Tesi sul tema "Community Learning Center Project"
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Best, Cecilia Torres. "A literacy journey of empowerment for adult Hispanic students in a community college's learning center". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1274.
Testo completoShefchik, Michael James. "Creating a student-centered learning community in the college reading classroom by incorporating web-based technology". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2796.
Testo completoChen, Jessica. "Ebay learning center system". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3077.
Testo completoWentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC". University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
Testo completoSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
Howard, Yvonne Mays. "Provisional Accelerated Learning Center (PAL) entrepreneurship program grant proposal". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2554.
Testo completoPesta, Nancy Jean, e Patricia Ubrun. "Service learning: Students benefitting the community". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1248.
Testo completoTran, Linh Thuy. "Community member learning in a community-based ecotourism project in northern Vietnam". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51641.
Testo completoEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Sutorus, Jessica Ann. "Development of a strategic plan for the Highland Environmental Learning Center". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3042.
Testo completoMcKevitz, Mark Joseph. "Redevelopment of the Marie Reed Community Learning Center a study in community-based design /". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3299.
Testo completoThesis research directed by: School of Architecture, Planning and Preservation Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Rees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.
Testo completoFargo, Roland Jason. "Development of a vascular diagnostics center at Downtown Hospital: A feasibility study". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3197.
Testo completoMohamed, Bahaaeldin, e Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.
Testo completoMohamed, Bahaaeldin, e Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management". Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27993.
Testo completoCerqueira, Amanda. "Soundview Center for Acceptance youths learning from each other /". View thesis online, 2009. http://docs.rwu.edu/archthese/22/.
Testo completoArce, Sylvia Eugenia. "Free Spirit Children's Nature Center". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2540.
Testo completoPurnell, Ige T. "The Kent County Secondary Intensive Learning Center project review inside the "Premier School District" /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2009. http://proquest.umi.com/pqdweb?did=1917144831&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Testo completoWestover, Jay Allen. "Integrating environmental education into the curriculum through environmental community service learning". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.
Testo completoKearns, Lorraine D. "Revitalization of the Valley of Enchantment Elementary School Nature Center, an on-site learning facility". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/620.
Testo completoPack, Robert P., Nicholas Hagemeier e Billy Brooks. "DIDARP Project Update". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1348.
Testo completoStanley, Sara. "An Examination of Writing Center-Based Tutoring Models". NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/30.
Testo completoPack, Robert P. "ETSU DIDARP Project Update". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1347.
Testo completoMeade, Clare Nicola. "Catching the learning : a case study of a youth and community project". Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/35363/.
Testo completoTeuton, Luella Bosman. "Marketing the Learning resources Center at South Florida Community College: A Business Approach". NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/879.
Testo completoMukwambo, Robson. "Social learning in community based natural resource management project (CBNRM) : a case study of Chipembere gardening project in Zimbabwe". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016363.
Testo completoLIMA, GIAN CABRAL DE. "THE CONSTRUCTION OF NEW PERSPECTIVES AND PEDAGOGICAL TECHNOLOGIES: AN ANALYSIS OF COLLABORATIVE LEARNING CENTER PROJECT". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27756@1.
Testo completoCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo buscou cartografar novas tecnologias pedagógicas implantadas no Colégio Estadual Professora Alcina Rodrigues de Lima, da rede Estadual de ensino do município de Niterói. O processo de investigação se deu por meio de observação participante, construção de um diário de campo e entrevistas. O objetivo do trabalho consistiu em uma análise do projeto implementado na instituição, pelos professores, denominado Núcleo de Aprendizagem Colaborativa (NAC). Apesar de condições de trabalho adversas constadas pelo estudo os professores encontraram novas formas de exercer suas atividades de maneira coletiva e inventiva, potencializando suas práticas.
The present study aimed at mapping new pedagogical technologies implemented in the State College Professor Alcina Rodrigues de Lima, part of the State Educational System in the City of Niterói. The investigation process occurred by participant observation, construction of a field diary and interviews. The objective consisted in a project analysis implemented in the institution, by the teachers called Collaborative Learning Center (NAC). Despite adverse working conditions identified the study teachers have found new ways to exercise their activities in a collective and inventive way, increasing their practices.
Delgado, Manuel E. (Manuel Eduardo) 1949. "Spicket River Greenway Project, Lawrence, MA : teaching & learning design with the community". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8689.
Testo completo"June 2001."
Includes bibliographical references (leaves 69-70).
This research deals with three different issues. The first two, a site and a community, with their own possibilities and constrains, are going to be the protagonists of this adventure. The third one, the architect-planner, trying to play the role of a facilitator in the process, will translate their needs, rules and solutions into a comprehensive plan that should be suitable for the other two. Interpreting the rules of design, as a tool, the architect here would like to perform his role as a medieval alchemist, acting and waiting in expectation, trying not to interfere to allow the process to flow, but aware that transformations also involves oneself. The main source for this research is the teaching-learning experience at the Young Architects Program, with whom the author is going to share the discovery of the site and the envisioning of a better future. His personal goal is to explore the intimate relationship between ideal form, originated in the minds and images of each one of us, compared with the possibilities for realization after the filter of social, political and economic forces. This will be a teaching and learning experience to confront utopia and reality, within a given urban design problem. The experience of the first four months has been recorded in seven chapters and six journals, that in the form of a diary, carry the observations and reflections of the first approach to the case studied, as the result of the everyday contact with the space and the people.
by Manuel E. Delgado.
S.M.
Davila, Claudia Jazmin, e Claudia Jazmin Davila. "A Quality Improvement Project Designed to Increase Diabetes Quality Indicators at a Primary Care Community Health Center". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621749.
Testo completoHou, Congsi, Aline Saeger e Jörn Golde. "Design with concerns: A community-based senior center in Germany". TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36669.
Testo completoHinkley, Veronica. "The elements of variety : as studied through the design of a community learning center /". Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06082009-170753/.
Testo completoHadjibabaie, Patricia Ann. "Variation in research assignments across the community college curriculum". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2011.
Testo completoHarley-McClaskey, Deborah. "Student Service and Learning: Beginning a Partnership Between the College Campus and the Community Volunteer Center". Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/4731.
Testo completoThomas, Kelly Burke. "AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT". The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-161011/.
Testo completoHriso, Peter, W. Andrew Clark, Tara Maxwell e Cher Cornett. "Linking the University with the Community: An Experiential Learning Project to Promote Arts Entrepreneurship". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2523.
Testo completoWazdatskey, Ann-Marie. "An evaluation of parental satisfaction with early intervention services through Inland Regional Center". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/667.
Testo completoPenner, Jason. "Exploring teaching and learning perspectives in research service-learning : a case study of a community-based sustainable food project". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58721.
Testo completoEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Lewis, Joseph Lee. "Community opinion and satisfaction with the leadership at an urban community educational learning center during an organizational transformation process| A frontline perspective from community stakeholders". Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594529.
Testo completoThis study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on by the Chancellor's office, was facilitated by a community college of another district. This process appeared to produce mixed reactions from various educational learning center constituency groups. During the transformational process, opinions how the institutional leadership addressed the task of developing a trusting and meaningful relationship with community stakeholders surfaced. Based on the survey responses gathered from selected community stakeholders from various community-based organizations, this study identified prevalent perceptions regarding the current educational learning center's leadership.
Previously, there has been no research examining how community stakeholders feel about the current leadership, state take-over, and partnership phenomena born out of a college district losing its accreditation. Therefore, while researching how satisfied selected community stakeholders were with the current leadership under these unique circumstances, this study also offered an in-depth look at college operations, accreditation expectations, and community relations. The majority of stakeholders surveyed were generally concerned about the current type of leadership at their local educational learning center, and the manner in which the state take-over and partnership impacted the subject community college district stakeholders during the organizational transformation and cultural change process.
While focusing on a transformational leadership theoretical framework, this dissertation revealed that generally, stakeholders had opinions that indicated they were not completely satisfied with the manner in which the organizational transformation and cultural change process is being conducted. The results of this study showed that community stakeholders were primarily dissatisfied with the type of leadership strategy facilitated during the transformational process; the manner in which communication is facilitated to the community and the quality of course program offerings. Opinions varied regarding campus services, facilities access and conditions. In the final chapter of this dissertation recommendations are offered to improve public and community relations under the unique circumstances of an organizational transformation and cultural change process of an urban community college.
Hoxha, Sara. "Designing for the periphery / Learning + Community Center in a Post Covid-19 Era in Tirana, Albania". Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104656.
Testo completoMaster of Architecture
Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.
Molnar, Michelle Lynn. "Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community". Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193354.
Testo completoBusser, Cristine. "Encouraging Emergence: Introducing Generative Pedagogy to Writing Center Tutoring". NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/12.
Testo completoChamberlin, J. Shannon. "College Faculty Experiences Assigning Service-Learning and Their Inclination to Continue". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/510.
Testo completoWestcot, Julia Ellen. "The September 11th tragedy: Effects and interventions in the school community". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2271.
Testo completoCrudup, Deborah Kay. "A comparative analysis of the California Regional Center: Fair hearing process for individuals with developmental disabilities". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1631.
Testo completoDietze, Christian, J. Felix Hampe e Silke Schönert. "VC3 - Konzeption und prototypische Realisierung einer Virtual Community im Communication Center-Kontext". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-210507.
Testo completoAmstutz, Leah R. "Determining the Benefits of Implementing a Service Learning Project in an Agriscience II Classroom". Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281535068.
Testo completoDietze, Christian, J. Felix Hampe e Silke Schönert. "VC3 - Konzeption und prototypische Realisierung einer Virtual Community im Communication Center-Kontext". Josef Eul Verlag GmbH, 2001. https://tud.qucosa.de/id/qucosa%3A29834.
Testo completoWittig, D. "Das Project NetAcademy". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-210847.
Testo completoChacón, Pérez Jonathan 1986. "Community platform management mechanisms to support integrated Learning Design". Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/360849.
Testo completoLas contribuciones de esta Tesis Doctoral se enmarcan en el ámbito de las Tecnologías Educativas, y más concretamente en el campo de investigación del Diseño de Aprendizaje (LD acrónimo en inglés). Este campo se centra en dar apoyo a los profesores en la creación de actividades educativas apoyadas por ordenador teniendo en consideración sus contextos educativos. La investigación en el campo de LD ha proporcionado gran cantidad de herramientas y métodos. Sin embargo, estas herramientas todavía carecen de mecanismos que posibiliten la colaboración en comunidades de profesores involucradas en el (co-)diseño de aprendizaje. Además, el alcance de las herramientas es muy variado en cuanto a las representaciones utilizadas, los enfoques pedagógicos utilizados, y fases de diseño a las que van dirigidas (desde la conceptualización, hasta la autoría y hasta la implementación). Esta diversidad de herramientas contrasta con la falta de articulación de sus sinergias para ofrecer ecosistemas LD significativos, manejables e integrados para profesores y comunidades de profesores. Esta problemática motiva la investigación realizada en esta Tesis. La pregunta de investigación que la guía es: ¿Cómo pueden apoyar los mecanismos de gestión de plataformas comunitarias dar soporte en ecosistemas de diseño de aprendizaje integrado? Esta cuestión se aborda en la investigación más concreta de cuatro objetivos específicos. El primer objetivo es exploratorio, se centra en la comprensión de las necesidades de mecanismos de gestión en plataformas para comunidades en LD. La contribución resultante incluye la participación en la implementación y evaluación de las plataformas para comunidades en LD (LdShake, acrónimo en inglés de Learning design Sharing and co-edition, e ILDE, acrónimo en inglés de Integrated Learning Design Environment) en el contexto de proyectos españoles y europeos, así como la identificación de las necesidades abordadas en los tres siguientes objetivos de la investigación. El segundo objetivo busca permitir una gestión flexible de los procesos de (co-)diseño de aprendizaje que implique el uso de varias herramientas de LD. La contribución asociada es un modelo e implementación de los flujos de trabajo de LD (LD Workflows en inglés). Los LD Workflows se definen para permitir la representación de las herramientas de LD seleccionadas que se pueden aplicar a proyectos de LD (LD Projects, en inglés). El tercer objetivo se centra en el apoyo a la gestión de múltiples versiones de diseño de aprendizaje en escenarios de reutilización y (co-)diseño. La contribución es un modelo y una visualización basada en una metáfora del árbol familiar (family tree, en inglés). El cuarto objetivo trata la necesidad de interoperabilidad entre herramientas de (co-)diseño y plataformas de LD, y en particular, se centra en los patrones de diseño como representaciones LD estructuradas de especial interés ya que recogen buenas prácticas docentes repetibles. La contribución es una ontología de patrones que representa computacionalmente un lenguaje de patrones (centrándose en los patrones de CSCL, del inglés:Computer-Supported Collaborative Learning) y un modelo derivado junto con una arquitectura para la gestión interoperable de patrones a través de herramientas de LD. Las contribuciones se han implementado en las plataformas de comunidades de LD LdShake e ILDE mostrando su viabilidad, ofreciendo la prueba de conceptos en escenarios significativos y estudios con profesores en entornos reales.
Reddy, Hari Mallam. "Case study on costs and efficiency of Urgent Care Center Desert Valley Medical Group, Victorville". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1733.
Testo completoCai, Shengrong. "The impact of an online learning community project on university Chinese as a foreign language students' motivation". UNIVERSITY OF SOUTH FLORIDA, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3450613.
Testo completoCai, Shengrong. "The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3026.
Testo completo