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Thèses sur le sujet « Educational journals »

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Auteur : Grafiati

Publié le 11 mars 2023

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1

Bray, Kaye Evitt. « Perceived value of journals for academic prestige, general reading and classroom use : A study of journals in educational and instructional technology ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4233/.

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Conducting research, evaluating research, and publishing scholarly works all play an extremely prominent role for university faculty members. Tenure and promotion decisions are greatly influenced by the perceived value of publications as viewed by members of faculty evaluation committees. Faculty members seeking tenure may be limited to publishing in a limited group of journals perceived to be valuable by members of an academic committee. This study attempted to determine the value of various kinds of periodicals (journals, magazines, and e-journals), based on three principal criteria, as perceived by professionals (university faculty, K-12 practitioners, and corporate trainers) in the educational/instructional technology (E/IT) field. The criteria for journal evaluation were Academic Prestige, General Reading, and Classroom Use. The perceived value of journals based on each criterion was compared to determine any significant differences. Members of the Association for Educational Communications and Technology (AECT) were asked to rate 30 journals in the E/IT field using the three criteria. Statistically significant differences were found among ratings in 63% of the journals. The statistical analyses indicated that differences in the perceived value of journals among E/IT professionals across the three criteria (Academic Prestige, General Reading, and Classroom Use) were statistically significant. It is also noted that refereed journals were rated higher than nonrefereed journals for the Academic Prestige criterion. Survey respondents indicated that individual journals were not valued for the same reasons. This finding implies that the formation of any equitable measure for determining the value of faculty members' journal article publications would be best if based on definable criteria determined by colleagues. Lists of valued journals for each area of faculty assessment would provide standards of excellence both inside and outside the E/IT field for those who serve on tenure and promotion committees in educational institutions.

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Wheeler, John J. « A Content Analysis of Educational and Behavioral Treatment Studies in Autism from Selected Journals ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2713.

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Brown, Stephanie Lynn. « Diversity Literature in Major School Psychology Journals : 2000-2003 ». Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1147454181.

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4

Nelson, Mari E. « What is the nature of the knowledge base in student personnel work as reflected by three major journals / ». The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143147692.

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Tindall, Dana A. « Nursing Instructor Perceptions in the Assessment of Student Voice-Journals ». University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458299260.

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Schulze, S., et G. Kamper. « The use of mixed methods as reflected in two eminent South African educational research journals ». Journal for New Generation Sciences, Vol 10, Issue 1 : Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/603.

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Published Article
The epistemological and ontological orientations relevant for this research are positivism, interpretivism and pragmatism. These paradigms of inquiry are associated with quantitatively oriented research traditions, qualitatively oriented research traditions and mixed methods research respectively. Researchers who use mixed methods build on the strengths of quantitative and qualitative methods and minimize their weaknesses. Since educational research is primarily evidence-based, the aim of the study was to explore the extent to which mixed methods research was reflected in two eminent South African educational research journals during the 11 year period, 2000 to 2010. To this end 1392 articles were analysed. Of the research articles published in the two journals, 17.8% and 15.1% respectively reported on the use of mixed methods. Quantitative methods dominated between 2000 and 2002, followed by a paradigm war in 2003 to 2007, and mainly qualitative methods from 2008 onwards. Mixed methods research was mostly used in the educational domains of didactics (inclusive of curriculum studies), management and social studies. The most dominant themes investigated in these fields were related to curricula and the NQF/OBE, transformation, staff diversity, e-learning and other teaching methods. The need to develop mixed methods research in all branches of social research in South Africa is indicated.

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Morel, Gwendolyn. « Educational Technology : A Comparison of Ten Academic Journals and the New Media Consortium Horizon Reports for the Period of 2000-2017 ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062887/.

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This exploratory and descriptive study provides an increased understanding of the topics being explored in both published research and industry reporting in the field of educational technology. Although literature in the field is plentiful, the task of synthesizing the information for practical use is a massive undertaking. Latent semantic analysis was used to review journal abstracts from ten highly respected journals and the New Media Consortium Horizon Reports to identify trends within the publications. As part of the analysis, 25 topics and technologies were identified in the combined corpus of academic journals and Horizon Reports. The journals tended to focus on pedagogical issues whereas the Horizon Reports tended to focus on technological aspects in education. In addition to differences between publication types, trends over time are also described. Findings may assist researchers, practitioners, administrators, and policy makers with decision-making in their respective educational areas.

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Wang, Bingjie. « A comparative study of mathematics educational research in China and English-speaking countries as represented in journals ». Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38622.

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This is a comparative study of four academic journals in mathematics education: one key journal from China, Journal of Mathematics Education (JME), and the other three English-language international journals Educational Studies in Mathematics (ESM), Journal for Research in Mathematics Education (JRME) and For the Learning of Mathematics (FLM). The researcher compared a sample consisting of three consecutive issues of the four journals over a time period within the year 2009. All articles were read in their original language of publication (Chinese or English). Additionally, members of the editorial boards of the journals were interviewed. This study consists of three parts: 1) Content analysis (Krippendorff, 1980; Stemler, 2001) of the articles from the sample. 2)Qualitative analysis of interviews (Kavle, 1996; McNamara, 1999) with members of the editorial boards of the four journals. 3)Textual analysis (Mckee, 2003; Truex, 1996) of the four journals These three parts were considered together to build an ‘intellectual map’ (Jobert, 1996) for cross-cultural comparison. Using these three perspectives, the researcher was able to offer a more comprehensive view of the cultural and individual differences than a single perspective would give. The purposes of this study were: To help Chinese mathematics education researchers understand the requirements and expectations of English-language international journals so that they can begin to publish in these journals more widely. To encourage Chinese and Western researchers to read about one another’s research and promote the exchange of ideas. Results indicate that authors for Chinese journal come from more varied professional backgrounds than those writing for the English-language journals. Many articles in Chinese journal do not use any clearly-stated research methodology, in contrast to most articles in the Western journals. No significant differences are found in the topics in published articles. However, the three English-language journals are different from one other in terms of author characteristics, topic types and methodologies. All of these differences relate to the different cultural backgrounds in which the journals were embedded. The conclusions include discussions about academic cultural differences and implications for future studies. This study provides a new dimension in cross-cultural comparative investigation.

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Kelly, Karinsa Michelle. « Science Journals in the Garden : Developing the Skill of Observation in Elementary Age Students ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1536.

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The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.

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Cheng, Biao. « Using Social Network Analysis to Investigate Potential Bias in Editorial Peer Review in Core Journals of Comparative/International Education ». Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1633.pdf.

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11

Jenkins-Todd, Derone I. (Derone Ilene). « Determination of Author Characteristics and Content of Educational Computing Articles in Community/Junior College Serials Literature, 1977-1991 ». Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278735/.

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The study was undertaken: (a) to categorize the contents of educational computing articles using a taxonomy developed by Knezek, Rachlin, and Scannell (1988), (b) to examine the trends in educational computing subject matter addressed in community/junior college journals between 1977 and 1991, and (c) to identify and analyze specific characteristics of contributing authors and their employing institutions which might explain writing and publication biases.

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12

Shidemantle, Steven Paul. « Connecting the role of school superintendents to teaching and learning in schools : a research synthesis of three educational administration peer reviewed research journals between 1983-2006 ». Diss., Texas A&M University, 2008. http://hdl.handle.net/1969.1/85923.

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This exploratory synthesis of research was the product of three years of dissertation research efforts that systematically reviewed 23 years of empirical articles between 1983 (or its inception) and 2006 from three of the most highly regarded educational administration journals. Specifically designed to collect investigative data and information from primary research contained within Educational Administration Quarterly, the Journal of School Leadership, and the Journal of Educational Administration; this research synthesis drew upon various research methods to propose pragmatic insights and proffer an empirically founded response to: What has the educational administration profession learned from the research efforts that were independently conducted, presented, and published about the overall connections between school superintendents and education's technical core -teaching and learning in schools? Results from employing meta-analysis, descriptive synthesis, and thematic synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however, these connections have evolved from the traditional connections presently maintained by campus administrators and to new connections that meet the increased responsibilities and complexities of the superintendents' role. The thematic synthesis, reinforced by descriptive syntheses, indicated 15 separate superintendent - technical core constructs that promote new areas for investigation; however, the extent and strength of these constructs have yet to be determined. The impact from the next step suggestions for future research indicate that effects could range from educational administration knowledge base contributions to refining in-practice standards and professional development programs. The possible knowledge base contributions, coupled with specific in-practice elements that demonstrate superintendents' direct impact on the technical core, may be the necessary raw materials from which a foundational framework that clearly redefines the superintendent - technical core connections may be forged by scholars and implemented by district leaders to improve teaching and learning in schools.

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Nivens, Ryan, et Daniel Romano. « A View on Research in Mathematics Education in Republic Of Srpska during 2010–2015 through Quantitative Analysis of Published Texts ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2636.

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Studies of the publishing practices in mathematics education have situated sets of journals in tiers of quality. These reports document the rankings and prestige of only a subset of the wealth of journals available for publishing in mathematics education. We posit that there is value, quality, and purpose to be found in journals that present studies that are of value on a regional level, and that the studies are extremely important to the field. This is particularly important for journals published in languages other than English, and the studies referenced above are almost entirely English-language journals. In this paper we seek to demonstrate that we as a field of researchers cannot discount the value and role of these regional and small-country journals. Using a case study of one small European country, we quantitatively present the areas of strength and weakness in the publishing practices in mathematics education journals that are unlikely to be seen beyond the region of their publication. We conclude with recommendations to publish in areas where research is lacking as well as recommendations to the community at large to recognize the value of such outlets.

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Smallwood, Valerie Margaret. « Women's education in Turkey (1860-1950) and its impact upon journalism and women's journals ». Thesis, SOAS, University of London, 2002. http://eprints.soas.ac.uk/28570/.

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This thesis explores certain under-researched aspects of the socio-cultural development of late Ottoman Turkish and early republican women from the 1860s until 1950. By concentrating on females, the research aims to produce a more inclusive picture of how society developed in this period. In order to attempt this, the research focuses on four main topics which are presented in the following format: an introduction, four chapters, conclusions, appendix and a bibliography. The introduction sets the research within a historical framework and states its broad aims. Chapter One looks at various attempts to broaden female State education, culminating in a study of the Koy Enstituleri (Village Institutes). Chapter Two consists of several profiles of female Turkish journalists, active from the late 19th century onwards, who had benefited from improved State education. Chapter Three is a survey of the Ottoman women's press from 1869 onwards and a case study of inci magazine, published between 1919 and 1923. Chapter Four consists of a case study of Sabiha Sertel, a left-wing journalist who was active in Turkey from 1919 until 1950. The conclusion looks at the aims of the thesis and evaluates the material included in the four main subject areas. An appraisal of the educational reforms for women also includes a comparison with appropriate educational developments in England. The conclusion assesses both the value of journalism as an additional career path for educated Turkish women and their importance as role models. The Ottoman women's press is appraised to gauge how far it reflected the social, economic and cultural development of not only women, but society in general. The importance of the writing of Sabiha Sertel to the history of Turkish journalism is assessed and, finally, suggestions are made as to where further research could add to the material included in this thesis.

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Genua, Jo Anne. « Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing ». Thesis, NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/61.

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Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.

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French, Nora. « How do you educate a journalist ? : the competing discourses of journalism education ». Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/14878/.

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This research is concerned with the curriculum in an area of professional education, that of journalism. Competing concepts of journalism and journalism education exist which have led to variety and some confusion in the structure and content of educational programmes. The research investigates the beliefs and values underlying the two main undergraduate degree programmes in journalism in Ireland, at Dublin City University and the Dublin Institute of Technology, with the aim of gaining a better understanding of the issues involved. The study is set in the context of the more general debates on journalism education and professional education. As the topic is to do with meaning and language, a discourse analysis approach was used, specifically the method of critical discourse analysis developed in the work of Fairclough. This approach entails a comprehensive, multi-layered analysis starting from a small amount of data or core texts. The data used were documents. The brief published descriptions of the two courses served as the core texts; the analysis of which was further tested through examining documents detailing the course modules and course rationale. The third layer of analysis looked at the usage of the concepts in texts from the wider journalistic and educational contexts in which the courses were developed. Discrepancies were found in the concepts of journalism and journalism education within and between the texts at the different levels of analysis. There were differences in the perception of journalism as distinct from or part of the media in general, differences in the nuances attached to its role, and differences as to whether its status is that of a profession. The two curricula studied exemplify the two common journalism education models which are difficult to place within the conventional models of professional education. The findings of the study are discussed in so far as they have implications for practice.

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Worrell, Paige Lea. « The use of journaling as a means of reflection for greater technology implementation among teachers ». Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4920/.

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The purpose of this multiple case-study was to determine whether the use of reflective journals during graduate coursework impacts the level of technology implementation in instructional settings for experienced teachers. This study examined the relationships between: (1) levels of reflection demonstrated in journal responses, (2) the level of technology implementation, and (3) teachers' attitudes about technology implementation. The coding scheme used to determine levels of reflection in the journals was based on the framework of Leung and Kember. The LoTi questionnaire, developed in 1995 by Chris Moersch, was used to determine the levels of perceived technology implementation. The goal of this study was to provide information that may be utilized to plan more effective technology staff development. By providing insights on how to evaluate written work consistently for reflective thinking and on teachers' perceptions of technology implementation, university programs and school districts can develop better strategies for technology professional development. The findings suggest that teachers who demonstrated the characteristics of high levels of reflection also demonstrated characteristics of higher levels of technology implementation. Four of the five cases demonstrated a relationship among their scores on the Level of Reflection, Level of Technology Implementation (Loti), and Current Instructional Practice (CIP) measures. This study adds to the research regarding evaluation of reflection, the use of journals for reflection, and the impact of this strategy on technology implementation. The results of this qualitative study illustrate the process of using the theoretical framework of Lueng and Kember to evaluate the levels of reflection in written journal responses during professional development programs. The findings suggest that the use of reflective journals, in the context of the action research process during technology training, has a positive impact on technology implementation for practicing teachers.

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Vieira, Elisa. « A intensificação da experiência educacional contemporânea : uma perspectiva arqueogenealógica ». Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13062017-114345/.

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A partir da alegação de uma crise educacional generalizada operando na atualidade, a presente investigação devota-se a explorar a conjectura de um expansionismo sem precedentes das práticas educativas no campo social, movimento este consubstanciado na crescente conversão das relações entre os homens em instâncias passíveis de conhecimento e intervenção pedagógicos. Com o fito de perspectivar esse horizonte argumentativo, o corpus do trabalho foi constituído por 930 artigos que evocaram temáticas educacionais extraescolares em 34 periódicos acadêmicos nacionais de destaque, considerados em um intervalo temporal que se estendeu de 1944 a 2015. Tal produção discursiva foi analisada de acordo com um duplo viés teórico-metodológico inspirado no pensamento de Michel Foucault. De um lado, ao perscrutar os textos publicados no período compreendido entre 1996 e 2015, a investigação visou dimensionar os movimentos fronteiriços do campo pedagógico contemporâneo por meio da composição de um inventário das práticas e dos saberes voltados a experiências não escolares, estas consideradas na ampla escala que o arquivo constituído possibilitou traçar. De outro lado, a partir de uma abordagem específica da Revista Brasileira de Estudos Pedagógicos, a qual abrangeu todos os fascículos publicados até 2015 desde sua fundação, em 1944, tratou-se de circunscrever os contextos de emergência/proveniência atinentes a tal espraiamento dos domínios educacionais. Como saldo analítico da investigação, desponta uma perspectiva adversativa às discussões atuais concernentes a processos reconhecidos como educacionalização, pedagogização e escolarização sociais, sobretudo em virtude da intensa permeabilidade das práticas escolares às múltiplas demandas do presente. Daí a assunção de que os processos de subjetivação contemporâneos redundariam em uma acentuada educabilização da experiência civil, esta consoante a determinados jogos de veridicção calcados em uma demarcada matriz pedagógico-escolarizante.
Considering the allegation of a widespread educational crisis taking place in the present, this investigation is dedicated to exploring the assumption of an unparalleled expansionism of educative practices in the social field, a process which is characterized by an increasing conversion of the relationship between individuals into objects susceptible to pedagogical knowledge and intervention. With the aim of inspecting this argumentative horizon, 930 papers evoking educational out-of-school themes formed the research corpus, all of them published in 34 national academic journals through the period 1944-2015. This discursive production was analyzed according to a double theoretical-methodological approach inspired in Michel Foucaults thought. On the one hand, by examining the texts published between 1996 and 2015, the investigation attempted to dimension the borderline movements in the contemporary pedagogical field by means of an inventory of practice and knowledge focused on out-of-school experiences, the latter considered within the wide scale the archive thus built enabled to outline. On the other hand, in accordance with a specific approach of the Brazilian journal Revista Brasileira de Estudos Pedagógicos, which comprised all the issues published from its foundation, in 1944, to 2015, the intention was to circumscribe the contexts of emergence/provenance regarding the enlargement of educational realms. As an analytic outcome of the investigation, what is offered is an adversative perspective before the current discussions on processes identified as social educationalization, pedagogization and scholarization, mostly by virtue of an intense permeability of school practices to current demands. Thus, the assumption that contemporary subjectification processes would promote a marked educabilitization of the civil experience, the latter in congruence with certain veridiction games based on a strong pedagogical-schooling emphasis.

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Wallman, Andy. « Pharmacy Internship : Students’ Learning in a Professional Practice Setting ». Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.

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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors important for reflection were found to be primarily social and contextual, especially trained tutor and small pharmacy size. Notably, learning style or critical thinking did not correlate to students’ reflective ability. Tutors and students perceived that students used a wide variety of activities supporting learning of a broad repertoire of knowledge and skills, preparing them for coming professional working life. Tutors are most important to support learning. However, the current curriculum and formal activities do not address all these outcomes and learning activities used, e.g. workplace learning. The first overall conclusion is that internship plays an essential part in the pharmacist education program. The integration of formal and informal learning activities during internship, including raising awareness of incidental learning, is important to support students in learning the professional practice of pharmacy. This integration could possibly be strengthened by introducing further tutor training, different assignments, and by using portfolios. The second conclusion is that the community of practice is essential for students’ learning during internship, especially the student-tutor interaction. Hence, the entire social context has to be considered and it is important to ensure a good learning environment at pharmacies during internship. In summary, this thesis contributes to the understanding of students’ learning during pharmacy internship and introduces educational research on the Swedish undergraduate pharmacy education programs.

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Otten, Samuel, et Ryan Andrew Nivens. « Assessing Journal Quality in Mathematics Education ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/215.

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Nivens, Ryan Andrew, et Samuel Otten. « Assessing Journal Quality in Mathematics Education ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/246.

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Nivens, Ryan Andrew, et Samuel Otten. « Making Sense of Journal Rankings in Mathematics Education ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/242.

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What are the top journals in the field of mathematics education? This presentation will examine how quality of academic journals can be assessed and how to determine what journal metrics, if any, are of concern to scholars in the field.

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Nivens, Ryan Andrew. « Making Sense of Journal Rankings in Mathematics Education ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/216.

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What are the top journals in the field of mathematics education? This presentation will examine how quality of academic journals can be assessed and how to determine what journal metrics, if any, are of concern to scholars in the field.

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Zissman, Lauren. « INTEGRATING JOURNAL WRITING WITH INQUIRY BASED SCIENCE INSTRUCTION IN A SECOND GRADE CLASSROOM ». Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3291.

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This action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for journal writing and expressed interest in continued use. After concluding this action research study, I better understand the benefits of utilizing journal writing to enhance my teaching of the science curriculum as well as the other disciplines I facilitate.
M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education

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O'Regan, Bridget. « Ietoga : Samoan educators' educational journeys ». Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2841.

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Senior educators in Samoa who are currently studying towards a Master of Teaching and Learning degree through the Christchurch College of Education face the usual range of challenges encountered by students studying from a distance. In addition, they face a range of expectations from their jobs, their communities, their churches and their families that are not the norm in the western society through which they are studying. Despite such difficulties, these educators are successful and are leaders in their fields. I was interested to learn how they managed these challenges. This thesis therefore asks, How did a group of senior educators in Samoa undertake their educational journeys'! It also traces my cultural and research learning journeys and the pathways I followed as a palagi (white person) undertaking cross-cultural research. It was important that I recognise my limitations as a palagi conducting research in the Pacific and that as far as possible I followed practices and research methodologies sensitive to Pasifika contexts. I therefore adopted a holistic and collaborative approach that entailed consultation with the community throughout the research process. During initial consultation community members confirmed they wished the research to occur, and that they approved of and accepted me as the researcher. We worked collaboratively to determine the topic and the nature of the study. The community drew clear parameters and established the main emphasis of the research as a narrative approach within an ethnographic framework. Ongoing consultation included regular visits to Samoa to meet with the participants where we discussed progress and worked together to co-construct their stories. My research approach 0 auala i le fa'a Pasefika (Pasefika Pathways) guided me throughout the research. This approach, a combination of my own western social constructionist epistemology, Talanoa research methodology and Stephen Filipo's (2004) research approach 0 auala i le fa'a Samoa, enabled me to respect and value my participants while at the same time taking cognisance of the cultural limitations under which a palagi works. I was given cultural guidance and support by an advisor in New Zealand appointed by the College of Education. The participants voluntarily took on the role of cultural advisors during my time in Samoa. I gathered data through a combination of fono (interviews), and talanoa (informal conversations) conducted in Samoa, and supplemented this with data from the participants' journals and from my own research journal, I realised from an early stage that various aspects of the research such as the processes used, cultural aspects and the main themes drawn from the participants' stories were closely intertwined and difficult to separate. Consequently, I adopted the metaphor of an ietoga (fine mat) to present this thesis. The completed ietoga represents the participants' individual educational journeys together with my cultural and research learning journeys. I argue that the participants live between two worlds as they balance tensions between the requirements of the western institutions that provide their education and the requirements of fa'a Samoa. The participants' formal schooling did not take account of fa'a Samoa and its related values. Nor did it take account of Pasifika people's preference for oral and experiential learning. Codes of behaviour and expectations of fa'a Samoa such as fa'a aloalo (respect) for one's elders and those in authority have markedly constrained and influenced the participants' educational journeys. Their responsibilities to family, church and community, for example, have presented barriers to their success. Paradoxically, these same codes of behaviour and expectations have supported the participants and have made it possible for their educational journeys to be successful. I contend that if western institutions wish to provide meaningful programmes and learning experiences for their Pasifika students, it is important that they take cognisance of and plan for these students' cultural values, beliefs and codes of behaviour. This research determined factors that enabled a group of senior educators in Samoa to be successful. Two questions arise for me and present as opportunities for research to be undertaken by Samoan or other Pasifika peoples. Have the participants been successful in their postgraduate study because they are undertaking this while living in Samoa and therefore have ready access to fa'a Samoa's support systems? How have the participants' educational journeys differed from those of other educators who have not achieved the same success?

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Edghill, Gina. « Educational journeys of Barbadian women ». CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560835.

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This study is an exploration of the educational experiences of women from the Caribbean island of Barbados who traveled to the USA to pursue higher education. An autoethnography research methodology was used in order to capture each woman’s educational experiences. Autoethnography also supported the inclusion of the researcher’s voice and interpretations as a Barbadian woman fitting the criteria for participation. These educational journeys represented the field and cultural world under study. Through analysis, themes emerged from each woman's description of Influential Others; Protagonist Self; and Educational Settings within her storied journey. Storied experiences in relation to race, ethnicity, and being women and the role American Higher Education had in each woman's life were also analyzed. The emergent themes supported the existence of a web of interacting narratives spun first in Barbados and extending to American Higher Education. Through the educational settings each woman interacted with, this web of narratives linked her educational journey to the narratives of the people who went before her; beside her; and after her. This web of narratives also supports each woman’s storied understanding of self, others, and settings within that journey.
Access to thesis permanently restricted to Ball State community only
Department of Educational Studies

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Lee, Tsz Ngong. « Advocacy of environmental education in education journals in the 1970s / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Mastromarino, Jillian. « Effects of journal writing in mathematics on sixth grade students with learning disabilities / ». Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_mastr_effec.pdf.

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Conocimiento, Dirección de Gestión del. « Journal of Physical Therapy Education ». American Physical Therapy Association (APTA), 2004. http://hdl.handle.net/10757/655375.

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MOSS, JAMES C. « BRITISH MILITARY BAND JOURNALS FROM 1845 THROUGH 1900 : AN INVESTIGATION OF INSTRUMENTATION AND CONTENT WITH AN EMPHASIS ON BOOSÉ'S MILITARY JOURNAL ». University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006791413.

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Conocimiento, Dirección de Gestión del. « Journal of Education Advancement & ; Marketing ». Ingenta Connect, 2004. http://hdl.handle.net/10757/655335.

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Ricks, Stephanie Elaine. « The Effect of a Broadcast Journalism Curricula at Higher Education Institutions in Relation to Hiring Inclinations in the Broadcast Journalism Industry ». Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256718.

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This study examined the current thought of broadcast journalism educators on what is considered most important for broadcast journalism majors in preparation for hiring inclinations in the broadcast television industry. The study also examined the current thought of professionals in the broadcast television industry in relation to standards for the hiring inclinations. A mixed-method design that included phenomenology and descriptive research was used. Both quantitative and qualitative data were collect from both groups to complete this study. The study indicated that both groups agreed that students needed both education and experience. Students must also be able to creatively write stories that captivate and engage their audience within all mediums.

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Herrera, Antoinette Navalta. « Educational journeys of Hispanic women in nursing ». Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/24.

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Hispanics continue to be the fastest growing minority population in the Nation. According to U.S. Census Bureau (2011; 2008)., the Hispanic or Latino population was 16.3 percent in 2010 and is projected to be over 30 percent in 2050. However, only 3.6% of the RN population is Hispanic indicating an unrealistic representation of today's diversity in nursing (U.S Department of Health and Human Services, 2010). The purpose of this qualitative study was to explore and better understand how Hispanic nurses perceive their community college associate degree in nursing (ADN) program experience. More specifically, this study described, analyzed, and interpreted the experiences of Hispanic nurses with an emphasis on retention. Using a phenomenology approach, six Hispanic nurses who completed an ADN program interviewed separately. Sources of data included audio-recorded interviews, note-taking, and written journals. Data analysis followed Moustakas' modification of the Van Kaam method of phenomenological data. Four common themes emerged from data: financial challenges, fear of failing, supports and supporters, and role model. Findings from this study contributed to a deeper understanding of the way in which Hispanic nurses have perceived their educational experiences and how those experiences have influenced their beliefs and practices overall. The findings offer data to researchers who are addressing the epidemic problem of the nursing shortage and the lack of diversity in the nursing profession.

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Otten, Samuel, et Ryan Andrew Nivens. « Journal Rankings and Representation in Mathematics Education ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/288.

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Nivens, Ryan Andrew, et Sue Otten. « Journal Rankings and Representation in Mathematics Education ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2645.

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Dwyer, Edward J. « Cover Photographs for Reading Journals ». Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3318.

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Saadeh, Cirien. « Journalism of Color ». Thesis, Prescott College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427959.

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Journalism of Color is a resilient, transformative, community-based journalism methodology and form of resistance writing that is framed by the values, narratives, and historical contexts of historically-marginalized communities. Journalism of Color is an emergent definition that came to be through a four-month research project, three years of literature analysis, and ten years of work as a trained community organizer and community-trained journalist. Journalism of Color is meant to be a tool that historically-marginalized communities can use in an effort to develop community power. Journalism of Color is theoretically founded in critical race theory, rhizomatic writing, communitarianism, anti-oppressive research, resistance writing, transformative organizing, and cooperation.

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Donsbach, Wolfgang. « Journalism as the new knowledge profession and consequences for journalism education ». Sage, 2014. https://tud.qucosa.de/id/qucosa%3A35511.

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The article starts with observations about an increasing marginalization of professional journalism in public communication. This development is mainly driven by two factors, decreasing interest in the public sphere and increasing selective exposure. Based on these observations, the author develops a definition of the core societal functions of journalism, that is, validation and shared reality. Assigning to professional journalism the role of the ‘new knowledge profession’ he looks for areas of competence that would need to be taught in academic programs to furnish the profession with the necessary skills and make journalism a ‘de facto profession’. Finally, he discusses constraints on such a strategy in educational philosophies, the trade, and the changing demand of professional news.

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Emert, Stacie Cook 1962. « Examining teacher thinking through reflective journals : An educator's professional journey ». Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282261.

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In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues, and questions which I wrote about. A second analysis examined how I used my journals to think and reflect. A third component explored how I reflected on my beliefs and practices. The fourth area identified what supported and interfered with my thinking and reflecting. Through this study I examined my learning process and the ways that I use journals to support my thinking and professional development. My findings inform other teachers to consider reflective practice and supports the use of narrative for research. This study provides implications for teacher educators and professional developers to consider participants' prior knowledge and current beliefs when implementing professional programs. Participants need to be recognized as part of the process when involved in professional development.

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Dwyer, Edward J. « Using Literature Journals in the Classroom ». Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3414.

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Estupiñan, Margie Zamora. « The role of primary language in kindergarten interactive journals ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

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McAllister, Heather. « Self-Discovery Journals in the College Composition Classroom ». TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/296.

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What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden.

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Diaz, Christina. « Nevertheless, She Persisted| The Educational Journeys of Latina Principals ». Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10794047.

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Latina principals play an important role in addressing the challenge of Latinx educational attainment (completing high school, college and graduate school). This study utilizes the theory of community cultural wealth (Yosso 2005, 2006) to explore the student and career experiences of Latina principals of Title I schools in a large southwestern city. The study addresses three key research questions: (1) How did Latina principals experience community cultural wealth as students during their K-16 educational journey? (2) Based on these experiences, how do Latina principals recognize and use community cultural wealth in their current professional practices? (3) Does the analysis of their experiences identify any new forms of capital to enrich the extant scholarly understandings of community cultural wealth? Data were drawn from qualitative semi-structured interviews with Latina principals in nineteen Title I schools. The study demonstrated that the Latinx community possesses unrecognized reservoirs of strength that played a significant role in the academic and professional achievements of the Latina principals who were interviewed. The study also revealed that the various forms of community cultural wealth are closely intertwined, thereby contributing to the success of these principals. Two additional forms of cultural wealth were also identified – ganas capital and raza capital.

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Hutchins, MaryLu. « Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices ». Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

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Emmert, Trisken N. « Examining the Effects of Mathematics Journals on Elementary Students' MathematicsAnxiety Levels ». Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426710800.

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Myrick, Harriet Jane. « Education journal reading habits of public elementary school teachers ». Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3343.

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Purpose. The purpose of this study was to determine education journal reading habits of public elementary school teachers in grades kindergarten through six in San Joaquin, Stanislaus, and Tuolumne counties in California. Problem. The study was designed to answer the following research questions: To what extent do teachers read education journals; what influences teachers to read education journals; what discourages teachers from reading education journals; what is the teacher's perception of the value or importance of reading education journals; to what extent and in which areas do the teachers use information obtained from reading education journals to make changes in their classrooms; what strategies can an administrator use with teachers to increase journal reading; and what, if any, is the relationship between gender, age, educational degree, size of school, and size of district with respect to the reading habits of teachers. Procedures. Six hundred and fifty teachers from fifty-eight elementary schools in grades kindergarten through six responded to a thirteen item questionnaire related to education journal reading. Frequencies and percentages with means and standard deviations for descriptive statistics were used. The.01 level of significance was used. Findings were reported on sixteen tables. Findings. The data revealed that teachers prefer reading education journals which contain practical and useful information. Principals were identified as having the greatest influence to encourage teachers to read education journals. The factor which most often encouraged teachers to read journal articles was the usefulness of the information. Teachers reported that the greatest value derived from journal reading was to keep updated on current education issues. It was found that journal reading had the greatest influence on language arts instruction. Some significance was found in the demographic data with reading habits of teachers. Recommendations. From the findings, five suggestions for further research are provided dealing with topics related to the utilization of journal articles in the classroom, the classroom change process, and the use of journal reading in teacher college preparation programs. Nine recommendations are made on techniques principals can use to increase journal reading by teachers.

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Conocimiento, Dirección de Gestión del. « Guía de acceso para Journal of Physical Therapy Education ». American Physical Therapy Association (APTA), 2021. http://hdl.handle.net/10757/655375.

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Hardesty, Rachel Cunliffe. « Professional induction of teachers : A study of student-supervisor dialogue journals ». Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279893.

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The purpose of the study was to reveal the mechanisms by which a university supervisor leads five student-teachers to reflective professionalism in dialogue journals used during the final field experience of a two year graduate teacher preparation program for teachers of children who are Deaf and Hard-of Hearing. The participants in the study were four female and one male student-teacher in their final semester of preparation, and one female university supervisor. The data comprised of dialogue journals exchanged between the student-teachers and their supervisor during the nine-week field experience. The intention of the dialogue journal assignment was to develop a relationship which would facilitate educational dialogue and promote reflection. The supervisor intended that the student-teachers use the dialogue journals to examine problems of practice and professionalism and to integrate theory and practice. The results showed that the concerns of the student-teachers clustered into four themes, completion of requirements, competence in practice, caring in field experience relationships, and practical and ethical conflict resolution. In addition, the supervisor met her objectives of forming educational relationships and providing a model of teacher-like thinking and problem solving through use of a variety of strategies, both direct and indirect, within a collegial milieu. The essential effect of the supervisory strategy-use was to differentiate student-teacher perceptions of their experiences such that problem-solving was facilitated. In addition reflection was promoted. Three types of reflection were identified. Reflection-in-action resembled Donald Schon's category of that name. Reflection-on-belief produced ethical development, and reflection-on-context produced critique of the contexts of teaching. When overwhelmed, student-teachers ruminated rather than reflected. The supervisor responded by scaffolding a reflective pathway to empowered problem-solving. It seemed that the student-teachers were inducted through these means to the profession of teaching. The conclusions are that dialogue journals provide unparalleled opportunities for thoughtful reflective conversation, providing as they do, built in wait-time. In addition they provide teacher educators with opportunities to be directly involved in the education of children through problem-solving with the student-teachers, thus maintaining their credentials as authentically experienced teachers.

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Garcia, Erin. « Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences ». Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.

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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.

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Geier, Susan. « The educational journeys of first-generation college women in STEM| A grounded theory study ». Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172334.

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The purpose of this study was to ascertain the various factors that influenced these first-generation college women as they chose a college and selected a STEM major and subsequently persisted to upper level (junior/senior) status. Twenty-five first-generation college women in STEM majors who attended a research-intensive university in the Midwest were interviewed. Approaching this study using constructivist grounded theory provided the opportunity for deeper insights by examining data at a conceptual level while preserving the voices of the women in this study. The women faced numerous challenges on their journeys, yet they persisted. As the women in this study selected and persisted in STEM, they demonstrated thoughtful determination, experienced shifting identities, established purposeful relationships and applied forward thinking, as they practiced high-stakes decision-making during their journeys. The experiences of these women, namely first-generation women in STEM fields, may inform students, parents, educators, researchers, and policymakers concerned with (a) inspiring students to consider STEM majors, (b) fostering student success in STEM throughout their academic journeys, and (c) ultimately increasing the number of underrepresented minorities and women in the STEM fields.

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