Thèses : « Educators – biography »

1

Moss, Ricki Carol. « Dorothy Clode : community educator ». Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28180.

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This thesis will primarily focus on the career of Dorothy Clode as an adult educator, examining her leadership and influence in professional adult education associations; her advocacy regarding provincial adult education policies; and her role in community development at Lake Cowichan and in the broader context of British Columbia, as in the Consortium on Economic Dislocation. The relationship of the role of a professional adult educator to the community development process will be examined, using Clode's career as a case study. The intention is to examine the nature of adult education practice, in terms of the daily concerns, issues and philosophy of a woman whose 18 year career spanned three dynamic decades in the recent history of adult education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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GONZALEZ, ELIZABETH QUIROZ. « THE EDUCATION AND PUBLIC CAREER OF MARIA L. URQUIDES : A CASE STUDY OF A MEXICAN AMERICAN COMMUNITY LEADER ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188186.

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The purpose of this life history is to describe and evaluate the public career of Dr. Maria L. Urquides, a Mexican American woman who has held a number of distinguished offices in local, state, and national education organizations, and who has distinguished herself as a productive citizen of her community for over half a century. To describe and evaluate Dr. Urquides' public career, I traced her intellectual development and ascertained the extent to which her development reflected the dominant social and intellectual climate of the past sixty years. The investigation proceeded on the basis of a three-part theoretical framework drawn from the literature of history, anthropology, and psychology. The theory included the following: (1) review of biographical studies, (2) review of cultural pluralism ideologies; and (3) interpersonal perceptual approaches to behavior. The material for the subsequent chapters which treat Maria Urquides' life come from twenty sources: (1) ten interviews I held with her in 1984-85, (2) twenty interviews held with her family, friends, and colleagues; (3) historical documents and newspaper articles, and (4) personal memorabilia. Dr. Urquides' developmental years are treated in Chapter Four, a section which contains family history and background, as well as her years of education through college. Chapter Five provides the reader with a look at Dr. Urquides as a young teacher and social advocate. Chapter Six covers the local, state, and national recognition received in part to her efforts in the passage of the Bilingual Education Act. The seventh chapter follows the untiring efforts of her continued community involvement. Among the key conclusions which emerged from this study are these: (1) that Maria had a strong "mentorship" system through her parents as well as through elementary and high school teachers; (2) that Maria retained strong cultural ties with her Hispanic background; (3) she was a truly bicultural person; (4) Maria exhibited strong coping skills. Many criticized her methods of coping, but not her results; (5) Maria maintained a positive attitude in life, always turning obstacles into challenges; (6) Maria gained leadership skills through her involvement and participation.

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Smith, Gillian, et gilliansmith@optusnet com au. « Misunderstood and mysterious : how design and designers are perceived by design professionals, design educators and the public ». Swinburne University of Technology. National School of Design, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060213.162953.

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This study is focused on the field of design. It examines how people understand and perceive designers and the design professions. The study draws on a phenomenologically informed interactive perspective to provide a methodological approach to understanding what the perception of design is. The relationships between design and occupational prestige, professional status and consumerism are the principal themes that run throughout the research, but the analysis also draws on the data obtained to profile the demographics of designers, particularly in relation to income, gender and education. The research included an occupational prestige assessment, completed by 304 participants from Swinburne University and the University of the Third Age, using multidimensional scaling analysis to provide a mapping of the occupations. Overall, the results indicated that participants find it difficult to differentiate between individual design occupational specialties, but that they see design as distinct from proximate occupations such as artist and architect. The results also confirmed the premise that occupational prestige is multi-dimensional and that raters will use a variety of constructs (including service to the community, not just education and income), to determine their understanding of the perceived social standing of occupations. The findings were further explored within three focus group discussions involving both design and non�design students from Swinburne University. The results indicated that most participants, including the design students, knew relatively little about design and that what they did know was often skewed by media depictions and stereotypes. The final research stage was the development of a mail-out survey questionnaire that was distributed to design educators, members of the Design Institute of Australia and to a non-design, public group. Seven hundred and fifty three questionnaires were completed. As expected the results showed that there are differences between the level of knowledge and understanding of the three participant groups. The lack of knowledge of design and designers, particularly by the public participants, was quite evident, with the two design groups tending to rate design as more professional and of greater importance to society and the economy than the public group. Analyses of the incomes and occupational situations of the design respondents revealed that the designers generally worked in a unique environment characterised by low to middle incomes and very small organisations (except for those in the education sector). Gender differences between income and the positions held in an organisation were also found and would be a useful area for further investigation. The study was useful in that is served to clarify and quantify issues that have been raised in the literature about the poor understanding of design and designers. It provides a platform of information that could be further used in future studies to make more detailed examinations of specific issues.

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Mathevula, N. S. « Promotion of female educators into managment positions at schools in Lulekani Circuit in the Mopani District, Limpopo Province, South Africa ». Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1452.

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Thesis (MPA) --University of Limpopo, 2013
The purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling

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Dressler, Dennis Wayne. « In The Service of Adults : A.A. Liveright, an American Adult Educator ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331748/.

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The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.

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Miles, Saranette Denise. « A Fighter To The End : The Remarkable Life and Career Of Laura Jane Harper ». Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/34024.

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This study is an investigation of Dr. Laura Jane Harper's tenure, achievements, and contributions to Virginia Tech from 1949-1980. Throughout Virginia Tech's history, examples of leadership, scholarship, and service have been recorded about students, faculty, and administrators; however, female administrators are overlooked in these collections. Using archival and interview data collection techniques and historical biographical methods, we will examine Harper's influences to the profession, significant contributions in the areas of scholarship, administration, and as a mentor for minorities and women. Harper was born on August 18, 1914 in Jackson, Mississippi. She attended and graduated from Belhaven College in 1934 with a bachelor degree, a master of science degree in 1948 from the University of Tennessee, and a doctorate in 1956 from Michigan State University. From 1960 until 1964, she served as dean of the School of Home Economics for both Radford College (now known as Radford University) and VPI (now know as Virginia Tech). After 1964, Harper continued to serve as the Dean of the Home Economics College at VPI with additional responsibilities until her retirement in 1980. During Harper's tenure she touched the lives of many and made several contributions to the institution in which she was employed. Harper worked at Virginia Tech as a professor, researcher, department head, and dean for over 31 years in the home economics discipline; however, the legacy she left continues.
Master of Arts

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Lawson, J. Gregory (James Gregory). « A Historical Study of the Impact of the Christian Development on the Contributions of Frank C. Laubach in Literacy Education ». Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331553/.

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Frank C. Laubach made substantial contributions both to literacy education and the Christian life. There were between sixty and one hundred million people who learned to read through his literacy campaigns. He traveled to 130 countries developing literacy primers in 312 languages. At the same time, Laubach was a missionary mystic, spiritual experimenter and leader among Protestant Christians. The purpose of this study was to examine the relationship between two important parts of Laubach's life: his Christian development and literacy education. The study presents an overview of the family and social background of Frank C. Laubach from a chronological framework. Additional chapters examine: the importance of i-he Christian disciplines in Laubach's life, the impact of the missionary call and Laubach's concern for Christian social responsibility. The final chapter summarizes and evaluates the research. Both the Laubach collection, found in the George Arents Research Library at Syracuse University in Syracuse, New York, and the library at Laubach Literacy International in Syracuse, provided the resources for comprehensive research in the life of Frank C. Laubach.

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Mink, Timothy G. (Timothy Gale). « John F. Walvoord at Dallas Theological Seminary ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332426/.

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This study gives a historical analysis of the life and career of John F. Walvoord. He has served Dallas Theological Seminary for over fifty years in various capacities. The process of gathering information included a review of literature, a review of the institutional records of the Seminary, and a systematic search of the Archives, providing a chronological history of personal correspondence from the Office of the President from 1924 through 1954. An interviewing process concluded the study and served as the means of evaluation and review.

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Silva, Talita Dias Miranda e. « Trajetórias de formação de professoras de educação infantil : história oral de vida ». Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28092012-151546/.

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Esta pesquisa tem como objetivo compreender as trajetórias de formação de sete professoras de educação infantil envolvidas em uma proposta de formação contínua em serviço inspirada na concepção de contextos integrados. Busca-se, nas memórias dos relatos orais de vida, compreender os processos de formação dessas profissionais que atuam na educação infantil. Para tanto, utiliza-se a História Oral de Vida e a abordagem biográfica para desvelar a história de formação e de profissão de docentes de educação infantil em exercício, trazendo à luz os significados, as escolhas, os desafios enfrentados nas trajetórias de formação e profissão das educadoras em seus processos de construção de identidade docente. Assim, teve as seguintes questões orientadoras: Quais as circunstâncias que propiciaram a busca por processos de formação? E em que se pautam para escolher os trajetos de formação? Quais os significados atribuídos pelas docentes de educação infantil? O estudo visa contribuir com as discussões relativas às temáticas de histórias de vida de formação professores tendo em conta as teses defendidas por autores como Nóvoa, Pineau, Josso, Day, Tardif, Catani e Souza, compreendendo os percursos de experiências, que explicitam e revelam os processos formativos do desenvolvimento pessoal e profissional. Com o resultado, espera-se contribuir para evidenciar os significados das trajetórias de formação de profissionais da educação infantil, uma vez que o uso da abordagem biográfica constitui componente essencial para revelar nos itinerários as experiências de aprendizagens, os dispositivos, os rituais, e os habitus formadores da identidade. O estudo também busca colaborar com as discussões relativas às temáticas de histórias de vida, história oral e delinear questões acerca da formação de professores no âmbito da educação infantil, que compreender e revelam e explicitam os percursos de experiências e os processos formativos do desenvolvimento pessoal e profissional.
This study has as objective to understand the formations trajectories of seven childhood educators training paths, through narratives of experiences, teachers involved with a continuous formation proposal during service inspired on the integrative contexts conception. We aim, inside these oral reports of lifes memories, to realize the process of formation owned by these professionals who work . To reach that objective we have used the Oral History of Life and the biography approach to unveiling the formation and professional history of childhood educators who work, bringing to light meanings, chooses, challenges faced at formations trajectories and their profession while they are experiencing teacher identity building processes. Thus, we have had the following guiding questions: Which circumstances have had propitiated the reach for formations processes? Which are the meanings attributed to childhood educators? We aim is to cope with the discussions related to life history theme and teachers formation about theories defended by authors such as Novoa, Pineau, Josso, Day, Tardif, Catani e Souza, comprehending the experiences paths, revealing the formatives processes of personal and professional development. With the result of this research, we hope to contribute to evidence the meanings of childhood educators formations trajectories, once the use of biography approach constitute an essential component to revel inside routes the experiences of learning, devices, rituals, identity former habitus. The study also aim to collaborate with discussions related to history of life and Oral History thematic and to delineate theses questions about teachers education within childhood educators, understanding that the routes and experiences explicit and revel the formations processes of personal and professional development.

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Kennedy, Mark Thomas. « The contribution of Dr. Sampson Paul Robins to education in the province of Québec : with special reference to the McGill Normal School ». Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66200.

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11

McCullough, Joy Diane. « Demographic and biographic characteristics of prospective teacher educators and their motives for becoming teacher educators / ». The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319637.

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Eldridge, Laurie A. « Ruthe Blalock Jones Native American artist and educator / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232583.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.
"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2852. Adviser: Enid Zimmerman.

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McManus, Katherine Anne. « Florence O'Neill, a Newfoundland adult educator : alone in the wilderness ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ48675.pdf.

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Rogers, Anthony William. « W.P. Weston, educator and artist : the development of British ideas in the art curriculum of B.C. public schools ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27519.

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Using the biographical approach, this thesis examines the transfer of British art education methodology to B.C. schools. Early chapters make a close study of the school art curriculum in Britain and its comprehensive restructuring between 1890 and 1910. Later chapters analyse the transfer of these British ideas to B.C., showing how they eventually formed the basis of the British Columbia art curriculum. As a British immigrant in 1909, William Percy Weston belonged to the dominant ethnic and cultural group then settling in B.C.. With British training and teaching experience, he brought with him the belief, fundamental to British art education, that natural form was the basis of design and beauty. Never abandoning this notion, he spread his ideas well beyond the Provincial Normal School, where he was Art Master from 1914 to 1946. Apart from playing a major role in the art training of teachers he was largely responsible for writing the official provincial art text in 1924 and completely responsible for its 1933 revision. He dominated the 1936 rewriting of elementary and secondary art programmes which became a part of the province's complete overhaul of curricula. Weston also became a prominent artist. Among the first to develop a new vision of the western Canadian landscape, he was an important member of the local artistic community. He finally received national recognition, becoming a charter member of the Canadian Group of Painters in 1933 and the first B.C. Associate of the Royal Canadian Academy in 1936. Throughout the nineteen-thirties he exhibited extensively in national exhibitions and his work was chosen to represent Canada abroad. This thesis shows how British educational ideas were sustained in B.C. by the predominantly British educational establishment long after they were rejected in Britain. Investigating reasons, often unforeseen, for curricular change, the thesis raises important questions about the inadequacy of much curriculum history with its emphasis on official policy and disregard for classroom practice. In elucidating Weston's thought and practice contextually, the thesis points out the conditions which allowed Weston to have such wide influence, contrasting his educational conservatism with his artistic experimentation. Furthermore, it offers an explanation for the way in which school art education policy developed in B.C. and underscores the complex of reasons which encourages, or impedes, change in educational practice. Although ultimately Weston's predominance may have held up educational change in art within the province, he nevertheless brought a coherent and plausible philosophy of art education to B.C. schools, one that served the province well for three or more decades. His enthusiastic and able championing of that philosophy did much to encourage teaching of the subject.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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15

« Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners ». Thesis, 2006. http://hdl.handle.net/10413/1262.

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his thesis, based on a visual study of five educators in South Africa, primarily concerns itself with the experiences of white educators who are currently teaching as the only white educator in schools with predominantly black learners. More specifically, my study is an exploratory research effort, which examines three research objectives. These are: (1) what are the experiences of white educators teaching in schools with predominantly black learners; (2) why are their experiences constructed in such ways; and (3) what is the relationship, if any, between their experiences and their social identities — such as race, gender and class. I selected ethnography as a research tool for this study, in that it encompasses the examining of visual representations for information about people, which are visual documents produced by those under study. Photographs can become stitched into the fabric of people's lives, reflecting and representing social persons and social relationships. It is therefore hoped that the visual images that the five white participants of this study take, disclose the texture of their own experiences of teaching in schools with predominantly black learners. The study participants are all currently teaching in schools within KwaZulu Natal.
Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.

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« 陶行知 : 一位基督徒敎育家的再發現 ». 2002. http://library.cuhk.edu.hk/record=b6073840.

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何榮漢.
論文(哲學博士)--香港中文大學, 2002.
參考文獻 (p. 251-311).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
He Ronghan.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 251-311).

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Ebrahim, Mogamat Hoosain. « Shaykh Isma'il Hanif (Edwards) (1906-1958) : a study of his life and works ». Thesis, 2001. http://hdl.handle.net/10413/6343.

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Bender, Ann Elizabeth 1947. « A profile in collective action : a biographical study of James Fleming Hosic, 1870-1959 ». 2003. http://hdl.handle.net/2152/12003.

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Kennedy, Kathryn Anne. « John K. Friesen : adult educator, mentor and humanitarian ». Thesis, 1992. http://hdl.handle.net/2429/2986.

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Dr. John K. Friesen is a Canadian who, for over 50 years worked first in the field of adult education in Canada and then in population planning internationally. He gained prominence in his own country, considerable international stature and a reputation for his vision and capability. Friesen successfully used a democratic, cooperative approach in discovering and responding to community requirements in adult learning. This biographical study provides new material about his character, goals, influences. The thesis focuses on Friesen’s work as Director of Extension for the University of British Columbia (UBC), Vancouver, Canada (1953 - 1966) but also outlines his life and career before this term and gives a synopsis of his international work. A brief description is given of Friesen’s upbringing in a small rural community in Manitoba, his experiences as an educator and leader during the great depression and of his war service in the RCAF. His work in organizing adult education programs for the Manitoba Federation of Agriculture and his life during post-graduate studies at Columbia University are described. He was involved in the cooperative movement and provided informed, effective leadership in Manitoba’s post-war efforts to renew its educational system and to develop a network of hospitals. The thesis examines Friesen’s commitments, methods and the management style he applied in expanding the UBC Extension Department into a sophisticated organization. Under his leadership the department became influential in adult education, leadership and citizenship training in British Columbia; also it was involved in international adult education work. Research was conducted into the work of Friesen and others in originating a graduate program in adult education at UBC. The nature and outcomes of his work in promoting continuing professional education is also examined. The role of Extension in the Vancouver International Festival and other cultural development work is discussed. Friesen is shown to have extended the work of the University into communities throughout the province using study-discussion groups, lectures, credit and noncredit programs in this work. A change in University policy (1963) forced the Department to abandon much of its community based work; the consequences of this shift are considered. Comment from seven of Friesen’s senior colleagues provides insight into his leadership quality and the perceived value of the work carried out during his term. Some conclusions are drawn about Friesen’s life as an educator and humanitarian and on his approach to adult education. The ideas, ideals, commitments and convictions demonstrated by Friesen remain valid today.

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Null, J. Wesley 1973. « A disciplined progressive educator : the life and career of William Chandler Bagley, 1874-1946 ». 2001. http://hdl.handle.net/2152/11343.

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« 在中西文化夾縫中崛起的歐亞混血兒 : 羅何錦姿的個案研究 ». 2012. http://library.cuhk.edu.hk/record=b5549004.

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從十九世紀中葉到二十世紀晚期，歐亞混血兒在香港的社會地位有很大的變化，從被人輕視到受到尊重，道路是漫長的。本文的研究對象羅何錦姿是這個年代成長的女性。身處在一個中西文化兼備的環境，作為一個歐亞混血女性，她的際遇會否與純中國血統的女子不同？
本文以何錦姿的家世--祖父母何仕文〈C. H. M. Bosman〉和施氏，父親何東和母親張蓮覺在港發展經歷，到她成長、受父母培育、作父母的秘書和管家- 作為研究的起點；進而分析何錦姿與羅文錦的婚姻生活，如何與夫家成員相處及教導子女，深入了解香港歐亞混血兒的文化取向。
何錦姿繼承母親張蓮覺的遺志，用現代的管理方法發展寶覺學校，將香港女子教育的規模不斷擴充，從原先只設小學，到二十世紀五十年代開辦中學，再從職業中學發展為文法中學，可說是時代的先鋒，何錦姿治校的理念及方法是本文研究的另一重點。
何錦姿是本港首位女太平紳士。曾任各非牟利慈善機構如同仁會(Welfare League) 、保良局、拔萃女校、何東中學、中國婦女會顧問，她和上流社會的知名人士，如鄧肇堅、李兆基等的人脈關係對她的事業發展又有何影響，都是本文要探討的問題。
From the mid-nineteenth century to the late twentieth century, there was an enormous change in the social status of Eurasians in Hong Kong from being slighted to gaining respect. The road was long and winding. The subject of this research, Lady Victoria Jubilee LO, was a woman born and raised in such an era. Did she, being a Eurasian living in a Chinese-cum-western environment, lead a life different from a woman of pure Chinese descent?
The thesis starts with a study of the family background of Victoria Jubilee LO, which includes: how her grandparents C. H. M. BOSMAN and Ms. SZE as well as her parents, Sir Robert HOTUNG and Ms. Clara CHEUNG, established themselves in Hong Kong; her upbringing; the education she received from her parents; and how she became the secretary and housekeeper to her parents. Furthermore, analyses are made of her married life with her husband, Sir M. K. LO; how she got along with members of her husband's family; and the way she taught her offspring. Through these analyses, a deeper understanding of the cultural orientations of Eurasians in Hong Kong can be obtained.
Inheriting the avowed dedication of her late mother, Ms. Clara CHEUNG, Victoria Jubilee LO employed the skills of modern management in running Po Kok School and continuously expanded its scale -- from a primary school to a secondary school in the mid-twentieth century, then to vocational school and ultimately to a grammar school. She can be regarded as a pioneer of her time. The rationale and methods behind the school management skills adopted by Victoria Jubilee is another focus of this thesis.
Victoria Jubilee LO was the first lady Justice of the Peace in Hong Kong. She has given her services to non-profit charitable organizations such as the Welfare League, Po Leung Kuk, trustee committees of Diocesan Girls' School and Ho Tung Secondary School, and also served as an honorary advisor to the Hong Kong Chinese Women Club. What influence did her connections with high society personalities such as Sir S. K. TANG and Mr. LEE Shau Kee have on the development of her career? These are all issues to be explored in this thesis.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
梁雄姬.
"2012年7月".
"2012 nian 7 yue".
Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 125-139).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in Chinese and English.
Liang Xiongji.
內容撮要 --- p.頁4-5
Chapter 第一章 --- 引言
Chapter 一. --- 研究背景 --- p.頁6-7
Chapter 二. --- 前人研究回顧 --- p.頁8-12
Chapter 三. --- 研究素材--政府檔案 --- p.頁12-14
Chapter 四. --- 研究主題 --- p.頁15-18
Chapter 第二章 --- 世系
Chapter 一. --- 家族血統 --- p.頁19-24
Chapter 二. --- 父親何東事業的冒升 --- p.頁24-33
Chapter 三. --- 祖父的際遇對父親影響 --- p.頁33-37
Chapter 四. --- 父母的熏陶 --- p.頁37-43
Chapter 第三章 --- 羅何錦姿的成長
Chapter 一. --- 死與生 --- p.頁44
Chapter 二. --- 培育成才 --- p.頁45-51
Chapter 三. --- 長女的天職 --- p.頁52-58
Chapter 第四章 --- 婚姻和家庭主活
Chapter 一. --- 父親何東與羅肇的情誼 --- p.頁59-60
Chapter 二. --- 夫家羅文錦的家世 --- p.頁61-63
Chapter 三. --- 夫婦相處之道 --- p.頁64-68
Chapter 四. --- 養兒育女 --- p.頁69-76
Chapter 第五章 --- 教育理念的建立與實踐：何錦姿與寶覺女子中學
Chapter 一． --- 寶覺女子義學的創立 --- p.頁77-81
Chapter 二． --- 女承母業 --- p.頁81-89
Chapter 三． --- 寶覺學校的發展理念
Chapter 1 --- 課程內容 --- p.頁90-95
Chapter 2 --- 學校管理 --- p.頁95-97
Chapter 3 --- 愛護師生 --- p.頁97-99
Chapter 第六章 --- 羅何錦姿的社會角色
Chapter 一． --- 以女性身份服務社會 --- p.頁100-104
Chapter 二． --- 從參與歐混兒慈善組織到推動教育 --- p.頁105-108
Chapter 三． --- 社交網絡與向上流動 --- p.頁109-112
Chapter 第七章 --- 總結 --- p.頁113-120
Chapter 附錄1 --- ：何東家族世系圖 --- p.頁121-126
Chapter 附錄2 --- ：羅文錦家族世系圖 --- p.頁127-128
參考書目 --- p.頁129-143

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Pithouse-Morgan, Kathleen Jane. « Learning through teaching : a narrative self-study of a novice teacher educator ». Thesis, 2007. http://hdl.handle.net/10413/482.

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This thesis reports on a small-scale, qualitative study of learning through teaching in three postgraduate modules in Education at a South African university. In the thesis, I take a narrative self-study stance toward research and pedagogy to explore my lived experience as a novice teacher educator. I illustrate my research journey by tracing the development of my key research question and re-examining my research and curriculum design processes. I use the medium of a ‘narrative self-study research collage’ to represent and engage with a range of data derived from my experience of teaching in the three modules. The thesis makes two unique contributions to the education field. The methodological contribution is the use of a textual collage, which draws on visual and language arts-based approaches to educational research, as a medium for data representation. The creation of the collage and its presentation in this thesis contributes to the ongoing development and exploration of alternative forms of data representation in educational research. The conceptual contribution of the thesis is the conceptualisation of my teaching-learning-researching experience as educative engagement. This conception of educative engagement offers a new way of looking at pedagogy and research in academic teacher education. In addition to these two unique contributions to the field of Education, the thesis adds further understanding and impetus to the growing body of work that seeks to explore and value the teacher self and teachers’ self-study in the context of lived, relational educational experience.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.

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Hill, Daniel Louis. « The Reflective Practitioner : On the Margins Talking with Métis Educator Dave Skene about his Life's Work ». Thesis, 2009. http://hdl.handle.net/1807/18118.

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In this Arts-informed Life History I use dialogue and narrative to illustrate “pedagogy in practice” and illuminate the life’s work of Métis adult educator Dave Skene. Skene tells stories of experience working cross-culturally to illustrate how individuals are transformed by learning experiences and how they contribute to transformative learning in others' lives. He recounts experiences of working for social justice and community development in the global context of north-south knowledge exchange. Skene’s life crosses many borders and the research account walks readers through a life growing up in an urban setting, surviving on the street, discovering God, working internationally with indigenous peoples, listening to stories in areas of protracted conflict and war, and co-founding a Non Governmental Organization, Global Youth Network. As researcher I interweave reflexive accounts of cross-cultural experiences in Canada and Latin America to contribute to understanding how to undertake life history research and issues in its representation.

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ŠIMONOVÁ, Tereza. « Život a dílo historika a pedagoga Františka Bosáka ». Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-387613.

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The thesis willbeabout Mr. František Bosák, whowas a pedagogue, historian and camefromtheSouth Bohemian Region. A personality analysisdealswith his character, attitudes to life and familylife. Characterizationofthescientificwork show us not only a coherent list ofBosák'swork, but a viewintothetimewhen he was live, worked and engaged in historicworks as well. František Bosák worked on the University ofSouth Bohemia in České Budějovice for a long time, but he could not get a docent habilitation and publish his scientificworkbefore 1990 becauseofunfavorableofpoliticalscene. This thesis isthefirstessayaboutimportantpedagoguefromtheSouth Bohemia and his life.

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Thomson, Marion Arthur. « Researching Class Consciousness : The Transgression of a Radical Educator Across Three Continents ». Thesis, 2011. http://hdl.handle.net/1807/29889.

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This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings.

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Thèses sur le sujet « Educators – biography »

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