Tesis sobre el tema "Movement-based participatory action research"
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Sarwer-Foner, Brian. "Strategies of Canadian environmental non-governmental organizations for protecting biodiversity : a participatory action research study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ44272.pdf.
Texto completoBhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
Texto completoEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Dashora, Pushpanjali. "Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.
Texto completoTávara, Vásquez María Gabriela. "“Reclaiming Our Hands”: Feminist Participatory Action Research With Andean Women of Peru". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108124.
Texto completoDuring the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Lam, Gary Yu Hin. "A Participatory Action Research using Photovoice to Explore Well-Being in Young Adults with Autism". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7322.
Texto completoKoo, Ah Ran. "Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.
Texto completoGonzales, Rogério Leite. "Aprendizagem baseada em projetos : uma Pesquisa Ação Participante no processo de ensino/aprendizagem de Sustentabilidade no curso de Administração de Empresas". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/180896.
Texto completoAs we move towards the third decade of the 21st century, the world faces significant and complex problems involving development and lifestyle, added by some more urgent challenges, such as increase in social inequalities, deforestation and extinction of species, climate change, and water scarcity and food safety. Although we can identify the results of the positivist and mechanistic model of development adopted in the Western world in particular, we have been unable to act in order to prevent the destruction of the planet. The education popularized in recent centuries with the aim of supporting and promoting the development model mentioned is being challenged in a global scale and has not been able to evolve. This exploratory study makes use of the Sustainable Education theory as a fulcrum in order to propose a Project-Based Learning (PBL) methodology in business administration courses and understand the effects of PBL when applied to sustainability teaching. The Theory of Experiential Learning (TEL) gives the theoretical support for understanding the processes experienced by the study subjects. Participant Action Research (PAR) was used as methodology to facilitate the design, implementation and monitoring of results, and verify the perceptions of students. During the twelve months of field research, it was possible to develop two application cycles of PBL, where more than 150 students built projects targeting a public wider than the university community, using sustainability as an overarching theme connecting propositions The study is based on the students' perception through continuous feedback and recursive processes of methodology adaptation in order to refine the methodological proposition of application of PBL and verify the students' perception regarding the proposition developed. Although the students were initially uncomfortable (given the progressive characteristic of the course, which puts the student in a position of prominence, often making students feel unable to or not interested in playing this role), this discomfort is generally resignified as learning at the end of the semester, after repeated processes of reflection on the experience. Similar to TEL and PAR, the intention of this thesis is to advance our understanding of the forms and results achieved with the use of PBL having sustainability as context, while being aware of how complex the theme is and how recursive the learning process is. We also acknowledge that there is room for improvement and adaptation of the methodology. We hope that this initiative may inspire fellow educators to make use of PBL or other active methodologies in order to assist them in the urgent transformation which is needed today.
Keevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts". Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5822.
Texto completoKeevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts". Faculty of Economics and Business, University of Sydney, 2009. http://hdl.handle.net/2123/5822.
Texto completoThis thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in the competitive tendering environment, large nationally-based organisations often attract the new funding sources. The concern of locally-based community organisations is that the apparent lack of understanding of their distinctive practice knowing is threatening their capacity to improve the well-being of local people and their communities. In this study, I work with practitioners, service participants and management committee members to present an account of their knowing-in-practice, its character and conditions of efficacy; and then investigate what happens when this local practice knowledge is translated into results-based accountability (RBA) planning with diverse organisations and institutions. This thesis analyses three points of observation: knowing in a community of practitioners; knowing in a community organisation and knowing in the community services field of practices. In choosing these points of observation, the inquiry explores some of the relations and intra-actions from the single organisation to the institutional at a time when state government bureaucracy has mandated that community organisations implement RBA to articulate outcomes that can be measured by performance indicators. A feminist, performative, relational practice-based approach employs participatory action research to achieve an enabling research experience for the participants. It aims to intervene strategically to enhance recognition of the distinctive contributions of community organisations’ practice knowledge. This thesis reconfigures understandings of the roles, contributions and accountabilities of locally-based community organisations. Observations of situated practices together with the accounts of workers and service participants demonstrate how community organisations facilitate service participants’ struggles over social justice. A new topology for rethinking social justice as processual and practice-based is developed. It demonstrates how these struggles are a dynamic complex of iteratively-enfolded practices of respect and recognition, redistribution and distributive justice, representation and participation, belonging and inclusion. The focus on the practising of social justice in this thesis offers an alternative to the neo-liberal discourse that positions community organisations as sub-contractors accountable to government for delivering measurable outputs, outcomes and efficiencies in specified service provision contracts. The study shows how knowing-in-practice in locally-based community organisations contests the representational conception of knowledge inextricably entangled with accountability and performance measurement apparatus such as RBA. Further, it suggests that practitioner and service participant contributions are marginalised and diminished in RBA through the privileging of knowledge that takes an ‘expert’, quantifiable and calculative form. Thus crucially, harnessing local practice knowing requires re-imagining and enacting knowledge spaces that assemble and take seriously all relevant stakeholder perspectives, diverse knowledges and methods.
Jones, Terrianne. "Participatory Action Research to Improve Caregiver Education based on Cognitive Performance Test Results for Persons with Alzheimer's Disease or Mild Cognitive Impairments". Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_ot_student_dissertations/33.
Texto completoO'Shea, Susan Mary. "The art worlds of punk-inspired feminist networks : a social network analysis of the Ladyfest feminist music and cultural movement in the UK". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-art-worlds-of-punkinspired-feminist-networks--a-social-network-analysis-of-theladyfest-feminist-music-and-cultural-movement-in-the-uk(5d20bada-4101-47be-9442-c58cefe18e4d).html.
Texto completoPavalow, Maura. "Toxic geographies : race, gender and sexuality based (micro)aggressions in higher education". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21590.
Texto completoKeith, Margaret Mary. "Analysis of a worker-based participatory action research approach to the identification of selected occupational health and safety problems in Canada using mapping". Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/2645.
Texto completoSabra, Houda. "Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40419.
Texto completoMartz, Sarah Antonia. "Connecting our roots : holistic health research with Boston Bar First Nation revitalizing traditional plant knowledge and building education capacity using an integrated community-based participatory action research approach". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7802.
Texto completoPhillips, M. Ann. "Mobilizing community and healing ourselves, a feminist, anti-racist, participatory action research approach to understanding women's health based on experiences in Jardim Sao Saverio, Brazil". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56256.pdf.
Texto completoWatts, Vanessa Blair. "Project PRIDE: Engaging High School Students in Reducing Teen Dating Violence in Their School". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1471880717.
Texto completoHawthorne, Timothy Lee. "A People-Centered GIS Analysis of Healthcare Accessibility and Quality-of-Care". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277862728.
Texto completoVaillancourt, Guylaine. "Mentoring Apprentice Music Therapists for Peace and Social Justice through Community Music Therapy: An Arts-Based Study". [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1255546013.
Texto completoTitle from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 263-277).
Allison, Trinity Faith. "FEASIBILITY OF TRANSITIONING A COMMUNITY-BASED TYPE 2 DIABETES PREVENTION PROGRAM FOR AT-RISK ADOLESCENTS TO AN AFTER-SCHOOL FORMAT USING PROCESS EVALUATION AND PARTICIPATORY ACTION RESEARCH". OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/632.
Texto completoGill, Leanne Margaret. "Building organisational capability". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16234/1/Leanne_Gill_Thesis.pdf.
Texto completoGill, Leanne Margaret. "Building organisational capability". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16234/.
Texto completoBoutwell, Laura R. ""This, What We Go Through. People Should Know:" Refugee Girls Constructing Identity". Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/72997.
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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.
Texto completoKidney, Colleen Anne. "Involvement in the Online Autistic Community, Identity, Community, and Well-Being". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/627.
Texto completoAkbar, Heena. "Socio-cultural context of managing type 2 diabetes in Australian Pacific Islander women living in Queensland". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/119162/1/Heena_Akbar_Thesis.pdf.
Texto completoColbert, Candace. "Character, Leadership, and Community: A Case Study of a New Orleans Youth Program". ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2597.
Texto completoAraújo, Luciana Pereira de. "Aplicação de técnicas de design em um sistema colaborativo para profissionais da saúde". Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/2041.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The multidisciplinary treatment in health area is the supporting to patients who need care of different health professionals. During this treatment the professionals should communicate and collaborate to solve the patient diseases. In a local study in the public health at Blumenau city, we have observed that there is a lack of communication and collaboration among these professionals. This lack of communication affects the multidisciplinary treatment. This problem occurs due to different geographic position in doctors offices and due to different availability of each professional. In this context, this work has realized an action research involving the Elderly Care Center of Blumenau city to help the development of a system that allows multidisciplinary treatment. Blumenau has a health system called PRONTO. However, this system does not allow the collaboration among health professionals during the healthcare. Thus, this work includes the multidisciplinary treatment in the actual system and allows the collaboration among the health professionals. We used the participatory design method to design the multidisciplinary treatment and its interface, in order to involve the professionals in the development. The Scenario Based Evaluation was used to evaluate the developed system. This method allows to identify the important scenarios to perform the tasks. The design, development and evaluation of multidisciplinary treatment occurred in four steps of action research. We conclude that the proposed system allows the multidisciplinary treatment in collaborative way. The system also decreased the lack of communication and collaboration problems.
O tratamento multidisciplinar na área da saúde é o tratamento prestado a pacientes que dependem da atenção de profissionais de diferentes áreas. Durante este tratamento, os profissionais devem se comunicar e colaborar para solucionar o problema do paciente. Em estudos realizados na rede pública da cidade de Blumenau, observou-se que existe falta de comunicação e colaboração entre estes profissionais prejudicando o atendimento multidisciplinar. O problema ocorre principalmente devido aos diferentes locais de trabalho e diferentes horários de atendimento destes profissionais de saúde. Nesse contexto, este trabalho realizou uma pesquisa-ação envolvendo o Centro de Saúde do Idoso da cidade de Blumenau, para auxiliar na construção de um sistema que permita o tratamento multidisciplinar. Blumenau possui um sistema de saúde denominado PRONTO, porém ele não permite a colaboração entre os profissionais de saúde durante o tratamento de um paciente. Sendo assim, o trabalho pretende incluir o atendimento multidisciplinar no sistema atual permitindo a colaboração entre esses profissionais. O método de design participativo foi utilizado para a construção do módulo multidisciplinar e de sua interface, com intuito de envolver os profissionais em sua construção e identificar as tarefas a serem realizadas. O método Scenario Based Evaluation foi utilizado para avaliar o sistema. Este método permite a identificação de cenários importantes para a realização das tarefas dos profissionais. A construção e avaliação do atendimento multidisciplinar desenvolvido ocorreu dentro de quatro ciclos de pesquisa-ação. Após o término da pesquisa-ação, podese concluir que as funcionalidades projetadas permitem o atendimento multidisciplinar de forma colaborativa com uma ferramenta computacional, reduzindo os problemas referentes à falta de comunicação e de colaboração entre os profissionais de saúde.
Lenffer, Heidi Anna-Maria. "User-generated content and the future of public broadcasting : a case study of the special broadcasting service". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/30419/1/Heidi_Lennffer_Thesis.pdf.
Texto completoMaina, Sandra. "Adaptation Preferences and Responses to Sea Level Rise and Land Loss Risk in Southern Louisiana: a Survey-based Analysis". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1424.
Texto completoMcGladrey, Margaret Louise. "CHANGING MINDS OR TRANSFORMING SOCIAL WORLDS? RE-ENVISIONING MEDIA LITERACY EDUCATION AS FEMINIST ARTS-ACTIVISM". UKnowledge, 2018. https://uknowledge.uky.edu/sociology_etds/35.
Texto completoUelk, Katie Owens. "Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555430793261226.
Texto completoDe, Jager Christina Johanna. "Die ontwikkeling van ‘n MIV&VIGS-skoolplan vir onderwysers (Afrikaans)". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25478.
Texto completoDissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
Hall, Sarah Hippensteel. "Citizen Professionals: The Effective Practices of Experts Helping Community Organizations". [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277993862.
Texto completoTitle from PDF t.p. (viewed July 22, 2010). Advisor: Richard Couto, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy, March 2010."--from the title page. Includes bibliographical references (p. 155-165).
Abdalla, Tarek. "The influence of an in-service training programme on Libyan Biology teachers' pedagogical content knowledge (PCK)". University of the Western Cape, 2020. http://hdl.handle.net/11394/8046.
Texto completoLibya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching. This investigation examined the influence of an in-service training programme consisting of three components of PCK namely: teachers‘ subject matter knowledge (SMK); use of instructional strategies; and understanding of learners on a group of Libyan biology teachers‘ instructional practices. On the one hand, the investigation considered their theoretical knowledge, and their experiences during the professional development programme aimed at designing new teaching and learning activities and materials while on the other hand, it considered their practical knowledge in terms of their professional skills or their practical use of what has been learned during their pre-service training as well as what they learned during the professional development programme. Specifically, the study focused on biology teachers from the Hai Alandalus District (Libya). This representation enabled me to unveil the PCK components held to some extent by the Libyan teachers in general. Moreover, the PCK representation has also enabled me to clarify the category of the teachers‘ PCK in the Libyan context especially as their PCK was unknown at the commencement of the study. The findings have shown that the professional development used in the study facilitated the biology teachers‘ ability in several ways such as increased their PCK and SMK; improved their ability to organize activity-based lessons; increased their desire to use a variety of instructional strategies; increased the understanding of their learners‘ needs; improved their awareness that their learners‘ performance is not unrelated to their socio-economic background; and so on. Overall, the findings suggest that designing and implementing new teaching and learning activities and materials based on the teachers‘ knowledge, experiences, and needs, in a workshop context could provide an enabling learning environment for them as well as facilitate their potential to provide a powerful means for increasing their PCK, SMK and understanding their learners. The study also reveals that there is a great necessity for designers to mount professional development programmes that take into consideration the teachers‘ PCK to meaningfully promote their professional development and instructional practices.
Fourie, Lianca. "Guidelines for outreach programmes aimed at middle–childhood children in a resource–poor Western Cape community / Fourie, L". Thesis, North-West University, 2011.
Buscar texto completohttp://hdl.handle.net//10394/7006
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
Askam, Tina. "A study of walking and walkability through a spatial justice/spatial practice framework, in Maylands, Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1966.
Texto completoCrum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Texto completoSalvatierra, Violeta. "L'atelier de danse et d’éducation somatique comme espace d'expérimentations micropolitiques". Electronic Thesis or Diss., Paris 8, 2020. http://www.theses.fr/2020PA080047.
Texto completoThis practice-based research focuses on the use of body practices from the field of contemporary dance and somatic techniques in contexts linked to health issues and social precarity. Through three case studies, it considers the way such practices may sustain some processes of subjectivation, with emancipatory potential. Close to certain action research schemes, the three studies have been selected from a larger corpus of interventions as a researcher-practitioner. They showcase an array of methodological tools and stances of investigation, and they constitute the three parts of this memoir : a project of weekly workshops within a department of therapeutic lodgings (A.C.T) in Kremlin-Bicêtre ; an intervention with dance and somatic education workshops in a therapeutic social club in Paris, in the field of psychiatry ; and the experience of sharing a choreographic piece, Legacy (2015), by Nadia Beugré, with a group of women, residents of Aubervilliers, in the framework of the experimental project of artistic mediation, sustained by the National Center of Dance (CND), named IMAGINE
Boll, Amber J. "Cartography for Communities: An Examination of Participatory Action Mapping". 2015. http://scholarworks.gsu.edu/geosciences_theses/84.
Texto completoSchreiber, Joseph M. "Pediatric physical therapists and evidence-based practice a participatory action research project /". 2007. http://etd1.library.duq.edu/theses/available/etd-07052007-142436/.
Texto completoMartin, Noah James. "Perspectives through play : playbuilding as participatory action research in arts-based professional development". 2013. http://hdl.handle.net/2152/21651.
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Cusack, Cheryl. "Development of a public health nurse professional practice model using participatory action research". 2015. http://hdl.handle.net/1993/30240.
Texto completo"Transforming Multicultural Teacher Education through Participatory Theatre: An Arts-Based Approach to Ethnographic Action Research". Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15885.
Texto completoDissertation/Thesis
Ph.D. Curriculum and Instruction 2012
Tremblay, Crystal. "Empowerment and communication in São Paulo, Brazil: Participatory Video with recycling cooperatives". Thesis, 2013. http://hdl.handle.net/1828/4929.
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0344
0700
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crystaltre@gmail.com
Kezabu, KL. "Intersections of indigenous knowledge and place-based education : possibilities for new visions of sustainability education in Uganda". Thesis, 2018. https://eprints.utas.edu.au/28574/1/Kezabu_whole_thesis.pdf.
Texto completoAuger, Josephine. "Spider weaving: STI/HIV prevention using popular theatre and action research in an indigenous community". Phd thesis, 2010. http://hdl.handle.net/10048/1382.
Texto completoJANSEN, LAURA. "REFLECTIONS OF TWO COLLABORATING EDUCATORS TAKING A CONSTRUCTIVIST APPROACH TO PROJECT WORK IN AN ELEMENTARY CLASSROOM". Thesis, 2012. http://hdl.handle.net/1974/7051.
Texto completoThesis (Master, Education) -- Queen's University, 2012-04-09 16:30:00.451
Scott, Margaret M. "The efficacy of holistic learning strategies in the development of church leaders in Mozambique : an action research approach". Thesis, 2006. http://hdl.handle.net/2263/29452.
Texto completoThesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
Templer, Abby I. "Process Matters: Engaging the Productive Power of Sociological Research". 2014. https://scholarworks.umass.edu/theses/1203.
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