Rozprawy doktorskie na temat „Affective education”
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Yeung, Mei-lun. "A study of the role of affect in school learning in Hong Kong". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834721.
Pełny tekst źródłaSellars, Maura, i res cand@acu edu au. "The Affective Component in Effective Education". Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp103.11092006.
Pełny tekst źródłaSellars, Maura. "The affective component in effective education". Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/64b51026fb66cb33e16fb27e970e56e1edeade927c664f76303e64877a0d080f/7319852/65081_downloaded_stream_306.pdf.
Pełny tekst źródłaEaton, Dennis. "Cognitive and affective learning in outdoor education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41587.pdf.
Pełny tekst źródłaRoche, Stephen. "Promoting the Affective Domain Within Online Education". NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/292.
Pełny tekst źródłaYeung, Mei-lun, i 楊美鄰. "A study of the role of affect in school learning in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957572.
Pełny tekst źródłaMeredith, Joyce Elaine. "A model of affective processes in nonformal education". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239976661.
Pełny tekst źródłaMercer, Jennifer Ann. "The importance of affective curriculum in educating children to live responsible, creative and fulfilling lives". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mercerj.pdf.
Pełny tekst źródłaBicak, Bayram. "Affective domain applications in the junior high schools in Turkey". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280254.
Pełny tekst źródłaEvans, Vickie Denise. "The affective consequences of grade retention". [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0329101-163413/restricted/evans0420.pdf.
Pełny tekst źródłaShauchenka, Hanna. "Affective quality of educational services measurement in the context of higher education marketing". Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3525.
Pełny tekst źródłaCheng, Kai-yuen, i 鄭啓員. "Conceptualization and implementation of affective education in China'sGuangzhou: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47229998.
Pełny tekst źródłapublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Winberg, Mikael. "Simulation in University Chemistry Education : Cognitive and Affective Aspects". Doctoral thesis, Umeå : Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-799.
Pełny tekst źródłaVasileiou, Kanella. "Affective education in the primary phase : some comparative perspectives". Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/2480/.
Pełny tekst źródłaTerada, Jaimie. "The effect of art education on affective and cognitive development". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Terada_JMITthesis2009.pdf.
Pełny tekst źródłaPerdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement". [Bloomington, Ind.] : Indiana University, 2009. 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:3354920.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
Lyman, Katie J. "The Relationship of Affective Domains and Cognitive Performance in Paramedic Students". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5259.
Pełny tekst źródłaGrauer, Bette L. "Secondary science teachers’ use of the affective domain in science education". Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17312.
Pełny tekst źródłaDepartment of Curriculum and Instruction
Michael F. Perl and Kay Ann Taylor
The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.
Mowat, Joan Gaynor. "Teaching for understanding within the affective field". Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2986/.
Pełny tekst źródłaReichow, Insa. "Students’ Affective-Motivational Research Dispositions". Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22673.
Pełny tekst źródłaThis dissertation addressed three central goals using a mixed-methods approach: The first goal was to develop a comprehensive model of affective-motivational research dispositions for students of the social sciences since existing models of research competence concentrate on cognitive dispositions. With the help of expert interviews and an expert rating, nine affective-motivational research dispositions were identified. The second goal was the development and validation of test instruments to assess the identified affective-motivational research dispositions. Based on the standards of psychological test construction, self-assessment scales were developed for all nine affective-motivational research dispositions and evidence for their validity was generated. These previous steps formed the basis for addressing the third goal: To test whether research-based learning is a suitable format to foster different cognitive and affective-motivational research dispositions in the social sciences. Research-based learning is a didactic format in which students complete a full research cycle to answer a research question. So far, there are many theoretical claims on the effectiveness of research-based learning in the social sciences but a lack of empirical evidence. In a pre-post study (N=952) in research-based learning courses, it was shown that students benefit from a favourable development of some of the research dispositions, whereas other dispositions decreased. The role of the facilitating instructor proved to be central.
Roan, Catherine L. "Journalism students' experience of affect in writing /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013016.
Pełny tekst źródłaCastro, Jesus R. "Effective leadership among academic deans : an exploration of the relationship between emotional competence and leadership effectiveness /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091910.
Pełny tekst źródłaRudolph, Cynthia Thompson. "An evaluation of a foundational course in high school biology as measured by cognitive and affective factors". Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143687.
Pełny tekst źródłaThere is little written about the use of foundational courses in high school science. This study seeks to identify if a foundational course in high school biology improves student outcomes as measured by Biology I EOC exam proficiency scale scores and student growth. Efforts were made to determine differences in cognitive skill areas and affective/conative skill areas as students progress from the foundational course of Greenhouse Biology (GH Bio) to Biology I. Three years of test score data from over 15,000 student participants are evaluated, as well as extant survey data from biology teachers and district student scheduling personnel. Findings from the study indicate GH Bio does make a difference in academic outcomes in students taking the foundational course before taking the Biology I course, and subsequently, the Biology I EOC exam. Findings also show there are cognitive, affective, and conative differences between the GH Bio students and their non-GH Bio peers while in Biology I. The study also seeks to determine why some students are scheduled for GH Bio and others are not. Findings indicate there are variances as to the reasons and intent for scheduling students into GH Bio. Some students who could benefit from the course are not being scheduled into the course.
Meeken, Luke. "Art Education and the Encouragement of Affective and Cognitive Empathy in Early Childhood". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3194.
Pełny tekst źródłaIssroff, Kim. "Investigating computer-supported collaborative learning from an affective perspective". Thesis, Open University, 1996. http://oro.open.ac.uk/56457/.
Pełny tekst źródłaPage, Nicki A. "Assessing affective elements in New Zealand secondary school general music education: The development of a music attitude assessment instrument based on a taxonomy of affective educational objectives". Thesis, University of Canterbury. Music, 1993. http://hdl.handle.net/10092/4606.
Pełny tekst źródłaFok, Hung Kit. "Applying regulatory fit in education setting : the mediating role of affective experience and evaluation /". View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202009%20FOK.
Pełny tekst źródłaMartin, Marilyn M. "The cognitive and affective outcomes of a cultural diversity in business course in higher education". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4414.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2007) Includes bibliographical references.
Gamberini, Jacopo. "AFFECTIVE COMPUTING IN SMART EDUCATION: Stato dell'Arte e Sviluppo di un Prototipo". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
Znajdź pełny tekst źródłaJobe, Shelley. "The positive impact of visual art education on cognition and affective development". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jobe%20SMITthesis2009.pdf.
Pełny tekst źródłaDurance, George Murray. "Value change in adolescents : school effectiveness in the affective domain". Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5283/.
Pełny tekst źródłaKsendzov, Elena. "Associative Relationship among Mindfulness, Academic Grades, and Affective Outcomes in Adolescence". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2842.
Pełny tekst źródłaJohnson, Alandis Ann. "Constellations of Feeling: The Affective Resistance of Non-Binary Transgender College Students". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1510831206584434.
Pełny tekst źródłaRay, Maureen. "School Culture and the Affective Learning Needs of Latino Long-term English Learners". PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2209.
Pełny tekst źródłaBecker, Evelyn Z. "Using predictable books with a nonreader : cognitive and affective effects /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249671596.
Pełny tekst źródłaNäykki, P. (Piia). "Affective and effective collaborative learning:process-oriented design studies in a teacher education context". Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206882.
Pełny tekst źródłaTiivistelmä Väitöstutkimus tarkastelee opettajaksi opiskelevien yhteisöllistä oppimista sosiokognitiivisena ja sosioemotionaalisena vuorovaikutusprosessina. Tutkimuskohteina ovat yhteisöllinen tiedonrakentelu, yhteisöllisen oppimisen haasteet ja ryhmän toiminta sosioemotionaalisessa konfliktitilanteessa. Yhteenvedossa tarkastellaan sitä, mitä yhteisöllisen oppimisen aikana tapahtuu, miten opiskelijat tulkitsevat prosessinaikaisia toimintoja ja miten ne vaikuttavat oppimistilanteeseen. Tutkimus koostuu kahdesta osatutkimuksesta, joiden tulokset on raportoitu neljässä artikkelissa. Väitöstyö on luonteeltaan design-tutkimus, jossa ilmiötä tarkastellaan aidoissa, etukäteen pedagogisesti suunnitelluissa ja tieto- ja viestintäteknologiaa hyödyntävissä oppimistilanteissa. Tutkimusaineisto koostuu videoiduista ryhmätilanteista, opiskelijoiden haastatteluista sekä oppimistesteistä, joilla mitattiin opiskelijoiden sisällöllistä ymmärrystä. Lisäksi sosioemotionaalisen vuorovaikutuksen analyysia syvennettiin menetelmällä, jossa opiskelijoiden haastattelua stimuloitiin videon avulla. Tutkimustulokset osoittavat, että tiedonrakentelun yhteinen säätely edesauttaa yhteisöllistä oppimista. Tehokas ja mielekäs yhteisöllinen oppiminen edellyttää, että ryhmän jäsenet monitoroivat, kuinka ymmärrys tehtävästä ja sisällöstä kehittyy, kuinka mielenkiinto säilyy ja kuinka ryhmä etenee. Kognitiivisten prosessien ohella opiskelijoiden tulee tarkkailla oppimistaan sosioemotionaalisesta näkökulmasta. Ryhmien on tärkeä arvioida ja säädellä työskentelyään siten, että sosioemotionaalinen ilmapiiri säilyy yhteisölliselle oppimiselle suotuisana. Väitöstutkimuksen tulokset lisäävät teoreettista ymmärrystä yhteisöllisen oppimisen mahdollisuuksista ja haasteista. Tutkimus myös edistää prosessiorientoituneiden tutkimusmenetelmien kehittämistä. Lisäksi tulosten perusteella voidaan kehittää korkeakouluopetusta ja erityisesti opettajankoulutusta. Tutkimukseen suunnitellut oppimisympäristöt tarjoavat konkreettisia ideoita, joilla voidaan tukea yksilöllisiä ja sosiaalisesti jaettuja oppimisprosesseja
Holmes, L. (Liina). "Meditation in the context of holistic education in terms of affective and social development". Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611163070.
Pełny tekst źródłaEmery, Alyssa A. "Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098.
Pełny tekst źródłaToale, Mary C. "Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1940.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).
Allspaw, Kathleen M. "Secondary science classroom dissections forming policy by evaluating cognitive outcomes and exploring affective outcomes /". [Bloomington, Ind.] : Indiana University, 2008. 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:3344557.
Pełny tekst źródłaTitle from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0517. Adviser: Charles Barman.
Ahlschwede, Willa Elizabeth, i Willa Elizabeth Ahlschwede. "Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families". Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624094.
Pełny tekst źródłaMeers, Alan. "An Identification Of Affective Characteristics Which Employers Are Seeking In Bible College Graduates". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1460.
Pełny tekst źródłaWhitney, Carol Strip. "Social-emotional behaviors of highly gifted adolescents as they respond to affective curriculum strategies /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487854314872815.
Pełny tekst źródłaBell, Leeanne M. "Instructors' message variables and students' learning orientation/grade orientation and affective learning". Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3012.
Pełny tekst źródłaBorgia, Laurel, Carol Owles, Kylee Merendino i Edward J. Dwyer. "Terrific Teaching Tips: Affective Reading Empowers Student Response". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3369.
Pełny tekst źródłaSutton, Kelly Kreitzer. "Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5133.
Pełny tekst źródłaLodi, Michael <1988>. "Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9188/1/Tesi_Dottorato_Lodi.pdf.
Pełny tekst źródłaHiett, Michael. "Examining K-12 Teachers' Affective Job Satisfaction and Perceptions of Blended Instruction". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3103.
Pełny tekst źródłaReardon, Sean Michael. "Cognitive and affective characteristics of learning disabled, severe behavior handicapped, and normal children and adolscents /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu14876834014427.
Pełny tekst źródłaBoone, Kristina. "Cognitive and affective changes exhibited by extension clients in Scioto County using water-related publications /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076416952.
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