Dissertations / Theses: 'Traveller education'

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Aiken, J. R. "Irish traveller education : Rights." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515685.

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Karl, Charles A. "The learning driver meeting traveller information needs /." Swinburne Research Bank, 2003. http://adt.lib.swin.edu.au/public/adt-VSWT20060906.102946.

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Thesis (DBA) -- Swinburne University of Technology, Graduate School of Entrepreneurship, 2003.
Submitted for the degree of Doctor of Business Administration, Graduate School of Entrepreneurship, 2003. Typescript. Includes bibliographical references (p. 212-224).

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D'Arcy, Kate. "Elective home education and traveller families in contemporary times : educational spaces and equality." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3761/.

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Traveller communities form a distinctive and ever-growing group of home-educators in England. This thesis examines the reasons why Traveller families take up Elective Home Education (EHE). Although there is a substantial research literature about the difficulties Travellers experience in school, there is limited research on Traveller families’ experiences of EHE. The aim of my research was to explore the reasons why Traveller children are home-educated and to illuminate issues of educational inequality that lie therein. I wish to inform current understandings of the education system, as experienced by a marginalised community and to work towards making this system more socially just. This study considers equality issues in education for Traveller children within two educational spaces, mainstream school and EHE, by documenting the rarely-heard accounts of a sample of Traveller families. I interviewed 11 different Traveller families and the main professionals responsible for EHE in one particular Local Authority in England. Critical Race Theory (CRT) provided an appropriate theoretical framework for this study. CRT focuses on concepts of racism and inequality as well as providing methodological approaches such as storytelling and counter-stories to give voice to Traveller families. I found that although many Traveller families were satisfied with home-education as preferable to mainstream school, they were all compelled to take it up, rather than adopting it as a positive and desirable choice. Racism, bullying and discrimination in school were commonly cited reasons for the uptake of EHE. EHE was chosen by my Traveller families as a safe educational space. My study reveals how current education systems do not facilitate the opportunities which many Traveller families desire for their children’s success. Wide-spread racism still denies many Traveller children equitable educational opportunities. This study’s findings will, it is hoped, inform new understandings of racism and education to address these inequalities.

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Gordon, Mary. "Primary school teachers and traveller children : a foucauldian-informed analysis into the conditions of possibility for traveller education in Ireland." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550430.

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Traveller children fare poorly in school in Ireland, as elsewhere, according to all the usual markers of participation and achievement. The application of a Foucauldian lens to the issue of Traveller education in this research study produced an innovative take on a matter of critical relevance to social justice and to educational practice. The thesis describes the response of teachers in 15 primary schools across Ireland to a research intervention which asked them to assess 43 Traveller pupils as always-already acceptable and resourceful. Their description of the pupils in the form of pen portraits and their feedback on the intervention gathered through group interviews provided access to the discursive practices they were using in their work and produced a rich vein for investigation using a Foucauldian discourse analytic. The foci of interest were on how the teachers were construing their role, the implications of this for the subjectivities of their Traveller pupils, the relationship between the teachers' work and the wider operation of government and the effects on the teachers themselves of structuring their professional practice in this way. The outcomes of the analysis provided evidence to support an interpretation of primary education as normalising and regulatory and of teachers as committed to the task of educating all their pupils, both Traveller and "settled" alike. Travellers are an interesting case because of how they actively resist incorporation into mainstream society and construct themselves, as they are constructed by others, as different. This withholding from the settled population, together with their primary identification as members of an extended family rather than as autonomous individuals, is a direct challenge to modem forms of government that seek to regulate people's conduct in both totalising and individualising ways. Current commitments to an inclusive and intercultural educational agenda represent a more pastoral and less punitive, but no less powerful, attempt to assimilate Travellers. However, education is also productive and, furthermore, is central to forms of resistance that refuse subjectification. The implications of the research outcomes for educational psychology theory and practice are considered.

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Karl, Charles A., and n/a. "The learning driver : meeting traveller information needs." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20060906.102946.

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In many parts of the world today, drivers have access to a growing range of traveller information services, from traffic reports on the radio and variable message signs along roads to customised information that could be delivered to personal mobile phones and PDAs (personal digital assistants) as well as to the global navigation units appearing in many vehicles. The key commercial question is, what information does the driver want? So far, while traveller information services deliver increasingly sophisticated incident reports, journey times and other such information, driver response has remained lukewarm. This thesis suggests that the problem lies in understanding the driver rather than improving the content. Therefore, it has sought to establish: Q1. What do drivers already know?; Q2. How did they learn it?; Q3. What do drivers need now and in the future as they continue to learn? And for traveller information service providers, the related question: Q4. How can information providers accommodate drivers' learning? This thesis reports a qualitative case study based on ten in-depth interviews with drivers who had previously participated in a six week trial receiving customised traveller information about their commutes to and from work, through their mobile phones. The thesis reports that drivers principally learn from their experiences in processes well established in the adult learning literature. It has found that commuter drivers can be regarded as experts on their commutes, but that the domain of any drivers' expertise is limited both spatially and temporally. When presented with dynamic, customised traveller information, it was found that commuter drivers enter a learning curve affected by previous experience and immediate need in which learning to access and utilise appropriate travel information is a dynamic process. Drivers learn about using traveller information, they learn about the types of traveller information available and they also learn whether to trust the information provider. As adults who learn and think, drivers see the role of an information service provider as facilitating their own understanding of the phenomena of traffic they face everyday and, in turn, supporting their learning to make better informed decisions. The thesis concludes that customised traveller information will become effective when it meets the current understanding and needs of the driver as an active learner whose information requirements change over time and from time to time. This thesis contributes to an increased understanding of drivers, their knowledge and how they learn. As a result, it offers traveller information providers with a substantially increased understanding of how to meet their drivers' needs.

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Marcus, Geetha Doraisamy. "Breaking the silence : the intersecting invisible experiences of Gypsy/Traveller girls in Scotland." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25716.

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This thesis explores the educational experiences of 17 Scottish Gypsy/Traveller girls supplemented by some 30 other informants involved with education and related areas impacting Gypsy/Travellers. It incorporates published and unpublished literature on the topic and sets out a theoretical framework informed by intersectionality. The girls’ stories are highlighted and juxtaposed alongside the general problems encountered by Gypsy/Travellers in Scotland to reveal a complex narrative. This research attempts to address a gap in the literature in which Gypsy/Traveller girls’ experiences are misrecognised and erased through non-recognition. My thesis offers space for the voices of Gypsy/Traveller girls to be heard and highlights their agency in the private spaces of home and the public spaces of education. Interpretations of the image of Gypsy/Travellers in Scotland are riddled with stereotypes and racialised misperceptions and assumptions. The stubborn persistence of these negative views appears to contribute to policies of neglect, inertia or intervention that largely seeks to ‘civilise’ or further assimilate Gypsy/Travellers into the mainstream settled population. The Scottish Government's Race Equality Statement (2009) accepts that Gypsy/Travellers are ‘a particularly discriminated against and marginalised group’. Within education, research by Wilkin et al. (2009) indicates that Gypsy/Traveller children are the lowest achieving minority group in the United Kingdom. There is currently no research that explores how girls and young women from Gypsy/Traveller communities fare in Scottish schools, and what they think of their experiences. It is against this backdrop that this qualitative inquiry seeks to explore how Gypsy/Traveller girls frame their educational experiences. I argue that traditional unidimensional approaches to investigating experiences of discrimination are inadequate, particularly within marginalised communities. Interview data collected for this doctoral study was analysed, identifying common themes that characterise the experiences of the Gypsy/Traveller girls and the ways in which their experiences differ and various subordinations intersect.

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Danaher, Patrick Alan, and danaher@usq edu au. "Learning on the Run: Traveller Education for Itinerant Show Children in Coastal and Western Queensland." Central Queensland University. Education and Innovation, 2001. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060830.110820.

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Learning on the Run refers to the educational experiences of the primary school children travelling along the agricultural show circuits in coastal and western Queensland. This thesis examines those educational experiences by drawing on the voices of the show children, their parents, their home tutors and their teachers from the Brisbane School of Distance Education, which from 1989 to 1999 implemented a specialised program of Traveller education for these children (in 2000 a separate school was established for them). The thesis focusses on the interplay among marginalisation, resistance and transformation in the spaces of the show peoples itinerancy. It deploys Michel de Certeaus (1984, 1986) concept of tactics of consumption and Mikhail Bakhtins (1986a) notions of outsiddness and creative understanding to interrogate the show peoples engagement with their absence of place, the construction of their otherness and forms of seemingly unproblematic knowledge about their schooling. Data gathering techniques included semi-structured interviews with forty-two people between 1992 and 2000 in seven sites in Queensland - Mackay, Bundaberg (over two years), Emerald, Brisbane, Rockhampton and Yeppoon - and document collection. The thesiss major finding is that the show peoples resistance and transformation of their marginalising experiences have enabled them to initiate and implement a significant counternarrative to the traditional narrative (and associated stereotypes) attending their itinerancy. This counternarrative has underpinned a fundamental change in their schooling provision, from a structure that worked to marginalise and disempower them to a specialised form of Traveller education. This change contributes crucially to understanding and theorising the spaces of itinerancy, and highlights the broader significance of the Queensland show peoples learning on the run.

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Boot, Siobhan A. E. "Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children : a secondary school case study." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/3953/.

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The aim of this study was to identify effective support strategies used to promote social inclusion and academic progress of key stage three and four Gypsy, Roma and Traveller (GRT) pupils in a mainstream secondary school. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents, school staff and supporting professionals. Data was collected using interviews, focus groups and questionnaires. It was analysed using pattern matching and explanation building. The research design, data collection and data analysis were guided by theoretical propositions developed from the existing research. The findings of this study identified that focused staff support from a GRT teaching assistant and class teachers had the most significant influence on the promotion of both social inclusion and academic progress. In addition, social inclusion was promoted through a positive inclusion school ethos, providing clear and consistent links to the GRT community and receiving input from a range of supporting professionals. Academic progress was encouraged through the use of: appropriate teaching and learning strategies which included incorporating GRT culture into the curriculum; having clear leadership from the Senior Management Team; school policies; and additional support to access the school.

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Thomson, Laura. "The perceptions of teaching staff about their work with Gypsy, Roma, Traveller children and young people." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4582/.

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Building on a small body of research, the present study explores the perceptions of teaching staff about their work with Gypsy, Roma, Traveller (GRT) children and young people. Specifically the research is concerned with participants’ views about the relationship between GRT children and schools in relation to attainment, social inclusion, the GRT culture and lifestyle and wider systemic factors. Existing literature and research about the educational experiences of GRT children and young people is explored. Situated within a critical realist epistemology, the present study utilises semi-structured interviews with 13 members of teaching staff across five schools in Greenshire County Council (pseudonym). Transcripts were subjected to thematic analysis following the model proposed by Braun and Clarke (2006). Six superordinate themes (educational outcomes; barriers to education; GRT parents; social inclusion; cultural dissonance and inclusive practices) were identified. Findings are explored in relation to previous research. One key finding concerns the views participants expressed about GRT children’s reports of bullying or racism. Implications for practice and future research are considered.

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Derrington, Chris. "Social exclusion and cultural dissonance as salient risk factors in the engagement and retention of Gypsy traveller students in secondary education." Thesis, University of Northampton, 2008. http://nectar.northampton.ac.uk/2801/.

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This thesis comprises a critical appraisal and a collection of published works drawn largely from extensive qualitative data generated by a five-year longitudinal study of forty-four Gypsy Traveller students. Gypsy Traveller children’s disengagement and underachievement in the secondary phase of education has exercised educationalists and policy makers for over forty years. Historically, deficit theory associated with an impoverished and disadvantaged nomadic lifestyle prevailed but this is no longer sustainable. The vast majority of Gypsy Travellers in Britain today are housed or settled on established sites and the situation has barely improved. Other ‘pathological’ explanations such as the Traveller community’s determination to preserve a separate identity from the dominant population by defending cultural boundaries have also featured prominently in the literature and in professional discourses. The thesis is grounded in a social constructionist approach, which critically analyses psychosociocultural forces and their impact on relationships and human behaviour. From this analysis, a new perspective is proffered as to why Gypsy Traveller children so often find themselves out of the secondary education system. Social exclusion and cultural dissonance are identified as significant push factors that trigger certain coping responses, some of which are maladaptive

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Shields, Kieran Patrick. ""Standing up not standing out" : an ethnographic study of the educational experiences of Irish Traveller children in their first year of primary education in rural Northern Ireland." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709818.

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This study explores the early educational experiences of a small group of Irish Traveller children as they transitioned into the first year of their formal primary school education in a rural primary school in Northern Ireland. Informed in part by some theoretical concepts associated with the work of Bourdieu, Jenkins and the sociology of childhood, the study aimed to better understand how young Traveller children lived out and experienced their first days of school. Using an ethnographic approach that involved some classroom observations of and interviews with Traveller children, the study highlights the interface between the school culture and aspects of the Traveller children’s culture and the challenges and complexities for both them and their teachers in finding an accommodation between the two. Through specific examples in the school setting the study shows the challenges and complexities for teachers as they strive to meet organisational imperatives while also attempting to attend to the individual needs presented by some Traveller children. The study also shows how normative school teacher practices, the school culture and ethos aim to support Traveller children and yet, sometimes in practice, can have unintended less positive impacts. The indicates a concern that the twin aims of inclusion, which is perceived and practiced as integration, versus respect for diversity and difference may appear incompatible and yet there are a number of small changes that could be made within the school setting to bridge the gap between these two positions. The thesis ends by outlining these suggested changes to policy and practice.

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Levinson, Martin Philip. "Education, culture and identity : the case of Gypsy children." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312287.

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Carmichael, Michelle Liulama. "The Road Less Traveled: Samoans and Higher Education." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1176994775.

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Warneke, Sara. "A ship of shadows : images of the educational traveller in early modern England /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phw278.pdf.

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Trahar, Sheila Margaret. "Roads less travelled : stories of learning and teaching in a multicultural higher education environment." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/fb72c60b-0d7d-45f4-8510-a256caf599f7.

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Marks, Lori J., and Tina M. Hudson. "Wandering Along the Road Less Traveled: A Look at the Curriculum Based Measurement in Writing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3531.

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Assessing students’ writing through the Curriculum Based Measurement is an area that is not widely researched or practiced by classroom teachers. Presenters will share experiences with progress monitoring the writing of students from a rural school district. Participants will learn to score writing probes to monitor students’ progress.

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Whitehead, Dawn Michele. "Taking the road less traveled primary teacher retention in Ghana /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278234.

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Thesis (Ph.D.)--Indiana University, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797. Adviser: Barry Bull. Title from dissertation home page (viewed May 8, 2008).

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Edmiston, Brian Wallace. ""What have you travelled?" : a teacher-researcher study of structuring drama for reflection and learning /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507502307.

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Jackson, Jennifer L. "Perceptions of First-Generation College Students of Color: The Road Less Traveled." UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/778.

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The purpose of this study was to understand the perceptions of first-generation college students of color in a predominantly White institution (PWI) who successfully completed the first two years of college. This qualitative research utilized semi-structured interviews to understand the perceptions of first-generation college students of color and how they viewed their secondary and post-secondary experiences. The conceptual framework was supported through the literature by analyzing the intersectionality of historical factors, socioeconomic status, critical race theory, and educational programs. Although these students of color faced the anxieties, confusion, and difficulties that all college students encounter when they transition to college, their challenges are heightened when coupled with other factors such as lower levels of college readiness, living in high crime communities, a lack of financial resources, a lack of family support, and limited knowledge pertaining to postsecondary education (Brown, 2008; Pascarella, et al. 2003; Strayhorn, 2006). Such factors create unique challenges for first-generation students of color, resulting in disparate academic achievement (Strayhorn). Participants in this study were selected using a criterion-based selection process. This study aimed to give voice to 12 students who self-identified as first-generation students of color, were classified as juniors attending the University of North Florida, and who were a part of the Jacksonville Commitment program. The Jacksonville Commitment program was selected for further study because the program provided students with wrap-around services that supported first-generation students’ persistence and social and academic development. Eisner’s (1998) educational criticism was the primary data analysis approach used in this study, supported by Hatch’s (2002) typological and interpretive analysis. Typological analysis divided the overall data set into categories or typologies. The four typologies identified in this study were: family relationships, socioeconomic status, resilience, and college retention and persistence. Interpretive analysis was used to extrapolate meaning and attach significance to the data. Thematics was used it identify recurring messages within the data (Eisner, 1998; Patton, 2002). Data analysis of the present study led to the development of three themes: (a) Students perceived that they persisted in college as a result of being exposed to a rigorous K-12 curriculum; (b) Students perceived that they persisted in college due to their support network; (c) Previous academic experiences contributed to the development of student self-efficacy. Students in this study challenged the deficit model which suggests that students without resources will not achieve. Instead, they were more aligned with the asset model that connects student success with the positive attributes that they possessed. The major implication from this study is that first-generation students of color have a greater chance of academic success if provided focused supports and academic preparation in primary and secondary schools to prepare them for the collegiate culture.

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Tanner-Anderson, Sarah L. "'The Road Less Traveled'| The Female's Journey to the State Superintendency." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605648.

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A number of studies have emerged over the past several decades attempting to pinpoint potential factors for occupational inequity and inequality for prospective and current female educational leaders. Although women are increasingly obtaining leadership positions in the field, one position remains elusive to the aspiring female educational leader: the superintendency (Bilken & Brannigan, 1980; Brunner & Björk, 2001; Brunner & Grogan, 2007; Dana & Bourisaw, 2006; Mertz, 2006; Shakeshaft, 1987). Overcoming societal perceptions, handling hardships associated with attaining and maintaining one's position, and building powerful, meaningful relationships are some of the foci of previous research; however, there seems to be a piece missing from the current available literature. While one may evaluate the struggles females have faced in attaining district-level superintendent positions, research detailing the female's journey to the state superintendency remains incredibly limited to nonexistent. Through a postmodern-feminist lens, this qualitative study employs Harter and Monsour's (1992) Self-in-Relationship (SIR) interview protocol, in addition to open-ended interview questions, to explore a conceptual framework blending perceptions, reality, and relationships that potentially impact females on the journey to and in service within the state superintendency. From a constructivist, Grounded Theory approach, the study investigates a glaring gap in the current available literature in an effort to answer the overarching question: Do female superintendents perceive gender as playing a role in fulfilling one's duties at the state level?

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Broda, Matthew W. "The path less traveled: A phenomenological understanding of adventure-based professional development." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1183381359.

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Barrickman, Jennifer Clore. "Predictors of Excessive Alcohol Consumption Among U.S. Business Travelers." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036296.

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Excessive alcohol consumption (EAC) is an important public health problem. Several researchers have examined work-related influences on EAC, but few have investigated the predictors of EAC related to business travel. This study measured the association between EAC and frequency of business travel, duration of business travel, and job industry among U.S. business travelers. Research was conducted within the social-ecological theoretical framework. Snowball sampling was used to gather data from 187 business travelers. Data were evaluated using bivariate analysis to assess the association between measures of EAC and each independent variable. Multiple logistic regression was used to adjust for covariates. Respondents aged 45-54 and 55 and older had significantly lower odds of binge drinking than those aged 18-34, OR = 0.33, 95% CI [.11, .98], p < .05; and OR = .13, 95% CI [.03, .55], p < .01, respectively. Females aged 55 and older and all females who traveled frequently in the previous month had lower odds of binge drinking compared to females 18-34 and infrequent female travelers (OR = .03, 95% CI [.00, .37], p < .01; OR = .34, 95% CI [.12, .99], p < .05, respectively). Both males (compared to females) and Protestants (compared to Catholics) had lower odds of heavy drinking (OR = .34, CI [.14,.84], P < .05; OR = .301, CI [.09,.99], P < .05, respectively). Results highlight the prevalence of EAC among business travelers, particularly among females. Multilevel interventions are proposed, which may reduce health-related disparities associated with EAC among this population of business travelers.

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Geurts, Anna Paulina Helena. "Makeshift freedom seekers : Dutch travellers in Europe, 1815-1914." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2cfa072e-a9c4-42c9-a6b0-1e815d93b05c.

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This thesis questions a series of assumptions concerning the nineteenth- and early-twentieth-century modernization of European spaces. Current scholarship tends to concur with essayistic texts and images by contemporary intellectuals that technological and organizational developments increased the freedom of movement of those living in western-European societies, while at the same time alienating them from each other and from their environment. I assess this claim with the help of Dutch travel egodocuments such as travel diaries and letters. After a prosopographical investigation of all available northern-Netherlandish travel egodocuments created between 1500 and 1915, a selection of these documents is examined in greater detail. In these documents, travellers regarded the possession of identity documents, a correct appearance, and a fitting social identity along with their personal contacts, physical capabilities, and the weather as the most important factors influencing whether they managed to gain access to places. A discussion of these factors demonstrates that no linear increase, nor a decrease, occurred in the spatial power felt by travellers. The exclusion many travellers continued to experience was often overdetermined. The largest groups affected by this were women and less educated families. Yet travellers could also play out different access factors against each other. By paying attention to how practices matched hopes and expectations, it is possible to discover how gravely social inequities were really felt by travellers. Perhaps surprisingly, all social groups desired to visit the same types of places. Their main difference concerned the atmosphere of the places where the different groups felt at home. To a large degree this matched travellers' unequal opportunities. Therefore, although opportunities remained strongly unequal throughout the period, this was not always experienced as a problem. Also, in cases where it was, many travellers knew strategies to work around the obstacles created for them.

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Soule, Joseph Bailey. "Considering the worlds of male elementary teachers Stories from the road less traveled /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Ross, Yudi Olivia. "The Road Less Traveled| A Phenomenological Study of Obstacles for Women Advancing in Academia." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827381.

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The purpose of this qualitative, phenomenological study was to explore the reasons for the continued underrepresentation of women in leadership positions in education and why barriers continue to exist for women from the perspectives and lived experiences of professional women leaders in education. A phenomenological approach within the qualitative research method of inquiry lends itself to help identify personal experiences of those who have knowledge of these situations (Thomas & Lacey, 2016). Using a phenomenological design allowed for the exploration of the “foundational question in phenomenology: What is the meaning, structure, and essence of the lived experience of this phenomenon by an individual or by many individuals?” (Johnson & Christensen, 2010, p. 385). Twelve women in educational leadership positions employed in various educational institutions in the southeastern and rocky mountain region of the United States were the focus of this study. The results revealed that barriers are still in place for women regardless if they have shattered the glass ceiling. The barriers are related to how women are viewed in the work place. This study is important for women, young girls, teachers, administrators, and officials in educational leadership. The ability for women to have their voices and experiences heard is one of the primary benefits from this study.

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Picková, Iva. "Transformation of identities in international educational milieu of university in Sweden." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83459.

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This thesis focuses on the transformation of identities of international master students attending Örebro University along with their perception of how this experience will affect their future. A qualitative content analysis of 10 semi-structured interviews was employed to explore the topic and answer the research questions. The thesis is guided by the theoretical background that stands on the synthesis of Jenkins’ perception of identity and the identity theory, supplemented by the understanding of international students as ‘student travellers’. The analysis of respondents’ narratives revealed that all aspects of their identity were affected. International students, throughout their stay abroad, live in a certain bubble as they distance themselves from the society on one hand and identify with the international students’ group on the other, affecting their social identity. However, before a new identity is formed and while the old one is being changed, the students experience a state of limbo during which uncertainty of roles emerges. Their person identity is influenced as well due to the international experience providing an opportunity to consciously alter some aspects of personality and, furthermore, to promote their independence, open-mindedness, and awareness of other cultures. Additionally, through contact with these other cultures, the international student develops into a person of two minds – international and of the country of their origin. In regards to the students’ perception of the future, the desire to stay international, to travel and live abroad is essential in creating something of a nomad life. Moreover, the respondents considered the international experience to have a positive impact on their career through an advantageous position over others along with the acquisition of an international network.

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Ní, Mhuircheartaigh Caitríona. "An ethos or an afterthought? : an exploratory study into the educational inclusion of Gypsy/Travellers in a local authority." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10022671/.

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This study explored the educational inclusion of Gypsy/Travellers (G/Ts) in a Local Authority (LA). Using a qualitative design, underpinned by a transformative ethos, it employed unstructured interviews to gather the perspectives of Irish Traveller (IT) parents and School Staff (SS) on the barriers and opportunities for inclusive education (IE) in the local context. Thematic analysis carried out separately on both data sets revealed that similar topics were raised by both sets of participants, which can be understood within three overarching concepts (‘over-arching-concept’s); Discriminatory Attitudes, Achieving Education for All and Creating Welcoming Communities. However, critical differences between how similar issues were understood emerged. These related particularly to understandings of equality and equity and the responsibility for inclusion. These ‘over-arching-concept’s are discussed in relation to how they create a story of exclusion from, rather than inclusion in education for these communities. The study concludes that in order to redress the historical and ongoing discrimination and exclusion experienced by these communities, a positive action approach to developing policies and practices, which complements a more equitable understanding of IE among educational services in this context is needed. Implications for Educational Psychology (EP) practice to support the development of IE in targeted areas within Bronfenbrenner’s (1979) eco-systems are suggested.

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Braude, Shelley Rose. "Exploring the experiences and perceptions of school staff regarding their use of a distance travelled tool as part of a new initiative." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021594/.

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The growing emphasis on the application of evidence based practice (EBP) together with an increasing pressure on Local Authorities (LAs) to demonstrate the efficacy and cost-effectiveness of the services that they fund has lead to the introduction of evaluative tools across many of the public services. Distance Travelled Tools (DTTs) are considered to be a useful measure of progress made over time in response to an intervention and can therefore be used to provide this kind of evidence. A semi-rural LA in England developed a DTT for use across the services for children and young people. The implementation of the tool as part of the work undertaken by practitioners represented a significant change in practice. In this study I explored the perceptions and experiences of mainstream primary and secondary school staff in the implementation of this DTT. Semi-structured interviews were undertaken with twenty members of staff from eight mainstream education settings (five primary and three secondary). I transcribed the interviews verbatim and analysed them using thematic analysis. The analysis revealed two super-ordinate themes, six themes and 25 sub-themes, which shed light on staff’s experiences of applying the DTT. The first super-ordinate theme relates to the perceptions of staff regarding their use of the DTT to their work, specifically: in supporting holistic working; in enabling staff to elicit, share and understand the perspectives of stakeholders; and to formulate and support next steps. The second super-ordinate theme relates to school staff’s experiences of implementing the tool, including: the issues associated with the tool’s format; specific motivators and difficulties associated with the process of implementation; and the utility of the tool as a means of providing evidence for the LA. In highlighting the experiences and perceptions of the tool’s users, this study has implications for the application of this type of tool in supporting the work undertaken by a range of practitioners who work with vulnerable pupils and their families. By exploring the perceived issues and benefits of implementing a DTT, this study also has implications for the work undertaken by Educational Psychologists to support organisational change associated with the implementation of new evaluative procedures and practices.

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Fast, Danene K. "Bus Drivers, Customers, & Canes:Exploring Accessibility to Public Transportation for Travelers with Vision Loss." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529780547432842.

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Cudworth, David. "Negotiations of power and resistance : a spatial exploration of educational policy and practice with particular attention to the stories surrounding the learning and teaching of Gypsy/Traveller children." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/14307.

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The educational underachievement of Gypsy/Traveller children was first identified in the late 1960s. Yet subsequent government reports and other sources from the mid-1980s through to the 2000s continue to emphasise the significant educational ‘underachievement’ of children from these communities. This thesis makes an original contribution to knowledge by considering why nothing much seems to have changed for these children for over fifty years. It does this by exploring the distinctive relationship between these children’s particular lifeways and the educational structure of schooling in England. The theoretical aim of this work is to consider the lived experience within the context of spatial theory. By deploying a spatial ‘lens’ to analyse the schooling situation faced by Gypsy/Traveller communities, this thesis makes a further significant contribution to knowledge. Space and place are being reconceptualised, particularly within the social sciences, in order to help make sense of the power relations implicit within contemporary capitalist society. However, educational enquiry has only recently begun to embrace this ‘spatial turn’ and this thesis therefore offers an original empirical insight into this developing field of investigation. The work finds that some teachers and some schools are able to adapt dominant cultural practices in order to accommodate Gypsy/Traveller children. However, many schools find this difficult to achieve due to tension between the cultural norms and expectations associated with the dominant cultural norm of Sedentarism and those of Nomadism, which continues to be a strong cultural characteristic of many Gypsy/Traveller communities. A further finding highlights how community encouragement for the adoption of strict gender roles at a young age is also at the heart of the ‘problem’ of educational underachievement, as some parents restrict access to schooling beyond primary education. Despite this, it was found that, for some girls, schooling proved to provide a space in which to challenge the gender norms of their communities. There is limited literature relating to issues of gender and the schooling of Gypsy/Traveller children, and this work offers an empirical insight into this developing field of enquiry.

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Dickey, Michele D. "3D virtual worlds and learning : an analysis of the impact of design affordances and limitations in active worlds, Blaxxun interactive, and onlive! Traveler; and a study of the implementation of active worlds for formal and informal education /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124569298.

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Menardi, Ana Paula Seco. "A educação na literatura de viagem e na literatura jesuitica - seculos XVI e XVII." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251657.

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Orientador: Jose Claudinei Lombardi
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-15T10:25:45Z (GMT). No. of bitstreams: 1 Menardi_AnaPaulaSeco_D.pdf: 2368786 bytes, checksum: a060ac06c2ff41c81351f911f01d3ccb (MD5) Previous issue date: 2010
Resumo: O presente trabalho trata sobre a educação na Literatura de Viagem e na Literatura Jesuítica, buscando trazer à tona o seu caráter ideológico. Entendemos por Literatura de Viagem o conjunto de obras, sejam elas escritas por colonizadores, aventureiros, comerciantes, naturalistas ou exploradores, que trazem informações e imagens que deram à Europa uma visão do Novo Mundo através de uma experiência própria proporcionada pela viagem. E por Literatura Jesuítica, os muitos escritos deixados pelos membros da Companhia de Jesus em diferentes formatos: cartas, sermões, narrativas, relatórios, tratados, informativos. Os relatos produzidos pelos viajantes e jesuítas estrangeiros que estiveram no Brasil ao longo dos séculos XVI e XVII são testemunhos fundamentais das viagens e dos contatos estabelecidos com os habitantes do Novo Mundo, sendo uma parte integrante do próprio quadro do processo de conquistas e colonização. Os europeus foram os primeiros a construírem um conhecimento referente à educação no Brasil, entendida tanto no sentido amplo: enquanto conhecimento e observação dos costumes e da vida social, civilidade, polidez, cortesia, cultura socialização e sociabilidade, como também no sentido mais restrito: como meio de adquirir formação e desenvolvimento físico, intelectual, religioso e moral, na sua forma institucionalizada, no sentido mesmo de instrução, de ensino, escolarização. A forma como viajantes e jesuítas estrangeiros, mais especificadamente europeus, observaram, interpretaram, registraram e construíram um conhecimento acerca da educação estão ligadas, direta e indiretamente, a uma visão de mundo socialmente condicionada, representando, portanto, a visão de mundo do branco ocidental civilizado e cristão. Os relatos dos viajantes e jesuítas estrangeiros são expressões ideológicas que refletem as concepções de colonização, sociedade e educação de seu tempo, servindo tanto aos propósitos da Coroa portuguesa como também da Igreja reformada. A questão que se colocou para este trabalho foi justamente como alguns viajantes e jesuítas que estiveram no Brasil nos séculos XVI e XVII e observaram a sociedade colonial brasileira construíram imagens, forjaram interpretaram a sociedade brasileira, articularam informações, fatos e idéias, elaboraram teorias, de forma a expressar uma concepção ideológica de sociedade, religião e educação. Ou seja, como construíram e reproduziram um conhecimento a respeito da educação no Brasil, através de suas obras, buscando desvendar o caráter ideológico desses escritos resultantes das viagens.
Abstract: The present work regards the Education in Travel Writing and Jesuit Literature, seeking to bring out its ideological nature. Travel Writing is all works written by colonizers, adventurers, traders, naturalists and explorers who have information and images that gave Europe a vision of the New World through an experience provided by the trip. And Jesuit literature, the many writings left by members of the Society of Jesus in different formats: letters, sermons, narratives, reports, treaties, information. The reports produced by the Jesuits and foreign travelers who visited Brazil during the sixteenth and seventeenth centuries are evidence of the fundamental travel and contacts established with the inhabitants of the New World, and is part of the very framework of the conquest and colonization. The Europeans were the first to build a knowledge related to education in Brazil, as understood in the broad sense: as knowledge and observation of manners and social life, civility, politeness, courtesy, culture, socialization and sociability, but also in the narrower sense: as a means to gain training and physical, intellectual, religious and moral, in its institutionalized form, in the same sense learning and acquisition of knowledge. The way that travelers and foreign Jesuits, more specifically the Europeans ones, observed, interpreted, recorded and built a knowledge of education are linked, directly and indirectly, to a worldview socially conditioned, and thus become the world view of Western White civilized and Christian. The accounts of foreign travelers and Jesuits are ideological expressions that reflect the views of colonization, society and education of his time, serving both the purposes of the Portuguese crown, but also of the Reformed Church. The question asked for this work was just as some travelers and missionaries who came to Brazil in the sixteenth and seventeenth century and found the Brazilian colonial society constructed images, forged interpreted the Brazilian society, articulated information, facts and ideas, developed theories of order to express an ideological conception of society, religion and education. That is, as constructed and reproduced knowledge about education in Brazil, through his works, trying to uncover the ideology of these writings of journeys.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação

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(9790535), Patrick Danaher. "Learning on the run: Traveller education for itinerant show children in coastal and western Queensland." Thesis, 2001. https://figshare.com/articles/thesis/Learning_on_the_run_Traveller_education_for_itinerant_show_children_in_coastal_and_western_Queensland/13420544.

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" S2Learning on the RunS3 refers to the educational experiences of the primary school children travelling along the agricultural show circuits in coastal and western Queensland. This thesis examines those educational experiences by drawing on the voices of the show children, their parents, their home tutors and their teachers from the Brisbane School of Distance Education, which from 1989 to 1999 implemented a specialised program of Traveller education for these children (in 2000 a separate school was established for them). The thesis focusses on the interplay among marginalisation, resistance and transformation in the spaces of the show peoples itinerancy. It deploys Michel de Certeaus (1984, 1986) concept of tactics of consumption and Mikhail Bakhtins (1986a) notions of outsiddness and creative understanding to interrogate the show peoples engagement with their absence of place, the construction of their otherness and forms of seemingly unproblematic knowledge about their schooling. Data gathering techniques included semi-structured interviews with forty-two people between 1992 and 2000 in seven sites in Queensland - Mackay, Bundaberg (over two years), Emerald, Brisbane, Rockhampton and Yeppoon - and document collection. The thesiss major finding is that the show peoples resistance and transformation of their marginalising experiences have enabled them to initiate and implement a significant counternarrative to the traditional narrative (and associated stereotypes) attending their itinerancy. This counternarrative has underpinned a fundamental change in their schooling provision, from a structure that worked to marginalise and disempower them to a specialised form of Traveller education. This change contributes crucially to understanding and theorising the spaces of itinerancy, and highlights the broader significance of the Queensland show peoples S2learning on the runS3. " -- abstract.

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Huang, Shih-tien, and 黃詩恬. "The Footprints on Shell Sand—A Traveler of Outlying Island Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53403436706583559766.

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碩士
國立臺東大學
教育學系(所)
102
Based on a qualitative research approach, this study examined the relationship of cultural environment, industry development, and education as well as the current status of school education in Jibei Island, Penghu through the self-inquiry of a teacher and her interviews with five teachers. Jibei is a small island located north of Penghu Islands. With fishing and tourism as the primary economic activities, Jibei has a unique human and cultural environment. Under the influence of environmental factors, villagers and parents take a more lenient attitude towards education, and students have less motivation to set goals and ambition for their future. Unavoidably, schools located in this community are affected by the local environment. In face of environmental factors, schools should rethink their direction of education, attempt to broaden the horizon of students, and maintain a neutral stance in local affairs involving interest of local factions. To achieve these goals, school administration and the principal must undertake greater responsibilities. The turnover rate of teachers is high in outlying island schools. The effectiveness of education is usually overshadowed by the effects of environmental factors. Jibei offers some experiences regarding how pursuit of only economic development may affect education on an outlying island .

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Cammarano, Cristina. "The Philosophically Educated Teacher as a Traveler." Thesis, 2012. https://doi.org/10.7916/D85B08JH.

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My dissertation investigates teachers' thinking within that "oscillating place of difference" that is the classroom. I propose that teachers think and see differently in the classroom because they have practiced, like travelers, the dynamic thinking which makes them open to novelty, attentive to difference, reflective wayfarers on the paths of the world. I offer a threefold articulation of teaching into thinking, traveling and philosophizing . My guiding figure is that of teacher as traveler. I focus on the teacher's way of seeing the familiar and the unfamiliar in the classroom. Reliance on teaching routines is considered as a sign of the need for the teacher to feel at home in the classroom, and as a response to the inherent uncertainty of the educational experience. Dewey's conception of reflective thinking is put at work to explain teachers thinking in the classroom: reflection is a twofold movement of the mind that at first focuses on the given particular of the experience, and that also expands and opens up the given to new possible interpretations. The third chapter proposes to historicize the metaphor of teacher as traveler by considering Graeco-Roman thinking about travel and movement in relation to knowledge and wisdom. I consider the thesis that traveling is conducive to learning and wisdom. Herodotus explicitly connects travel to knowledge. The presence of itinerant teachers in Ancient Greece seems to reinforce this connection, as does the mythological representation of the ideal teacher as the centaur Chiron. I then posit an antithetical idea: that traveling be counterproductive because in travel the person is exposed to distraction, loss of focus, fragmentation. This antithesis is endorsed by Seneca's Epistles to Lucilius. The dissertation moves to a re-examination of the figure of teacher as traveler in relation to the idea of home. The traveler reaches out and explores novelty and alterity in a meaning-making relation to where she is from. Similarly, the teacher thinks in the classroom by being attentive to newness and difference while keeping in mind the home or familiar: her routines, her curriculum, her tradition Montaigne's humanistic philosophizing is considered in its constitutive dynamism. The way to the knowledge of home-- and the wisdom deriving from it-- passes through the encounter with the Other, be it the indigenous inhabitant of the new world, or the neighboring country, or a different language. Like a traveler, a teacher retains her freedom to move and to chose the direction to her steps, and carries the necessary provisions and supplies: enough to get around, but not too many to weigh her down. The teacher as traveler can read the world of experience, can read her discipline, and can read her students by paying attention and knowing their pace. The encounters that are at the heart of the educational experience, between teachers, students, works and things of the world, all concur to exercise the mind of a traveler: a mind that finds itself " at home" in the world.

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Warneke, Sara. "A ship of shadows : images of the educational traveller in early modern England / by Sara Warneke." Thesis, 1991. http://hdl.handle.net/2440/19368.

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HUANG, PAO-YI, and 黃柏儀. "A Study of Travelers’ Experience, Leisure Education and Behavioral Intention in Organic Leisure Farms." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/70549041180252230147.

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碩士
輔仁大學
餐旅管理學系碩士班
102
Nowadays, people become more aware of food safety issues and intent to purchase organic produces or the procudes with licences. In addition, leisure activity happnes to be a critical event for family and friend during the weekends. The purpose of this study was to investigate the influence of activity experience and leisure education on travelers’ behavioral intention in organic leisure farms. The questionnaire was used to collect data through purposive sampling method. Travelers participating activities in the farms were recruited in this study. The data was collected from March to May in 2014. A total of 392 questionnaires were collected with a response rate of 87%. The descriptive statistics, reliability analysis, factor analysis, correlation analysis and regression analysis were uesd to test the research hypotheses of the study. Study results indicated that activity experience in organic leisure farm has a significant influence on leisure education. Leisure education in organic leisure farm has a significant influence on travelers’ behavioral intention. The activity experience in organic leisure farm has a significant influence on travelers’ behavioral intention. The study results were expected to make a valuable theoretical and practical contributions to leisure agriculture in Taiwan.

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Hodges, Demetricia L. "A Road Less Traveled: Learning With And From Contemporary Black Secondary School Leaders." 2016. http://scholarworks.gsu.edu/eps_diss/139.

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Effective school leadership is at the center of educational reform in urban environments. Constituents expect school leaders to transform under-performing schools. However, the educational leadership field relies on traditional ideologies that largely ignore Black principals’ experiences and exclude their voices from politically engaged conversations on leadership. The purpose of this qualitative study was to explore four contemporary Black school leaders’ perspectives of their practices in urban environments. Cultural Historical Activity Theory and Distributed Leadership Theory informed the multiple case study. I employed ethnographic data collection methods of prolonged engagement, interviews (formal and informal), shadowing, documents and artifacts, on-line discussions, field and reflexive journals, and memos, which allowed for crystallization of the data. I adopted and adapted grounded theory and analytic induction to interpret and re-present the Black school leaders’ educational philosophical beliefs, perspectives of traditional preparation, and conceptualizations of leadership that influenced their practices. The findings revealed that the four contemporary Black school leaders from middle and high schools held belief systems that challenged traditional structures and differed from White majority leaders’ beliefs, which aligned with white supremacy and deficit ideologies. The participants thought differently about the purpose of education for all students, especially marginalized groups. These thoughts helped shape their conceptualizations of effective school leadership as an alternative to traditional canons. Their leadership ‘model’ afforded them the ethical latitude to challenge the political sociocultural structure of ‘minimum competency’ standards to afford their students ‘high performance’ school communities. The findings also highlighted traditional leadership programs as ineffective and irrelevant for preparing aspirants to affect substantive changes in contextualized school environments, particularly when the classroom discourse obfuscates issues of equity, race, class, and cultural diversity. Furthermore, the findings revealed participants’ practices, undergirded with moral imperative, humanism, and social justice perspectives, were strategically implemented to dismantle unjust structures. In so doing, they were able to provide students equitable school conditions that allowed them to learn to their highest capacities. Indeed there is the urgent need to include race, ethnic, class, and culturally diverse perspectives in program preparations, policies, and theoretical paradigms to help shape how we think and thus practice school leadership.

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Wang, Hao-Ting, and 王皓亭. "Travelers’ Awareness and Cognition on Emergency Equipment and Safety Education for High Speed Rail：A case of Taiwan High Speed Rail." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93800250805174277201.

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碩士
銘傳大學
觀光事業學系碩士在職專班
99
This study investigates the level of awareness by high-speed-rail passengers on emergency equipment, as well as their cognition level on the education of emergency safety. Analysis is based on information gathered from survey. From the bulletin of Taiwan High Speed Rail Corporation that reminds passengers about emergency safety, the questionnaire is formed. The questionnaire is divided by four categories, “Rules and Penalties”, “When to Use”, “Operating Procedure”, and “Location of Emergency Apparatus”. Passengers’ cognition on emergency safety is analyzed by one-way ANOVA and two-way ANOVA, for determining whether there are significant differences by passengers’ attribute. In addition, Importance-Performance Analysis (IPA) is also performed to pinpoint flaws in the education of emergency safety and items that need to be improved by the Taiwan High Speed Rail. The results showed that passengers’ cognition on the education of emergency safety is higher for “Rules and Penalties”, as opposed to their cognition towards “Location of Emergency Equipment” being lower. Moreover, the older of the passengers are the lower of their cognition level on emergency equipment. Conversely, the younger of the passengers are the higher of their cognition level. There are significant differences among passengers by their level of education. That is, the lower of their education level, the lower cognition. Conversely, the higher of their education level are the higher of their cognition. By occupation, homemakers generally have lower cognition level than others, in which students have comparatively higher cognition. The results of this study may be used as helpful references to the promotion of safety education by the Taiwan High Speed Rail Corporation.

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Martinez, Rose Marie 1966. "The road less traveled : factors affecting community college transfer student admission to a public flagship university." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1246.

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Although much has been written about the challenges affecting transfer students, a mixed method study on transfer admission, particularly at the institutional level is an intriguing, albeit unexplored endeavor. In Texas, there is an added dimension of interest given the presence and popularity of the Top 10% Law. This study sought to provide a comprehensive portrait of transfer admission at The University of Texas at Austin from the 1990s to 2007. A sequential explanatory design was employed to identify changes in transfer admission policy and practice and to address if there were differences in admission rates among the major transfer pathways to the state’s largest flagship institution (Creswell, Plano Clark, Gutmann, & Hanson, 2003). Two main conclusions emerged from this study. First, transfer admission became more competitive and selective after the passage of the state’s Top 10% Law in 1997. Second, qualitative and quantitative findings suggested the implementation of a conditional transfer guarantee program for highly selective freshman applicants resulted in significantly less opportunity for transfer applicants from community colleges and other transfer routes to be admitted. Based on these findings, recommendations included reinvesting in a community college transfer student recruitment and scholarship program and significantly reducing the size of the university’s conditional transfer guarantee program for admissible freshmen applicants. A final suggestion was to identify and value the community college route in the holistic transfer admission process given the large proportion of first-generation college, low-income students who comprise this population. To avoid perceptions of sponsored mobility and to promote a social justice rationale, a pre-selection transfer program to prospective freshmen should be revisited given the adverse effects on the community college transfer population. With over 600,000 students enrolled in Texas 2-year colleges, a viable pathway to the state’s most prestigious flagship university provides increased opportunities for social mobility to the many competitively admissible first-generation and low-income students populating public 2-year colleges and seeking a baccalaureate degree from UT Austin.
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van, den Eynde Alison. "What’s good for some is not good for others? A critical inquiry into what constrains and drives wellbeing travel participation in Australia." Thesis, 2017. https://vuir.vu.edu.au/34844/.

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Current literature reports wellbeing travel as a rapidly increasing, profitable international tourism sector. Wellbeing travel is positioned as an antidote to the declining wellbeing in western societies. However, it is also reported that those travelling for wellbeing are for the most part, already ‘healthy and wealthy’, predominately white, middle class and female. Partly in response to the literature, this thesis draws attention to wellbeing travel as more than just a growing tourism sector. In a critical examination of wellbeing travel this thesis explores how and why a small group of people are travelling for wellbeing, and why other people are not. It is argued that non-travel is not an indiscriminate occurrence, but a multi-faceted and sometimes deliberate process, resulting in exclusion.

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SLADKOVSKÁ, Barbora. "Kapitoly ze života Ladislava Malého (1862-1956)." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-381474.

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The main aim of this thesis is to describe the personality and life of Ladislav Malý (1862-1956), a teacher, writer, traveller and amateur national historian, who put forward the foundation of the Museum of Příbram. The thesis also tries to situate Ladislav Malý's life into the context of the era and to assess his importance in the history of Příbram, the Příbram region and the Habsburg monarchy, respectively the Czechoslovak Republic. The third task of the thesis is to assess if Ladislav Malý fits in this context and whether or not, in some way, he is out of it. The story about Ladislav Malý is not strictly chronological. As the title "Chapters from Ladislav Malý's Life" sais, the individual aspects of his life (teacher's work, writing, traveling, etc.) are described separately to make them easier to understand and to place them in the overall picture of the era of second half of the 19th century till the middle of the 20th century.

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LIŠKOVÁ, Kateřina. "Popis turistických cest v Novohradských horách a jejich podhůří (turistické cesty pěší, cyklistické, lyžařské a vodácké)." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-85452.

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This graduation theses describes walk, cyclist, ski-ing and waterman{\crq}s tourist roads and educational trails in the Novohradské Mountains, its highlands and in part of the Třeboňská basin {--} in the territory demarked by tourist map {\clqq}Novohradské Mountains``, from edition Club of czech tourists, in ratio scale 1:50 000. Particular roads are described in text and in general tables, whereby is possible easy reproach the character of mentioned tourist roads. Methodology of work, which was taken over from D. Bobrová (2002) and description of particular tourist roads, is a substantial part of graduation theses. Introductory chapters specify the respective area from physical-geographic and social-geographic point of view. The appendix is formed by gazetteer, which processed D. Bobrová (2002) and by graphic part, formed by photographies.

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Dissertations / Theses on the topic 'Traveller education'

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