability are explored. Finally, a sociopolitical analysis of local temple organisation and the annual goddess festival seeks to understand how the entire town is integrated into a single 'community' and how boundaries of caste and class are transcended under the patronage of the local 'big men' or wealthy industrialists. Their role as patrons and benefactors of the local 'community' is directly related to their constant search to control and discipline labour within the industries.
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Duncan, Diane. "Mature women entrants to teaching : a case study." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/40560/.
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This is an ethnographic study of student teacher socialization located in a college of higher education. Drawing upon Lacey's research on teacher socialization, the study examines the processes of change and adaptation which a group of twenty-five mature women students underwent during their first year of a four year, B. Ed course. The research approach sits firmly within the qualitative paradigm and employs participant observation, interviews, life history methods and an interactionist perspective to further understanding about how mothers and wives learn to become students. A central feature of the study is the use of the concept of social strategy to explain change, particularly in relation to the way in which the women manage the demands of academic and family responsibilities. The construction of adaptive and coping strategies arise from a tightly interwoven relationship of life history, situational, institutional and structural features. Analyses of the progressive development of strategies revealed that becoming a student teacher was differentially experienced according to material resources, biographical and historical factors. The study offers a holistic analysis of student socialization in which the complexity of adaptation is revealed through the interrelationship of gender, identity, life course, strategies and the negotiation of change. An important part of this change is the emergence of a student teacher and academic identity, both of which are perceived as highly valued, new aspects of self, as well as being a significant part of student teacher socialization. In this hitherto under researched educational and sociological area of inquiry, the way in which biography and structure intersect with gender, reveals the uneasy blend of struggle, contestation, guilt and success which became a daily feature of the women's lives as they strove to reconcile the competing claims on their lives as mothers, wives and full-time students.
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Anderson, Kwamme A. "The impact that leadership practices of the nurse manager and nursing practice environments have on job satisfaction of registered nurses in two urban teaching hospitals." Thesis, University of Maryland Eastern Shore, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576886.
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The nursing workforce shortage is not a new phenomenon but dates as far back as World War II. It is believed that the hospital nursing shortage poses a serious threat to the health and welfare of this nation. Therefore, the debate over nursing workforce shortages has been contentious and unresolved about appropriate solutions to address the shortage. Because nurses comprise the major and largest component of all health care employees and serve on the front line of patient care, a hospital's ability to attract and retain registered nurses must be met with competent, adequate and satisfied nursing staff. The nursing workforce shortage has received attention from hospital leaders and public policy makers alike in their approach to resolve this imminent national shortage of hospital nurses. Some researchers postulate there is no shortage of nurses in the United States but in response to poor working conditions, these same licensed registered nurses are consciously choosing not to work in the hospital industry due to deteriorating working conditions. To solve this problem in hospitals, the very same management and leadership practices that created this fictional crisis are the ones that can improve registered nurses' work conditions and enhance the attractiveness of nursing as a profession. The purpose of this study was to empirically describe the impact leadership practices of nurse managers and the nurse practice environment have on job satisfaction of registered nurses in two urban teaching hospitals. A cross-sectional quantitative research design using survey data was implemented to assess leadership practices of nurse managers, presence of the nurse practice environment, and job satisfaction of registered nurses. Results of this study reveal that nurse managers with exemplary leadership practices and favorable nurse practice environments have subordinate registered nurse staff with greater job satisfaction. Findings from this study might assist healthcare leaders to better understand the organizational characteristics associated with how to best organize nurse practice environments and the leadership practices of the nurse manager in better shaping the hospital environment to enhance the quality of nurses' work lives.
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Qian, Wenbao. "Rural urban migration and its impact on economic development : a case study in China." Thesis, City University London, 1994. http://openaccess.city.ac.uk/7707/.
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In 1990, a research project called "Rural Surplus Labour and its Employment Exploration" was set up in China, undertaken by the Ministry of Labour, the Ministry of agriculture and the Development Centre of the State Council. From February to July 1992, I visited Shuangmiao Village in Qianshan County, Anhui Province, Xlanfeng Village and Kangle Village in Dingxi County, Gansu Province, Tianliao Village and Xiting Village in Changnan County, Zhejiang Province and, Longgang Zhen in Wenzhou Region, Zhejiang Province, where I conducted a questionnaire survey among 300 households. The model built up in this thesis is a multi-disciplinary model based on the author's documentary research in the disciplines of sociology/anthropology and development economics. My particular focus and my critique concerns two sociological theories illustrated by Revanstein and Lee and two economic models inferred by Lewis and Todaro, which have been widely quoted in the literature of migration. There are altogether six chapters. The first chapter is a review of the literature of internal migration both in developed and developing countries, and a brief introduction to and critique of the four migration models. The main task of the second chapter is to hypothesise a set of social/anthropological and economic variables and their relationships to the internal migration decision, and to build up a multi-disciplinary internal migration model. In the third and fourth chapters, a detailed description of the field study in the five villages, one town and one city is given and a qualitative analysis follows. The fifth chapter is the quantitative analysis, testing the model to see whether or not there is correlation between the hypothesised independent variables and the making of the internal migration decision. Finally, a conclusion and some proposals for further research are given in the sixth chapter.
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Seale, Elizabeth. "Serving the Poor: A Comparative Case Study of an Urban and a Rural County in North Carolina." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03082010-143335/.
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In this dissertation I find that changes associated with welfare policy, federal devolution, and the global economy constrain service providers and communities, but that local factors in the two counties mediate how organizational actors adapt to these challenges. I use global political economic theory, organizational theory, and theories of inequality to investigate how local actors address poverty in their communities. Specifically, I examine through a comparative case study how government and nonprofit service providers in two North Carolina counties cope with challenges that derive from global and national levels as well as local factors to serve the poor. I rely on extensive interviews, observations, and secondary data. I find that officials in the rural county are severely constrained in their ability to address poverty, due to lower organizational capacity and very limited financial and social resources. The implications of poverty policy for rural and urban areas differ. Not only has inequality within place been exacerbated by recent national and global trends, but inequality between places is aggravated as well. Further, most resources in the urban county are used in ways that reinforce dependence on the low-wage labor market. In both counties services are disciplinary in nature, reflecting the neoliberal environment in which service providers operate. Only in some casesâand only in the urban countyâdo agencies address the marketâs inadequacies and general issues of class, race, and gender inequality. In fact, only when there is high organizational capacity, some autonomy, and significant embeddedness in the community, do I find local leaders who are willing to stop regulating the poor as should-be low-wage workers.
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AMOAH, Padmore Adusei. "Social capital, health literacy, and access to healthcare : a study among rural and urban populations in Ghana." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/soc_etd/41.
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There is ample evidence supporting the association between social networks, and health and well-being. However, existing research and policies to address health-related inequalities in Ghana, have largely neglected this critical nexus. To address the knowledge gap, this study uses the concept of social capital (social relationships and the resources embedded in them) to investigate how and to what extent social relationships influence healthcare access and health literacy among selected rural and urban people. The study also examines how the stock of social capital, and the forms it takes, can influence implementation, and sustenance of local level pro-poor health policies. One such policy in Ghana is the Community-based Health Planning and Services (CHPS). The CHPS is an initiative that aims to reduce healthcare barriers for people in deprived and remote areas. Compared to other countries in the sub-region, Ghana is one of the most politically stable and fastest developing, socioeconomically. However, major health goals are yet to be realised owing to numerous systematic bottlenecks.
The study adopts a variety of methods including a cross-sectional survey of 779 individuals; 95 in-depth interviews with rural and urban residents as well as health personnel, community leaders, and six focus group sessions to offer a thorough understanding of the problem. The sample was drawn from eight rural and 36 urban communities/suburbs found in five districts in the Ashanti region. This region has a diverse population profile, which is analogous to that of the country as whole due to its nodal location.
The results showed that social capital functions differently across the two population groups regarding its effects on healthcare access and health literacy. While high level of social capital had positive effects on health and well-being in some instances, it demonstrated negative consequences in other circumstances, leading to different levels of health and well-being among rural and urban people. Surprisingly, low degrees of social capital was sometimes better for health and well-being than high levels. Also, the properties and magnitude of different social capital proxies provided an important explanation for why the CHPS policy was fatally troubled in some localities while succeeding in others according to the study’s findings. These findings situate social capital as a vital component, not only at the policy initiation phase, but also in implementation, and in sustaining pro-poor health policies. The study establishes social capital as a “double-edged” determinant of health and well-being. Instead of being an unequivocally positive factor, as some studies suggest, its effects can be ambiguous. It shapes health by itself and in how health literacy and access to healthcare affect health and well-being particularly among rural people. To address health-related inequalities and consequently, disparities in health and well-being by using social capital as a resource, stronger relationships should be forged between social institutions and the populace Moreover, to strengthen social capital while curbing its adverse effects, pertinent social divisions such as rural and urban disparities must be probed. The study thus makes a significant contribution to the literature on social and public health. It postulates that social capital, while not a panacea, should be adopted strategically to improve health and strengthen health services in low-income countries.
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Mustafa, Adnan Yasin. "Women and development in an urban context : a study of women migrants in Mosul City (Iraq)." Thesis, University of Hull, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314664.
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Lee, Kai-chuk Bonnie. "Social capital and sustainable community development : a case study of North Point /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25247542.
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Cleugh, Helen Adair. "Development and evaluation of a suburban evaporation model : |b a study of surface and atmospheric controls on the suburban evaporation regime." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30627.
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This research focusses on observing and modelling the suburban surface energy balance. The initial objective is to use measurements to elucidate the controls on the size and temporal variability of the latent heat flux. This is achieved by synchronous observations of suburban and rural energy balances. On the basis of this comparison it is proposed that the day-to-day variability of the partitioning of the suburban turbulent fluxes is linked both to larger-scale atmospheric influences and variations in the energy and moisture availability within the suburban 'canopy'. This hypothesis is examined through measurement and modelling.
Further observations of the suburban energy balance components reveal that the size of the Bowen ratio is linked to the surface moisture availability. This is comprised of soil moisture variations in unirrigated greenspace areas and also the anthropogenic influence of lawn irrigation. However, in addition to this, the day-to-day variability of the Bowen ratio is a function of an advective influence upon the saturation deficit in the surface and mixed-layers. The mechanisms which determine this relationship are identified as meso-scale advective effects resulting from differing land-uses. This influences the nature of the mixed-layer and hence surface fluxes.
In light of this interaction of scales and atmospheric processes, a model is developed that couples advectively-dominated mixed-layer dynamics with surface-layer exchanges of heat and mass. The acronym for the model is SCABLE, Suburban Canopy and Boundary Layer Evaporation model). It predicts
the diurnal evolution of the mixed-layer depth, temperature and humidity. The saturation deficit of the mixed-layer is an input to the surface evaporation model. In turn this enables the surface sensible heat flux to be calculated from the surface energy balance (using measurements of the available energy). This modelled surface sensible heat flux drives the growth of this mixed-layer and thus the rate of entrainment from the capping inversion. The temperature and moisture structure of the mixed-layer is determined by both inputs from the surface-layer, and from the "free" atmosphere. The suburban canopy evaporation sub-model is based on the 'big leaf' Combination model, with a parameterisation scheme for the surface and aerodynamic resistances based upon the approaches taken by Shuttleworth (1976, 1978).
The model performs adequately for simulating the day-to-day variability of the saturation deficit and surface evaporation. Its performance on an hourly basis indicates that the model weaknesses lie in the simulation of the diurnal behaviour of the surface resistance and potential temperature of the mixed-layer.
It is concluded in the thesis that such an approach is necessary and valid for predicting and understanding the evaporation regime in areas the size of suburbia. This is especially true where there is likely to be a combination of factors determining the surface evaporation rate.Arts, Faculty of
Geography, Department of
Graduate
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Clement, Matthew. "Local Growth and Land Use Intensification: A Sociological Study of Urbanization and Environmental Change." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19269.
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This dissertation takes a sociological look at the relationship between urbanization and environmental change. While sociological studies on urbanization have long addressed the social dimensions of the built environment, the natural environment has not been treated as a primary concept in urban sociology. Based on an analysis of local land use change across the United States at the beginning of the 21st century, this dissertation brings the built and natural environments together, recognizing both as important dimensions of urbanization. The expansion of the built environment, through deforestation and the covering up of fertile agricultural land, represents a modern form of land use change with direct and indirect impacts on the natural environment, the most severe effects of which are seen in biodiversity loss, disruption of the nitrogen cycle, and climate change.
Drawing on literatures and theories in environmental, rural, and urban sociology as well as demography and human ecology, the bulk of the dissertation involves empirical analyses of overall changes in forest cover as well as the loss of forest cover and agricultural land to the built environment (i.e., the impervious structures and surfaces that cover the land), a process I refer to as land use intensification. My dissertation project uses quantitative methods to examine the demographic, economic, and social forces behind this process in contemporary America. Hypotheses are derived from the various literatures mentioned above; to test these hypotheses, I integrate county-level data from US governmental sources with satellite imagery on land cover change from the National Land Cover Database (NLCD). For the years 2001-2006, I use the NLCD data to quantify three dependent variables at the county-level: overall change in the area of forest cover as well as the area of forest cover and agricultural land lost to the built environment. Results from regression analyses demonstrate that urbanization is a multidimensional process that differentially transforms the American landscape. With a focus on land use intensification, this study advances a sociological framework to address connections between urbanization and changes in both the built and natural environments.
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Binch, Joanna. "Medication adherence in urban men's shelters: An ethnographic study." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26853.
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The purposes of the study were to investigate homeless men's experiences of taking medications while living in a homeless shelter and the factors that affect medication adherence; and to describe medication adherence, as it pertains to homeless men residing in a shelter, from the perspective of the shelter staff.
This is a manuscript-based thesis. The first manuscript provides a description of a proposed ecological model, based on clinical experience of the author and from the literature. The second paper is a summary of the findings of the qualitative research on medication adherence and homeless men's shelters. The third manuscript, directed at pharmacists, offers recommendations and strategies based on results of the qualitative study, to improve medication adherence.
This thesis suggests that when health professionals view adherence to medications as an individual, cognitive choice, it does not take into account the challenges imposed by a homeless individual's environmental context.
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Merissa, Rahel. "Urban journeys unveiled : a study of work commutes among the Montreal disadvantaged." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98999.
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The planning and provision of equitable urban transportation services is critical to ensure both equitable societies and sustainable urban forms. To achieve these, planners and decision-makers must acknowledge the diversity of issues resulting from the heterogeneity in socio-demographic segments. While the transportation needs of these groups are comparable within social strata, they greatly differ across them. The goal of this dissertation is to determine the level to which these differences exist and investigate the elements that engender them at the individual level. The analysis, conducted in various demographic segments in the Montreal census metropolitan area, is based on econometric models of commuting modes and distances, which have been developed using 1996 Canadian Census data.
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Demirbas, Gokben. "Women's leisure in urban Turkey : a comparative neighbourhood study." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30626/.
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This thesis examines women’s everyday experiences of leisure in two neighbourhoods of urban Turkey, drawing on qualitative data derived from interviews and observations with women living in the city of Bursa. By examining the relationship between women’s leisure and their labour, everyday mobility, and socialisation at a neighbourhood level, the thesis contributes to contemporary debates on leisure within the wider feminist literature, as well as to the current growing interest in everyday life in Turkish social science literature. Examination of the feminist literature on women’s leisure suggests that contextualising leisure within the structure of women’s everyday as a whole is fundamental to an understanding of their leisure. The more contemporary feminist studies on women’s leisure focus on how to understand the dynamic and ever-changing nature of power struggles between different groups, with different capitals and identities, in a specific context. The newly emerging studies on women’s leisure within different country contexts, outside of the North American and European sphere, foreground the necessity to embed leisure experiences within socio-cultural aspects of the context, where additional dynamics, such as the role of religion or the meanings attributed to family and individual independence may significantly differ from Western societies. The current thesis builds on and expands these later works by projecting the empirical focus on Turkey and thereby shedding light on the relevance and limitations of the existing literature in explaining women’s leisure in other contexts around the world. It critically engages with the existing research on (women’s) leisure in Turkey, which is scant and embodies certain limitations. The findings presented in this study illustrate that the prevailing gender order, which confines women to the ideals of the heterosexual family, plays a central role in regulating leisure behaviour. Class, particularly, gives shape both to the existence of leisure spaces in one’s neighbourhood and constructs the “respectability” of social behaviour differently. The thesis makes an original contribution to the existing feminist leisure research in terms of rethinking traditional assumptions about leisure, broadening the definition of leisure and highlighting the significance of local cultural context. It also makes an original contribution to research on gendered everyday in Turkey by evidencing the usefulness of the concept of leisure as a lens to investigate the urban everyday, beyond the dichotomies of work time, free time, workspace, family space, production/consumption etc.
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Ding, Jiaheng. "The role of guanxi in urban China's self-employment sector : a qualitative case study." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1491.
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Mander, Erin. "Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5416.
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The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students? The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.Ed.D.
Doctorate
Education and Human Performance
Education
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Lotfi, Sedigheh. "Development and urbanisation the case study of Amol and Mazandaran province, Iran /." Thesis, Connect to e-thesis, 1998. http://theses.gla.ac.uk/742/.
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Thesis (Ph.D.) - University of Glasgow, 1998.Ph.D. thesis submitted to the Faculty of Social Science, University of Glasgow, 1998. Includes bibliographical references. Print version also available.
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Boudebaba, Rabah. "Urban growth and housing policy in Algeria : a case study of a migrant community in the City of Constantine." Thesis, University of Hull, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306021.
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Hanson, Chad Matthew 1969. "Democracy's college: A case study of social processes in an urban community college." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282235.
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In professional education literature, the American community college is referred to as "democracy's college" (Diekhoff, 1950, Griffith & Connor, 1994). Yet, what it means to be democracy's college is cloudy and uncertain. In the literature on community colleges, there is a great deal of ambiguity with respect to the schools' social and political goals. This study was designed to generate theoretical concepts that describe the processes involved in the structuring of a particular college's social and political purpose. This is a case study of Cactus Community College. In this study I used a variety of qualitative methods to explore and document some of the institution's basic social processes. The techniques I used include participant observation, interviews, a survey, and content analysis. Through each of these means, I gathered data that describe the public role of the college as it is enacted by the students and personnel who live and work there. I used Glaser and Strauss' "grounded theory method" to organize the sampling and analysis of data (Glaser & Strauss, 1967), and I used Anthony Giddens' "structuration" theory as an interpretive framework (Giddens, 1976, 1984, 1992). Together, the method and framework allowed me to develop a model of theoretical concepts that describe some of the basic social processes at Cactus Community College.
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Mattucci, Wendy Joy. "A teacher-research study of how to engage parents in their children's literacy learning in an urban setting." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407402398.
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Wallerstein, Mike. "Brownfield Redevelopment and Effects on Community: A Study of the Collinwood Neighborhood in Cleveland Ohio." Oberlin College Honors Theses / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1314024807.
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Beukema, George D. "Bicultural liberative education educating the non-poor in an urban work-study program /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Reno, Dorothy. "Sage and the city: A case study of identity at an urban Aboriginal organization." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28417.
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In the past few decades, Aboriginals in Canada have undergone a steep urban transition. The challenges associated with the city, such as racism, poverty, feelings of dislocation, coping and thriving within the broader Canadian society, and negotiating identity, are all issues which led to the creation of urban cultural centres and organizations. Within the context of these organizations, the communities that are formed are multicultural in the sense of bringing together all Aboriginal peoples from a variety of First Nations, Metis and Inuit backgrounds. On one hand, Aboriginal cultural centres are faced with the challenge of respectfully acknowledging the diverse cultures of Aboriginal peoples, while on the other, identifying, and celebrating the common cultural values shared by all Aboriginals. Cultural centres have also stepped up to offer support for Aboriginal people(s) in the ongoing negotiation with modernity and the healing through the process of cultural reclamation. This study, which is exploratory in nature, examines identity at an urban Aboriginal cultural centre, from both individual, and community perspectives. In true postmodern fashion, this work melts away disciplinary boundaries by taking on theoretical approaches from sociology, anthropology, and political philosophy.
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Moore, Lindsay Collins. "Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1926.
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The purpose of the study was to determine if a relationship existed between primary teacher beliefs, traditional or developmentally appropriate; and primary teacher practice, traditional or constructivist. A multi-case study design was employed for this qualitative research study. Eight teachers completed the Primary Teacher Questionnaire (PTQ) to determine the study group. Based on their responses to the teacher beliefs questionnaire, 3 teachers were chosen to further participate in the study. Three main research questions were analyzed with individual and cross-case analysis. Triangulation of data included observations, Assessment of Practices in Early Elementary Classrooms (APEEC) scores determined from observation data, and individual teacher interviews. The 3 teachers' initial data from the questionnaire were also used. The teacher with traditional beliefs demonstrated traditional practices. The teacher with developmentally appropriate beliefs demonstrated constructivist practices. The teacher whose beliefs fell in the middle demonstrated practices that were more constructivist than traditional.
27
Cahill, Meagan Elizabeth. "Geographies of urban crime: An intraurban study of crime in Nashville, Tennessee; Portland, Oregon; and Tucson, Arizona." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290024.
Full textAbstract:
Understanding the context of crime is key to developing informed policy that will reduce crime in communities. In exploring criminal contexts, this dissertation tests criminal opportunity theory, which integrates social disorganization and routine activity theories. Methodologically, the dissertation presents unique ways of modeling space in crime studies. Analyses are undertaken in three cities, Nashville, TN; Portland, OR; and Tucson, AZ, chosen for their similar crime rates and varied demographic and social characteristics. This dissertation includes three papers submitted for publication. Crime data were collected for nine crimes over the period 1998-2002. Census data, used to create an array of socioeconomic measures, and land use data were also used in the analyses, presented at the census block group level. The first paper attempts to determine whether certain structural associations with violence are generalizable across urban areas. The idea is tested by first developing an Ordinary Least Squares model of crime for all three cities, then replicating the results for each city individually. The models provide support for a general relationship between violence and several structural measures, but suggest that the exploration into geographic variation of crime and its covariates both within urban areas and across urban areas should be undertaken. The second paper explores an alternative to crime rates: location quotients of crime. A comparison of location quotients and rates is provided. The location quotients are then used in a regression modeling framework to determine what influences the crime profile of a place. The results demonstrate the efficacy of simple techniques and how location quotients can be incorporated into statistical models of crime. The models provide modest support for the opportunity framework. The final paper explores possible spatial variation in crime and its covariates through a local analysis of crime using Geographically Weighted Regression (GWR). Those results are compared to the results of a 'base' global OLS model. Parameter estimate reaps confirm the results of the OLS model for the most part and also allow visual inspection of areas where specific measures have a strong influence in the model. This research highlights the importance of considering local context when modeling urban violence.
28
Edussuriya, Priyantha S. "Urban morphology and air quality a study of street level air pollution in dense residential environments of Hong Kong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37672241.
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Addison, Alan Wayne. "A Study of the Effects of the Length of Student-Teaching Experiences on New Teacher Efficacy." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1752.
Full textAbstract:
This study explores the relationship between the length of student-teaching experiences and new teacher efficacy. Each year thousands of prospective new teachers endure the interview processes to be hired, complete induction programs, and begin their careers only to determine that the teaching profession is not what they assumed it would be. Local school districts spend thousands of dollars each year on orientation for these new teachers only to find them resigning within the first 5 years of service. Increasing new teacher efficacy is imperative to reducing new teacher attrition rates. The more student-teaching experiences an individual collects before entering the teaching profession may assist an individual in being prepared to contemplate the decision to enter the workforce.
The purpose of this quantitative study is to determine the effects of the length of student-teaching experiences on new teacher efficacy. Teacher efficacy has been correlated with a variety of factors including student-teaching experiences; however, there is virtually no research comparing the length of the student-teaching experience and those teachers' self-efficacy. This study also seeks to determine if demographic features including gender, age, ethnicity, and years of professional experience affect the correlation.
The participants in this study were teachers with 5 or fewer years of experience and working in Virginia public school systems throughout the state.
Findings of the study did not reveal a significant relationship between the length of student-teaching experiences and new teacher efficacy, although several factors that were not controlled for could have affected the outcomes.
30
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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Talukdar, Jaita. "A Sociological Study of the Culture of Fasting and Dieting of Women in Urban India." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1226946524.
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Oluyemi, Olubisi E. (Olubisi Emman). "Space and socio-cultural transformation : a diachronic study of Yoruba Urban Housing and user responses to the changes in its Spatial organization." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/22384.
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Meyer, Rachelle D. Wilkerson Trena L. "Lesson study the effects on teachers and students in urban middle schools /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3007.
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Walker, Tessa. "Skateboarding as transportation| Findings from an exploratory study." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1550586.
Full textAbstract:
In recent decades skateboarding has expanded from recreation into a form of transportation. Skateboarders appear to use roadways much as other non–motorized modes do. However, there is little academic research on the needs and characteristics of the skateboard as a mode. This research reports demographics, multi–modal and travel behavior findings, and other data from an exploratory mixed–methods study of skateboarding as a mode of transportation.
35
Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.
Full textAbstract:
Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
36
Mansaray, Ayodele Abdul. "The roles and positions of teaching assistants in two urban primary schools : an ethnographic study of educational work and urban social change." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020720/.
Full textAbstract:
Teaching assistants (TAs) are a growing and important occupational group within the primary school workforce. A poorly paid, low-status group, TAs have underpinned various policies and practices of inclusion within mainstream schools in recent times. In the urban context, research suggests that TAs can be agents of inclusion for marginalised and working-class pupils, as they are able to intermediate the dominant cultural and social processes of schooling and contribute to pedagogic action. Within this literature, it is assumed that the basis of this mediation rests on TAs' own sociocultural identities and positions with the urban order. Yet there has been little sociological analysis on the formation of TAs' identities and positions within the social class contexts of urban schools, and particularly in relation to the dynamic conditions specified by gentrification. The study adopts an ethnographic approach, comprising 18 months of participant observation and interviewing within two primary schools in Inner London from 2004- 2005. Theoretically, the thesis draws extensively from the work of Pierre Bourdieu - namely his concepts of habitus, field, and capitals - and from Erving Goffman and Randall Collins the concept of interaction ritual. Using this critical-theoretic framework, this thesis highlights the contrasting impact of gentrification in setting the contexts of urban schooling and the role of headship; the shaping influence of social class, career, gender, and race/ethnicity on assistants' trajectories and transitions into TA work, and how these formations influence the positions TAs occupy; and the different cultural, social and symbolic contributions TAs make to the institutional order. This study demonstrates the interconnections and transpositions of experiences and perspectives between the narrow institutional spaces of TAs' working lives and the wider social spaces of the neighbourhood. There is also a view to opening up new methodological spaces and integrating the study of assistants' working lives and roles within the concerns of the sociology of education.
37
Xiong, Hai Yan. "Urban crime and social disorganization in China : a study of three communities in Guangzhou." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2553429.
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Zhai, Binqing, and 翟斌庆. "Social capital and urban regeneration in Chinese historic cities: a case study of Xi'an." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47306701.
Full textAbstract:
With rapid urbanization since the 1990s, many Chinese historic cities have
faced the dual challenges of regenerating dilapidated historic inner urban areas
and promoting local economic development. Rampant urban redevelopmentoriented
planning and practices have been undertaken in many places. While
bringing enormous economic returns, this trend also poses many threats to the
character of the historic cities.
Literature on urban regeneration shows that local communities should play
an active role in regenerating a place in addition to other key actors such as the
government and the private sectors. Local communities also play a critical role in
conserving the indigenous lives of historic residential districts. Social capital
enables local communities to act together to pursue shared objectives in the
community-based regeneration processes. Based on this theoretical premise, the
study seeks to examine the role of social capital in the regeneration of Chinese
historic cities.
This thesis aims to provide a historical and contextual understanding of the
evolution of urban regeneration in Chinese historic cities. The thesis also explores
the role of social capital in the current controversies surrounding urban
regeneration in transitional China. In the current mode of urban regeneration
governance in China, local governments often play a dominant role as both
redevelopment advocates and project managers. Private developers are actively
involved while local indigenous residents are often excluded from the
regeneration processes. Urban regeneration practices in Chinese historic cities are
often conducted through urban conservation-cum-redevelopment strategies to spur
local economic growth and improve the physical environment. Since the focus is
on the conservation of the physical environment, many local indigenous lives
have to be excluded and relocated to give way to local redevelopment projects.
The lack of community involvement in local regeneration processes severely
undermines the goals of comprehensive urban regeneration and integrated urban
conservation plans.
Xi’an, a typical Chinese historic city, has been chosen as the study site.
Two solid local case studies have produced the following major findings. In the
Drum Tower Muslim District, traditional Muslim lives and businesses have
sustained a vibrant local economy. Together with cohesive community
relationships, this thesis argues that the historic Muslim district can actually
sustain a self-regeneration process, given proper maintenance of the dilapidated
urban infrastructures by local governments. The question is an institutionalized
mechanism to facilitate this kind of regeneration. The implementation of the
government-led regeneration projects within the Sanxuejie Historic District,
where community relationships are weak with low level of social capital, was
more “efficient”. However, it also means that regeneration efforts were less
comprehensive and indigenous lives of the original neighborhoods were not
conserved.
To achieve the goals of comprehensive urban regeneration in historic cities,
this thesis maintains the following: (1) the conservation of indigenous lives and
local socio-cultural elements is important for local regeneration plans; (2) a strong
social capital contributes to the conservation of local indigenous lives by
facilitating community involvement in local urban regeneration processes; and (3)
an institutionalized community participatory mode of urban governance is
essential for a comprehensive regeneration plan at the local level.published_or_final_version
Urban Planning and Design
Doctoral
Doctor of Philosophy
39
Chen, Wei. "Social capital and social exclusion of the older people under urban renewal in China : a case study of Nanjing /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203931.
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Dimogiannis, Thalia, and mikewood@deakin edu au. "Comparison of the work of psychologists in rural and urban settings: Implications for professional training." Deakin University. School of Psychology, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.152139.
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To compare the work practices and training needs of rural and urban psychologists, 774 surveys were sent to psychologists throughout Australia. The psychologists were selected from the Australian Psychological Society (APS) Directory of Psychologists, 1992- 1993. A total of 86 rural psychologists and 282 urban psychologists responded to the survey. The survey comprised of four sections with questions asking respondents their demographic and employment background, past and current training activities, work experience, and relations with community. Results showed that the decision to practice and remain in a rural area was influenced by psychologists childhood experience and professional training in a rural setting, A substantial proportion of rural psychologists (28%) had been working in rural practice for five years or less. These rural psychologists were identified as a group that had a demographic and training profile more similar to urban psychologists than their rural colleagues. The employment conditions and training background of rural and urban psychologists were similar, though rural psychologists were more likely to be working in private practice and have undertaken their studies in a rural setting. Rural and urban psychologists rated their undergraduate and postgraduate training in psychology as only somewhat adequate. Training in rural health and community issues received the lowest ratings from both groups of psychologists. The work practices of rural and urban psychologists were also similar. There were some differences in the demographic profile of the client groups seen by the two groups. Rural psychologists reported the type of relations with their communities that are conducive to rural practice. The main evidence of this was that rural psychologists were collaborating with the natural helpers of their communities, and expressed willingness to formally train natural helpers to assist in the provision of psychological services. There were several conclusions drawn from this study. The first conclusion was that rural psychologists with urban demographic and training backgrounds are a group that is likely to migrate from rural practice to urban practice, Secondly, training needs to be specialised for rural practice if there is to be an improvement in the number of psychologists practicing in rural settings. Thirdly, rural psychologists were conducting the type of relations with their communities that are important to the requirements of rural practice.
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Sydnor-Walton, Zona. "A phenomenological study of teacher attrition in urban schools| The role of teacher preparation programs." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583298.
Full textAbstract:
Nationwide, teacher attrition is a steady and costly phenomenon. Teachers have left the field of education or have left urban schools for better teaching assignments. Although many studies delineated some factors for teacher attrition, namely urban teacher attrition, little has been done to reverse the cycle of teachers leaving prior to realizing their full potential as an educator. A gap in knowledge exists because researchers have not addressed if administrators of teacher preparation programs have included sufficient experiences and supports in the program to prepare teachers for the urban classroom. The implications for urban teacher attrition are far reaching. Urban attrition can force urban students to have an unsteady influx of beginning teachers with limited experience and skills who leave the schools after a few years. To assist with closing the achievement gap and making sure urban students are ready for the competitive job market, urban students need teachers with increased experience and skills. Teachers enter the teaching profession academically prepared but unprepared for the challenges and demands of the urban classroom. The findings from this phenomenological study produced five themes and one subtheme that teachers believe are important preparation experiences to for urban teacher preparation and reducing attrition. The themes were (a) comprehensive preparation, (b) subtheme support, (c) classroom management, (d) field experience, (e) necessary skills, and (f) multicultural preparation. The recommendations invite future studies that can include input from educational leaders, policy makers, and stakeholders to take a proactive role in reducing urban teacher attrition.
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Waddell, Jennifer Helen Thompson Sue Carol. "A qualitative study of the influence of urban elementary teaching experience on the career decisions of beginning teachers." Diss., UMK access, 2005.
Find full textAbstract:
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005."A dissertation in urban leadership and policy studies in education and education." Advisor: Sue C. Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 13, 2007. Includes bibliographical references (leaves 232-260). Online version of the print edition.
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Curtin, Ellen Mary. "Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3351/.
Full textAbstract:
This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this study: What administrative policies and procedures are in place in the school and district to meet the educational needs of ELL students?
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Acikalin, Neriman. "A Sociological Study Of Working Urban Poor In Istanbul And Gaziantep." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605400/index.pdf.
Full textAbstract:
ABSTRACT
A SOCIOLOGICAL STUDY OF WORKING URBAN POOR
IN ISTANBUL AND GAZiANTEP
Neriman Açikalin PhD, Department of Sociology Supervisor: Assoc. Prof. Dr. Sibel Kalaycioglu Eylü
l, 2004, 242 pages In this study, the aim is to find some indications about urban poverty in Turkey, which recently became a major topic in sociological studies. In order to study this topic, the thesis focuses on working urban poor to be able to examine the effects of the changing labor market. Urban poverty in general, and more specifically the working urban poor, are analysed in three levels, namely macro, mezzo and micro. In the macro level, the effects of great transformations after the 1980&rsquo
s and the new international division of labor, on the emergence of new urban poor is discussed. In the mezzo level, &ldquo
Structural Adjusment Policies&rdquo
as one of the significant impacts of this transformation, which mostly have affected the underdeveleped countries like Turkey is understood. The thesis, however, will mostly focus on the micro aspects of poverty. In the micro level, family and kinship reciprocal relations and mutual ties of solidarity
values and customs about social and economic life
survival strategies
the effects of culture of poverty
and factors of disempowerment are examined. Furthermore, the starting definitions of the urban poor are based on Peter Lloyd&rsquo
s study, which was carried out in Peru. In this context, a field study was carried out in Istanbul and Gaziantep to find out some indications to understand the regional differences of the working urban poor in Turkey. Turkey has also been affected by the conjunctural changes in the world and a new urban poor has been also emerging. In terms of regional differences of working urban poor istanbul labor market reflects the effects of new international division of labour and the structural adjustment policies more than Gaziantep. istanbul has an urban labour market which mainly performs as the periphery of international capital. Urban labour market in Gaziantep however, includes rural and local elements of causal labour as well, besides its links to the new international division of labour. In the micro level, istanbul working urban poor represent more western and urban values, more literacy and higher level of education and more positive attributes to the role of education, better working conditions of casual labour, more feelings of isolation but also more hopeful for future prospects and more motivated for initiating coping mechanisms. On the other hand, Gaziantep working urban poor represent a very complicated and multi-step migration process compared to istanbul migrants and migrant women in Gaziantep tend to work more in pieceworking jobs due to agro-industry. Hence, the thesis argues that to designate urban poverty and more specifically working urban poor in Turkey, regional, cultural factors and dynamics of migration are significant.
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VandenBerg, Robert Joseph. "The Effect of Urban Status on Xenophobic Sentiment: A Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405792524.
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Van, der Merwe Antoinette Deirdre. "Evaluating the integration of ICTs into teaching and learning activities at a South African higher education institution." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16073.
Full textAbstract:
Thesis (DPhil)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study is a structured evaluation of the integration of ICTs (Information and Communication Technologies) in teaching and learning activities at the University of Stellenbosch. Although anecdotal evidence exists of the success of the e-Learning initiatives at the University of Stellenbosch, this study addresses these questions in a more structured approach within the global and local higher education context in order to: - Improve the e-Learning project (as part of the e-Campus initiative) and other e-Learning initiatives, - Generate knowledge to improve our understanding of how the e-Learning initiatives work and how people change their attitudes and behaviours because of successful interventions, - Evaluate the institutional characteristics of successful integration, - Evaluate the technological environment and, more specifically, the use of WebCT as learning management system, and - Assess the overall progress of the e-Learning initiatives at the University of Stellenbosch. This evaluation is done taking the broader global and changing local higher education landscape and, more specifically, the interplay of three of the main global drivers into account. The three drivers discussed are: knowledge as a driver of growth in a networked society, the information and communication technology revolution and new competitors in the higher education marketplace The first part of the study is therefore a literature review of the changing global higher education landscape, with a specific focus on how these changes are contextualised within the unique South African post-1994 higher education landscape. After considering the global and South African higher education landscape, the study then provides a critical overview of the status of the integration of ICTs into teaching and learning activities world wide, the possible benefits of the integration of ICTs into teaching and learning activities and the implications of these changes for the lecturers, students and the higher education institutional and technological environment. These overviews of both the global changing higher education landscape and the integration of ICTs into teaching and learning activities serve as the backdrop for the case study and retrospective assessment of e-Learning initiatives at the University of Stellenbosch. The study contains a description of the e-Campus initiative, the e-Learning project and other e-Learning initiatives. In the retrospective assessment, the main focus of the study, I make use of quantative and qualitative methods to analyse the results of two Web surveys administered to students andlecturers who use WebCT. These results are integrated with other data sources to assess the progress made at the University of Stellenbosch. This retrospective assessment of the e-Learning activities at the University of Stellenbosch, set against the backdrop of the global changing higher education landscape, enables me to make general recommendations for: - Dealing with changes in the higher education context on an institutional level as a result of the three forces discussed, - Integrating ICTs at the institutional level in all business process at a higher education institution, - Integrating ICTs in teaching and learning activities, paying attention to the enabling institutional and technological environment, as well as to good teaching and learning practice, and - Improving the implementation of the e-Campus initiative and, more specifically, the e- Learning project and other e-Learning initiatives at the University of Stellenbosch.
AFRIKAANSE OPSOMMING: Hierdie studie is ‘n gestruktureerde evaluering van die integrasie van IKTs (Informasie- en Kommunikasietegnologieë) in leer- en onderrigaktiwiteite by die Universiteit van Stellenbosch. Alhoewel daar wel anekdotiese bewyse is dat die e-Leer inisiatiewe by die Universiteit van Stellenbosch suksesvol is, spreek hierdie studie die vrae binne ‘n gestruktureerde benadering aan met inagname van die globale en plaaslike hoër onderwys konteks om: - Die e-Leer projek (as deel van die e-Kampusinisiatief) en ander e-Leer inisiatiewe te verbeter, - Kennis te genereer om ons begrip van hoe e-Leer inisiatiewe werk en hoe mense hulle houdings en gedrag as gevolg van suksesvolle intervensies verander, te verbeter, - Die institusionele eienskappe om sukses te behaal met die integrasie, te evalueer, - Die tegnologiese omgewing, en meer spesifiek die gebruik van WebCT as leer bestuurstelsel te evalueer, en - Die totale vordering met e-Leer inisiatiewe by die Universiteit van Stellenbosch te evalueer. Hierdie evaluering word gedoen met inbegrip van die breër globale en plaaslike veranderende konteks, met spesiale inagname van die wisselwerking tussen drie van die hoof globale drywers. Die drie drywers wat bespreek word is: kennis as drywer van groei in ‘n netwerksamelewing, die revolusie in informasie en kommunikasie tegnologieë, en nuwe kompetisie in die hoër onderwys landskap. Die eerste deel van die studie is dus ‘n literatuuroorsig van die veranderende globale hoër onderwys landskap, met ‘n spesifieke fokus op hoe hierdie veranderinge binne die unieke Suid-Afrikaanse hoër onderwys landskap ná 1994 gekontekstualiseer word. Na ʼn oorweging van die globale en Suid-Afrikaanse konteks, voorsien die studie ‘n kritiese oorsig van die status van die integrasie van IKTs in leer- en onderrigaktiwiteite wêreldwyd, die moontlike voordele van die integrasie van IKTs in leer- en onderrigaktiwiteite en die implikasies van hierdie veranderinge vir dosente en studente, sowel as vir die institusionele en tegnologiese omgewings van hoër onderwys. Hierdie oorsigte van beide die veranderende globale hoër onderwys landskap en die integrasie van IKTs in leer- en onderrigaktiwiteite verskaf die agtergrond vir die gevallestudie en retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch. Die studie bevat ‘n beskrywing van die e-Kampus inisiatief, die e-Leerprojek en ander e-Leer inisiatiewe. In die retrospektiewe evaluering, wat die hooffokus van die studie uitmaak, maak ek gebruik van kwantitatiewe en kwalitatiewe metodes om die resultate van twee vraelyste teontleed wat aan studente en dosente wat WebCT gebruik, versprei is. Hierdie resultate is geïntegreer met ander databronne om die vordering wat reeds aan die Universiteit van Stellenbosch gemaak is, te evalueer. Hierdie retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch teen die agtergrond van die veranderende globale hoër onderwys landskap, stel my in staat om algemene aanbevelings te maak om: - Op institusionele vlak veranderinge te hanteer wat ‘n resultaat is van die drie kragte wat bespreek is, - IKTs op institusionele vlak in alle besigheidsprosesse van die instelling te integreer, - IKTs in leer- en onderrigaktiwiteite te integreer, terwyl aandag geskenk word aan die institusionele en tegnologiese omgewing wat dít moontlik maak, asook aan goeie leer- en onderrigpraktyk, en - Die implementering van die e-Kampus inisiatief, en meer spesifiek die e-Leer projek en ander e-Leer inisiatiewe by die Universiteit van Stellenbosch, te verbeter.
47
Tyman, Shannon K. "Gunpowder Park : a case study of post-industrial reinhabitation /." Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/8086.
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Zhang, Jun, and 張俊. "Development and evaluation of instructivist and constructivist approaches to early science teaching in Chinese urban kindergartens." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196463.
Full textAbstract:
Early childhood has been proven critical for science learning and development, but there is a dearth of empirical research comparing the effects of different teaching approaches in the Chinese context. This study had three main objectives: (1) to observe early science teaching systematically in urban kindergartens in Mainland China; (2) to develop three different teaching approaches (constructivist, instructivist and combined) for a science curriculum for 5-year-olds based on these observations and current views on appropriate early science pedagogy; (3) to implement and examine the effectiveness of the differing approaches to early science teaching.
In Study 1, classes in three kindergartens rated as good, average and unsatisfactory by the government regulatory body were video-recorded in their science classrooms with 6 lessons on appointed topics and 6 on self-chosen topics. Teaching behaviors were analyzed in terms of the instructional approach and its effectiveness. The results indicated variations in teaching approaches across the kindergartens. The teacher from the unsatisfactory kindergarten adopted a typical instructivist approach in science teaching, whereas the other two teachers gave children hands-on experiences as well as group discussions and direct instructions; nevertheless, there was poor connectedness among them. All three teachers were weak in considering the scientific conceptions embedded in the topics as well as the children’s prior conceptions when planning their teaching.
To examine the appropriateness of teaching approaches in a Chinese context, the researcher developed three sets of early science programs for 5-year-olds, each of which contained three topics: ants, trees, and shadows. The three programs adopted instructivist, constructivist, and combined approaches.
Employing the above programs, Study 2 was conducted in another kindergarten rated as average by the regulatory body. The participants were 4 qualified teachers and their 117 five-year-old students. The children were assigned randomly to four groups, one using an instructivist approach, one a constructivist approach, one combined approaches, and a control group. During the 15-week intervention, each group had science lesson once a week. Three teachers were invited to implement the provided programs and accepted ongoing training. The fidelity of their implementation of the curricula was also assessed.
Pretest, posttest, and follow-up (12 weeks delayed) tests were administered to the children, covering three aspects of their science learning: content (curriculum-related and general knowledge about science), process (observation, scientific thinking, and problem-solving skills), and attitude (scientific interest and curiosity as well as approaches to learning). A repeated measures ANOVA yielded a significant main effect of time but no effect of group. Further analyses indicated that the combined approach was more effective than the control group’s approach in promoting children’s development of conceptual knowledge and curiosity.
These findings provide empirical evidence about the teaching and learning of science in kindergartens in a Chinese context. The study has implications for the reform in early science teaching approach and corresponding in-service teacher training in Mainland China.published_or_final_version
Education
Doctoral
Doctor of Philosophy
49
Lunsford, Terry Logan. "Factors Influencing Community Response to Locally Undesirable Land Uses: A Case Study of Bluegrass Stockyards." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/217.
Full textAbstract:
Community development is an ongoing issue that faces communities as they develop. This is a case study where two communities where faced with an identical development proposal involving Bluegrass Stockyards. Bluegrass Stockyards a prominent livestock marketing business, located in Lexington, KY needed to relocate its facility and looked at communities in Lincoln and Woodford County Kentucky as possible new locations.
By looking at the case of Bluegrass Stockyards this study is able to use Conflict Theory, Growth Theory and Frame Analysis to look at the development process and issues that was associated with this development proposal. With the two communities being faced with the same proposal, and the proposals having different outcomes, the study is able to gain a better understanding of how development occurs within these two rural communities.
This study provides information to both developers and community development professionals on what issues will need to be addressed with a livestock marketing center relocation and how the different issues should be addressed in order to make the process more efficient and beneficial to the involved communities.
50
Arnold, Bryan P. "Democratic Education and An Urban Teacher Residency: A Case Study." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6056.
Full textAbstract:
Over the course of American schooling scholars note that democratic education and citizenship have not been abandoned, but perhaps marginalized or pushed aside, as test scores and achievement have become the most desired outcomes. Democratic education must move out of the margins and into high priority. The current political climate of increased division and divisiveness could not illustrate this need any more. Another well-documented challenge within the American educational system, particularly in high need areas is the need for highly qualified teachers. Urban Teacher Residency (UTR) programs have offered a possible solution to this growing problem in recruiting, training, and retaining highly qualified teachers in urban settings. UTRs are designed to alleviate one of the longstanding education challenges of both, quality and quantity of educators within some of the most underserved schools. While the rise in teacher residency programs, particularly in urban settings, and the marginalization of democratic education may seem unconnected, an effort to illuminate their potential relationships guides this study. Qualitative case study methodology (including analysis of program documents, interviews with teachers, and interviews with staff) was undertaken to understand the inclusion of democratic habits in one UTR, as well as the resulting enactment of democratic education by the UTR residents and alumni in one UTR, Mid-Atlantic Teacher Residency (MATR).
Findings reveal the use of democratic habits by the residents and in the MATR program was mixed. Democratic habits of associated living, collaboration, student voice, critical inquiry, and student-centered learning were the most prevalent through the MATR program components of coursework, mentorship, and the cohort during the residency year. As teachers, the resident alumni exhibited democratic habits through their professional relationships and attitudes towards student-centered instruction, particularly through the use of activities. A few of the alumni exhibited aspects of democratic education through their discussion of social justice and their commitment to citizenship development. Overall, however, limited evidence of a commitment to democratic education was present in the data, which may be in part due to the program’s relatively low emphasis on democratic education. Other barriers that emerged in the data included: classroom management struggles, administrative support and policies, a lack of promoting democratic education through the program, a disconnect from the residents’ coursework to their classroom practices, and being new teachers. While it does not appear that MATR or other UTRs are currently foregrounding democratic education or democratic principles, I close by discussing why UTRs should emphasize democratic education and offering suggestions for how they might do so.