Tesis sobre el tema "Educational"
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Wilcox, Susan. "Educational development in higher education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.
Texto completoHarvey, Blane L. "Rationality, education, and educational research". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.
Texto completoLong, Jonathan C. "Spiritual education in an educational context". Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.
Texto completoMcNamee, M. J. "The educational justification of physical education". Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.
Texto completoBelha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa". Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.
Texto completoTitle from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
Stanley, Monica. "Co-operative education : an effective educational strategy". Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/482.
Texto completoCo-operative Education is an integrated learning model that consists of an academic and Experiential Learning component. The concept of Co-operative Education is based on the application of theory and knowledge obtained in the classroom, and the development of practical skills using current technology and techniques in a real workplace context. Co-operative Education is formally recognised as an educational strategy and academic program that is part of the integrated curriculum. The primary aim of Co-operative Education is to prepare a graduate for a particular vocation or profession and is based on a co-operative partnership between a learning institution, an employer and a student, with specified responsibilities for each stakeholder or partner. Experiential Learning is a component of Co-operative Education and consists of interactions such as a formal training module, vocational learning and career experiences. Experiential Learning plays a crucial role in the development of attitudes such as responsible citizenship and professional ethics. The interdependence of the academic and Experiential Learning component of certain curriculum provide a learning experience adequate to meet the demands specified in learning outcomes of teaching programmes and qualifications. The purpose of this paper is to introduce the fundamental concept of Co-operative Education and to briefly explain and evaluate the current practices at the Central University of Technology, Free State.
Duta, Adriana. "Parental education, intergenerational educational mobility and fertility". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/397605/.
Texto completoTesching, Karin. "Education and Fertility : Dynamic Interrelations between Women’s Educational Level, Educational Field and Fertility in Sweden". Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-63761.
Texto completoVieira, Marques Da Costa R. M. "Education, work and crime : evidence from educational reforms". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10047101/.
Texto completoBrown, Darla M. "Political and educational perspectives of effective ELL education". Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/290159.
Texto completoMeier, Lori T. "Educational Experience, Foundations, and Dissent in Teacher Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5884.
Texto completoZangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.
Texto completoLundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education". Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.
Texto completoAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.
Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia". Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.
Texto completoÖsterman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective". Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.
Texto completoWiens, John Richard. "Hannah Arendt and education, educational leadership and civic humanism". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ51936.pdf.
Texto completoÅsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.
Texto completoBuckner, Marjorie M. "Parents' Expressed Educational Dissent in Middle School Education Systems". UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.
Texto completoAscher, Tamar. "The role of educational belief systems in teacher education". Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340825.
Texto completoEvans, Michael Pier. "Inside Education Organizing: Learning to Work for Educational Change". Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.
Texto completoOver the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Greatorex, Jacqueline Teresa Ann. "Educational levels in a higher education and healthcare context". Thesis, University of Derby, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365047.
Texto completoHill, Katherine. "Educational Pluralism: Charter Schools as Laboratories for Education Reform". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1956.
Texto completoBisinoto, Cynthia, Claisy Marinho y Leandro da Silva Almeida. "Educational psychology in higher education: Current scene in Portugal". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.
Texto completoCon el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
Wu, Yi. "The equality of educational opportunity in Chinese higher education". Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4884.
Texto completoDesde 1998, o governo chinês tem vindo a introduzir reformas no ensino superior: o número de estudantes tem aumentado, assim como o valor das propinas. O objectivo deste estudo é abordar a diferença de igualdade educacional entre as áreas urbanas e rurais desde 1998 até hoje. Esta tese irá debruçar-se sobre se a reforma do ensino superior acentuará a diferença existente entre as áreas urbanas e rurais, zonas desenvolvidas e subdesenvolvidas na China. Primeiramente, esta tese demonstrará as diferentes oportunidades de acesso no sistema educacional chinês no ensino superior. Alguns documentos estatísticos serão abordados para discutir as diferentes oportunidades no ensino superior entre áreas urbanas e rurais na capital Pequim e em toda a China. Seguidamente, este estudo debruçar-se-á sobre as possíveis causas que determinam a diferença de oportunidades no ensino superior chinês. Irá também fornecer visões pessoais acerca da influência da reforma do ensino superior, incidindo sobre a evolução das desigualdades entre áreas urbanas e rurais. Posteriormente, esta tese conclui que a reforma no ensino superior chinês influencia tanto os estudantes de áreas rurais como de urbanas. Apesar de a reforma ter aspectos positivos, esta aumenta a diferença e desigualdade de oportunidades entre as zonas urbanas e rurais no ensino superior.
Since 1998, Chinese government has launched reform on higher education: rapid enrolment expansion and increasing tuition. The purpose of this study is to present the gaps of educational equality between urban and rural areas after 1998. This thesis will discuss if the higher education reform enlarge the existing gap between urban and rural areas, and developed and less-developed areas in China. First of all, this thesis will give the demonstration of entrance opportunity on Chinese higher education. Some statistical description will be used to discuss the difference of higher educational opportunity between urban and rural areas in capital Beijing and whole China. Secondly, the thesis will discuss some reasons from some different facets that cause the opportunity difference in Chinese higher education. And also will give some personal ideas on the influence of higher education reform, especially influence of difference between urban and rural areas. In conclusion, the study finds that Chinese higher education reform influencing both urban students and rural students. Although the reform has some positive factors, it enlarges the gap and inequality of opportunity between urban and rural areas on higher education.
Mennell, Laura. "The role of the educational psychologist in further education". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.
Texto completoWhittington, Charles David. "Educational hypertext". Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366899.
Texto completoLyons, Erica Jade. "Educational inequity". Click here to view, 2009. http://digitalcommons.calpoly.edu/socssp/11/.
Texto completoProject advisor: Christopher Bickel. Title from PDF title page; viewed on Feb. 2, 2010. Includes bibliographical references. Also available on microfiche.
Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.
Texto completoMatsuda, Masami, Katsumasa Ota y Chiharu Ito. "Educational content in nurse education in Japan: A Delphi study". SAGE Publications, 2011. http://hdl.handle.net/2237/16635.
Texto completoYas, Arlene Marion. "Perceptions of educational slides : implications for multicultural and development education". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26636.
Texto completoEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Henry, Colin y edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE". Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
Texto completoApusigah, Agnes Atia. "Restructuring education in Ghana, a case for reconceptualizing educational aims". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52037.pdf.
Texto completoDurovy, David Edward. "Breaking educational paradigms : empowering design education through multi-disciplinary collaboration". Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/17503.
Texto completoPeera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.
Texto completoDowd, Courtney. "Sexual health education in the context of Quebec educational reform". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.
Texto completoActuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr
Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education". Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.
Texto completoOkonko, N. E. "Teacher education and educational development in Imo state of Nigeria". Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381664.
Texto completoANTUNES, FLAVIA LOBO DE CASTRO. "BUILDING CONTENT FOR EDUCATIONAL TV PROGRAMS: COMMUNICATION AND EDUCATION CHALLENGES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25441@1.
Texto completoA dissertação trata das questões enfrentadas por profissionais de comunicação e educação, que trabalham na produção de conteúdo para TV educativa. O estudo de caso, desenvolvido com 10 produtores da MultiRio, no período de maio a julho de 2014, seguiu a abordagem qualitativa. O foco da análise é a percepção de conteúdo educativo compreendida por estes profissionais e como esta acepção norteia a produção destes programas. A TV educativa, lócus desta pesquisa, apresenta características comuns ao meio, como entretenimento e informação. Todavia, possuiu peculiaridades, constituindo o objetivo primeiro deste tipo de emissora: educar e formar a audiência. O presente trabalho desenvolve-se a partir da Pedagogia da Comunicação, desenvolvida por Mario Kaplún, no estudo da educação e da comunicação, configurando o que o autor chamou de educação informal, assumindo esta modalidade de TV seu papel na promoção do desenvolvimento humano. A MultiRio é a empresa municipal de multimeios, vinculada à Secretaria Municipal de Educação do Rio de Janeiro. Os objetivos da empresa são a articulação entre a sociedade e a educação, atuando ainda na capacitação continuada de professores e alunos da rede pública municipal. Desde sua criação, em 1993, foram mais de 4.200 programas produzidos e veiculados em sistema aberto e fechado de televisão. As considerações do estudo demonstram a existência de conflito entre as duas áreas, evidenciando uma tensão entre aprendizagem e entretenimento, sugerindo que este conflito pode ter origem na percepção sobre o papel da escola e do ensino na sociedade e desta através da TV.
This dissertation brings questions which are faced by communication and education professionals who work with content production for educational TV. This is a case study that has a qualitative approach. It was developed from May to July of 2014 with ten producers who work at MultiRio. The focus of this analysis is to perceive how these professionals comprehend educational content and also to understand how this perception influences the production of these programs. Educational TV has its own characteristics such as entertainment and information. However, it has its peculiarities. The first goal of this kind of station is educating and achieving viewership. This research was developed within the studies of Mario Kaplún on Pedagogy of communication. This author brought the concept of informal education assuming that this type of TV plays a role in promoting human development. MultiRio is a city government company which is connected to the Educational Secretary of the city. The company goals are mainly to articulate society and education as well as promoting continued formation for students and teachers from public schools. Since its creation, the company has produced and aired more than 4.200 programs both on open and paid TV. This study found out that there is a conflict between the two fields which showed a tension between learning and entertaining. It suggests that this conflict may have been originated in the perception about the role of the school and the role of teaching in the society and through TV.
Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
Texto completoOn t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
Crowl, Kelly. "Aligning educational standards to the education of academically talented students". Ashland University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1450100931.
Texto completoUmstead, Helen G. "Determining the Value of Outdoor Adventure Education for Educational Leaders". Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268317.
Texto completoThis investigation attempts to determine the value of outdoor adventure education for educational leaders based upon leadership qualities identified in both the Educational Leadership and Outdoor Adventure Education (OAE) literature. Theoretical underpinnings of outdoor adventure education and claimed leadership outcomes resulting from OAE participation are identified and investigated. Three leadership skills identified as both OAE outcomes and constructs valuable to educational leaders (Self-efficacy, Collaboration, and Trust) are the focus of this mixed methodology study.
Research questions are proposed and addressed using mixed methodology. The anonymous online Outdoor Adventure Education Survey was developed based on previous research (Gareis & Tschannen-Moran, 2004; Rhodes & Martin, 2013; Tschannen-Moran & Barr, 2004; Tschannen-Moran & Gareis, 2004) and with input from educational leadership and OAE experts. Qualitative measures, including participant focus groups and key informant interviews, were developed with the advice of OAE and educational leadership experts before implementation.
Volunteers at a one-day OAE ropes challenge course participated in the anonymous online Outdoor Adventure Education Survey one week after course implementation of a one-day ropes challenge course and focus group discussions occurred within one month in order to allow for reflection, a major component of Experiential Learning Theory. Facilitators and group leaders participated in individual key informant interviews at irregular intervals after implementation.
Analysis revealed that OAE impacted self-efficacy in ways that are valuable to leadership, increased participants’ collaboration, and generally increased trust among members of each group. Results varied based on the obstacles encountered and by the group participating, but were positive overall. Additional outcomes included participants’ increased awareness of the importance of open communication, including active listening, and shared decision-making while solving problems collaboratively.
O'Neil, Kason y Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.
Texto completoMartin, Kevin Joseph. "Educational Development Needs of Higher Education Faculty Working With ELLs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.
Texto completoSouthwell, Deborah Margaret. "Leadership in Australian higher education: lessons from female educational leaders". Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.
Texto completoHilmer, Günter. "Separation of educational and technical content in educational hypermedia". Göttingen Cuvillier, 2009. http://d-nb.info/1000421678/04.
Texto completoRazzaq, Jamila. "The management of educational change in Pakistani educational institutions". Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3216/.
Texto completoAlkitani, Said S. "Exploring the role of educational theory in educational policy". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.
Texto completoLai, Shu-Ju Alice. "Virtualizing art education : An educational ethnographic case study of a distance art education course /". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.
Texto completoWatkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.
Texto completoAl-Musawi, Ali Sharaf Ali. "Perceptions of quality in British higher education centres for educational technology and their implications for educational technology at Sultan Qaboos University". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294695.
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