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Flobakk, Fride Røe. "Educational Neuroscience - A Critical Discourse Analysis". Thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13057.
Pełny tekst źródłaDuncanson, Charles Scott. "Movement and discourse in educational practice". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260986477.
Pełny tekst źródłaSouthwell, Myriam. "Educational discourse in post-dictatorial Argentina : (1983-1999)". Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391657.
Pełny tekst źródłaFotiadou, Maria. "The discourse of careers services : a corpus-based critical discourse analysis of UK university websites". Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/10127/.
Pełny tekst źródłaRose, Sarah Elizabeth. "Merit, individualism and equity : ideological dilemmas in educational discourse /". Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr7951.pdf.
Pełny tekst źródłaZangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.
Pełny tekst źródłaHong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson i Stacey Fisher. "Discourse of Integrating Science and Literacy". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.
Pełny tekst źródłaHussain, Tamara. "The views of educational psychologists about neuroscience : a discourse analysis". Thesis, University of East London, 2012. http://roar.uel.ac.uk/1893/.
Pełny tekst źródłaBarkley, Candice. "School Leader Use of Social Media for Professional Discourse". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2701.
Pełny tekst źródłaQuinn, Barbara. "Counterpoint, an analysis of eurocentrism in Canadian native educational academic discourse". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39585.pdf.
Pełny tekst źródłaHampton, Martyn. ""Planning and guessing" : T.S. Eliot and the discourse of educational reform". Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545756.
Pełny tekst źródłaTurner, Charity S. "The Role of Teacher Discourse Moves in Promoting Mathematical Reasoning". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374159995.
Pełny tekst źródłaBergfalk, Maria. "Forging discourse : språk som handling i konstskolepedagogik". Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6553.
Pełny tekst źródłaCrawford, Malinda L. "The effects of time and discourse type on a writing performance assessment /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998028.
Pełny tekst źródłaSmith, Prudence. "Improving Classroom Discourse in Inquiry-Based Primary Science Education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/591.
Pełny tekst źródłaWilliams, Charles Henry. "Challenging the boundaries of academic discourse". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1835.
Pełny tekst źródłaRivas, Araceli. "Postcolonial analysis of educational research discourse: creating (Mexican) American children as the". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3310.
Pełny tekst źródłaOLIVEIRA, IZABEL MARIA DE. "TEACHING PROJECT DESIGN FOR UNDERGRADUATE DESIGN COURSES IN BRAZIL: EDUCATIONAL PRACTICE DISCOURSE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15439@1.
Pełny tekst źródłaUm dos pontos centrais nas discussões sobre a pedagogia do design refere-se ao ensino de projeto e ao campo de conhecimento relativo ao processo projetual de configuração de objetos ou sistemas de informações visuais. Historicamente, o desenvolvimento do projeto tem sido visto como ponto de convergência e de articulação dos diversos níveis de saberes adquiridos durante o curso, de forma a conjugar experiências, reflexões, análises e ações práticas. Por conta destes fatores, assumiria um papel nuclear, estrutural, não só em termos curriculares mas, especialmente, no sentido pedagógico e cognitivo. Entretanto, o pleno funcionamento do ensino de projeto com o enfoque de espinha dorsal do curso e motor da formação do conhecimento específi co em design foi bastante difi cultado no período em que vigorou o Currículo Mínimo, estabelecido pelo Conselho Federal de Educação em 1987, por conta de sua estrutura pouco flexível. Com o estabelecimento das Novas Diretrizes Curriculares Nacionais - LDB 9.394/96, as instituições de ensino ganharam autonomia e flexibilidade para definir as propostas pedagógicas e curriculares de seus cursos de graduação. Nesse contexto, refl etir sobre as inúmeras questões que permanecem ou despontam no âmbito do ensino de projeto torna-se imperativo. Essa tese tem como objetivo traçar um panorama da construção de uma realidade relativa ao ensino de projeto em design, conforme está sendo vivenciada em diferentes contextos do país, a partir da identificação e análise de aspectos relevantes do discurso construído na prática pedagógica de um grupo de professores de disciplinas de projeto. Utiliza o método de análise de discursos com o intuito de revelar indicadores daquilo que compõe opiniões, idéias, convicções, conflitos e questionamentos, entre outros aspectos, gerados pela experiência dos docentes que fazem parte do grupo selecionado. O detalhamento metodológico observou alguns princípios básicos do Método de Explicitação do Discurso Subjacente (MEDS) desenvolvido por Nicolaci-da-Costa. As questões abordadas são discutidas sob a ótica da experiência educacional, percebendo-a como território politico, como uma construção social, resultante de um processo histórico. Os pontos centrais relacionam- se à concepção de conhecimento e de educação, assim como à visão e postura frente aos paradigmas e modelos pedagógicos.
One of the main issues in discussions on design courses focuses on teaching project design and the field of knowledge encompassing the project design processes required to confi gure visual information systems or items. Historically, the development of project design has been viewed as a point of convergence and networking for various levels of knowledge acquired during the course, underpinning the conjugation of experiences, refl ections, analyses and practical actions. Due to these factors, it would take on a structural role, not only with regard to the syllabus but more specifi cally in the educational and cognitive senses. However, the full functioning of project design teaching focused on the backbone of the course and the driver behind the formation of specifi c design knowledge was hampered significantly during the time of the Minimum Syllabus, (introduced by the Federal Education Council in 1987), due to its somewhat rigid structure. With the establishment of the New National Syllabus Guidelines in 1996 through Law Nº 9,394, teaching institutions were endowed with greater autonomy and fl exibility for defi ning educational proposals and syllabuses for their undergraduate courses. Within this context, it is imperative to refl ect on the countless issues that still remain or arise within the project design teaching sphere. This thesis intends to outline an overview of the construction of the real situation of project design education in design courses as experienced in a variety of contexts in Brazil, based on the identifi cation and analysis of important aspects of the discourse built up through the teaching practices of a group of project design lecturers. It uses the discourse analysis method in order to disclose indicators refl ecting opinions, ideas, beliefs, confl icts and queries, among other aspects, generated by the experience of faculty members belonging to the selected group. The methodological detailing complies with some basic principles of the Underlying Discourse Unveiling Method developed by Nicolaci-da-Costa. The issues addressed are discussed from the standpoint of educational experience, perceiving it as a political territory, a social construct that is the outcome of a historical process. The key points relate to the concepts of knowledge and education, in addition to vision and stance on teaching paradigms and models.
Milton, Damian Elgin Maclean. "Educational discourse and the autistic student : a study using Q-sort methodology". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6505/.
Pełny tekst źródłaCameron, Lynne Joan. "Metaphorical use of language in educational discourse : a theoretical and empirical investigation". Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020284/.
Pełny tekst źródłaCrotty, Diane. "An Examination of Finland's Educational and Mathematics Equity through Critical Discourse Analysis". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/575262.
Pełny tekst źródłaPh.D.
This investigation focuses upon the nation of Finland. Described by its Ministry of Foreign Affairs (“This is Finland”, n.d.) as a parliamentary democracy, Finland is a free-market economy with a young but progressive history. While the nation’s scores on the 2015 triennial PISA continue to indicate above average performance on all three domains, science, reading, and mathematics, inconsistencies were disclosed with regard to equity. Scoring above average on equitable achievement related to social background, which includes factors such as parents’ education and employment, Finland fell short regarding equitable achievement as it pertains to gender and immigrant students (“Compare Your Country, n.d.). This investigation will survey Finnish policy-related texts, education and mathematics curriculum, and Finnish artifacts; through the analysis of these texts, the intent is to determine how inequities and power dynamics are decipherable within these documents and potentially jeopardized students’ accessibility to mathematics endeavors. Fairclough’s interpretations and applications of critical discourse analysis will provide the foundation for analyses of Bourdieu’s notions of field, doxa, and habitus as they relate to Finnish equity and mathematics education and performance.
Temple University--Theses
Sandeman, Lauren K. "Racialised Discourses of Educational Opportunity: Neoliberal Education Reform and Community Resistance in Bronzeville, Chicago". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161909471708297.
Pełny tekst źródłaSmith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.
Pełny tekst źródłaAleshire, Seth Peter. "The Spectrum of Discourse: A Case Study Utilizing Critical Race Theory and Critical Discourse Analysis". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338708.
Pełny tekst źródłaSterner, Caroline. "Educational development - A way of coping with globalization?" Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79223.
Pełny tekst źródłaHumphreys, Deborah Maria. "Discourses of educational leadership the under-explained influence of context". Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4421/.
Pełny tekst źródłaMiller, Malcolm Neal. "An analysis of educational documents : two philosophical models of analysis considered". Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319607.
Pełny tekst źródłaMeabon, Bartow Susan L. "Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719.
Pełny tekst źródłaReimers, Eva. "Economic and Political Subjectivities in Public Discourses on Education". Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93316.
Pełny tekst źródłaClass in neoliberal education discourses
Sellin, Amy L. "Critiquing the nation, creating the citizen : a century of educational discourse in Venezuela". View abstract/electronic edition; access limited to Brown University users, 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:3318360.
Pełny tekst źródłaRussell, III Homer Arthur. "Transactive Discourse during Assessment Conversations on Science Learning". Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/epse_diss/41.
Pełny tekst źródłaHurner, Casey. "The Phenomenology of Preparing Culturally Proficient Teachers| Modeling Co-Teaching and Critical Discourse in a Rural State College". Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607235.
Pełny tekst źródłaEvery student deserves to be educated by teachers who are culturally proficient to ensure their needs are being met within inclusive school systems. This calls for educator preparation programs to ensure teacher candidates are culturally proficient. However, this is a pedagogical shift in isolated, rural settings due to the challenges rural communities pose for cultural proficiency (Sileo, Sileo, & Pierce, 2008). Modeling co-teaching and critical discourse in educator preparation allows teacher candidates to explore historical and systemic inequities of marginalized populations. Understanding these inequities can allow teacher candidates to recognize how diversity may impact the lives of various individuals and learn to honor the cultural uniqueness of others.
The purpose of this study was to explore the perspectives of teacher candidates within a course modeling co-teaching and critical discourse in educator preparation to capture the essence of their experiences. The conceptual framework created to guide this study centralizes co-teaching in educator preparation to model and promote critical discourse embedding critical theory and disability inquiry. This study used a phenomenology approach to obtain the essence of teacher candidates’ experiences. Participants of the study were pursuing a degree in education from a rural state college. Of the participants, 92% were female and 98% were white. To ensure the essence of teacher candidates’ experience prevailed, the researcher used a peer debriefing process and member checking to ensure validity.
Three themes emerged from the survey responses and four participant interviews. Each theme had three sub-themes that emerged as well. The first theme was a prosocial environment, with sub-themes of connectivity, multiple perspectives, and critical discourse. The second theme was vulnerability, with sub-themes of professors as change agents, self-awareness, and critical consciousness. The last theme was empowerment, with sub-themes of advocacy, pedagogical awareness, and understanding and honoring culture. Interconnections of the themes were analyzed and presented to combine the conceptual framework of the study with the findings.
Beech, Jason. "International agencies, educational discourse, and the reform of teacher education in Argentina and Brazil (1985-2002) : a comparative analysis". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006657/.
Pełny tekst źródłaCereghini, Christina A. "Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks". Thesis, University of Arkansas at Little Rock, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824823.
Pełny tekst źródłaThis mixed methods study investigates the effect of cultural and sociolinguistic textures of talk on authentic discussion patterns and whether reading comprehension and inferencing are affected in an online booktalk environment with adolescents. The research will also investigate the contextual features of the classroom community to be studied to help determine the specific sociocultural norms established in that classroom. The unique conditions of the setting in which today’s adolescents function, such as amplified access to digital technologies, the evolving status of socialization, the express shift of physical and emotional factors, and the collective influence of prior experiences with reading, call for a more nuanced examination of their literacy practices. Data was collected from a Pre-AP 10th grade students in an urban high school setting. Using a sample of 75 students for the blog postings and recorded classroom discussions, the transcripts were sent through LIWC and the variables of tone, analytical, social, affect, cognitive process, and affiliation were examined. An F-test two sample for variances found that there is a connection between the students’ funds of knowledge and their comprehension of the text. The results also suggest that inferencing is influenced through the other variables. There was no statistical significance between cognitive process and social, affect and affiliation, cognitive process and affiliation.
Rydström, Fredrik, i Michael Lucas Gill. "The process of conformation in Eastern African education : A discourse analysis of gender equality in Eastern African educational policy documents". Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-438.
Pełny tekst źródłaIn this study, we will carry out a discourse analysis on gender equality in Eastern African educational policy documents. We have chosen to investigate policy documents from Kenya, Tanzania and Uganda, since these countries share a common cultural and colonial heritage. The Eastern African process on enhancing gender equality in education is of great interest to investigate in an educational study since the work on improving gender equity is still quite undeveloped in this region. In addition, these countries have all signed the Millennium Declaration, which obligate the participating countries to reduce gender disparities in education and provide universal primary education to all children.
Our aim is to analyse and compare different aspects of gender equality in these Eastern African policy documents. In order to do so, we have synthesised critical discourse theory with pedagogical methods. Focus is going to be aimed on the interrelationship between ideas of gender, education, state and society within the different discourses and how these affect the distribution of power.
This study concludes that there is several common interregional gender discourses embedded in the policy documents, although some national differences has been determined. Our study does also acknowledge that gender and educational policies are globalised. East African gender discourses have conformed to international educational norms and values. This process has resulted in a uniform acceptance of ideas and strategies on how to eradicate gender disparities in education.
Omar, Yunus. "Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7410.
Pełny tekst źródłaThis study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.
Mood, Elizabeth. "An examination of processes and structures in oral narrative discourse in an educational context". Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5560/.
Pełny tekst źródłaBRUNO, DANIELA CALDEIRA. "PEDAGOGIC DISCOURSE, A PRACTICE OF IDEOLOGICAL MEANING: IDENTITY CONSTRUCTION IN A MILITARY EDUCATIONAL CONTEXT". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7224@1.
Pełny tekst źródłaEste trabalho desenvolve uma visão sobre a construção de identidades no contexto de práticas discursivas vivenciadas na formação de oficiais combatentes do Exército Brasileiro. Tais práticas evidenciam a representação dos sistemas simbólicos que dão forma a esta ecologia e às identidades suscitadas em seus participantes. As principais fontes de análise utilizadas foram textos interpretados como a materialização de um discurso de ordem social superior - o discurso pedagógico, produzidos durante exercícios de adestramento de tropas combatentes para o cumprimento de sua missão constitucional. Considerando-se que a língua carrega o potencial de produzir as ordens de significado que o dispositivo pedagógico está tentando controlar e distribuir, uma análise da organização funcional das práticas pedagógico-discursivas selecionadas, baseada no ferramental da Gramática Sistêmico-Funcional de Halliday (1985), principalmente no que tange à metafunção ideacional da linguagem e à transitividade, evidenciou que as escolhas lexicogramaticais, semânticas, fonológicas e entoacionais instanciadas constituem-se de sistemas semióticos não arbitrários de construção e representação do mundo. Essas escolhas funcionam produzindo significados particulares no âmbito da formação militar combatente, ideologicamente compartilhados e apropriados pela comunidade de prática estudada, facilitando processos de formação e representações sociais. As análises trouxeram à tona a crença de que o imaginário, o simbólico e o mítico marcham na mesma cadência que a racionalidade pretendida pelo discurso pedagógico enquanto veiculador de uma verdade e fator de construção de identidades no cotidiano das práticas discursivas que emergem nesta academia militar.
This dissertation focuses on discourse, understood as an ideological practice of meaning and as a practice evocative of social identities at an institution of undergraduate military education. A particular view is developed on the identity construction process in the context of discursive practice enunciations taking place along the education of combatant officers of the Brazilian Army. Such practices reflect the representation of the symbolic systems which contribute to the shaping of this ecology and of the identities evoked from its members. The main source for analysis comprises texts interpreted as the materialization of a superior social order discourse - pedagogic discourse, produced during military maneuvers aiming at skilling combatant troops to accomplish their constitutional mission. Considering that language carries the potential of producing the orders of meaning which pedagogic discourse tries to control and distribute, the functional organization of the pedagogic-discursive practices was analyzed. Based on Halliday´s (1985) Systemic-Functional Grammar, with special focus on the ideational metafunction and transitivity, these analyses support that choices of lexicogramatical, semantic, phonological and intonation patterns build nonarbitrary semiotic systems of construction and representation of the world. These choices function producing particular meanings in the military combatant educational scope, besides being ideologically shared and appropriated by the studied community of practice, enabling social formation and representation processes. The analysis has risen the belief that the imaginary, the symbolic and the mythical march in the same cadence as that intended by the pedagogic discourse, medium which materializes the truth and factor of identity construction during the daily discursive practices that flourish at this military academy.
Kim, Wonseok. "A critical investigation into the discourse of educational neutrality in South Korea (1987-2017)". Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/111740/.
Pełny tekst źródłaSaeedi, Sina. "Perceptions of Racism in Educational Settings: A Critical Discourse Analysis of Inter-Racial Stories". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595571431384119.
Pełny tekst źródłaTinitali, Peter. "Culture, language and colonial discourse a study of educational professional preparation in American Samoa /". Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044601&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209146903&clientId=23440.
Pełny tekst źródłaFerrell, Tonia P. "A Critical Discourse Analysis of Academic Presidential Transitions: Framing Images of Leadership". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542145474175605.
Pełny tekst źródłaKhwaja, Tehmina. "The language of leadership a feminist poststructural discourse analysis of inaugural addresses by presidents of high profile research universities". W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618807.
Pełny tekst źródłaYates, Mark Timothy. "Congressional Debates Over Prisoner Education: A Critical Discourse Analysis". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/39.
Pełny tekst źródłaGazi, Yakut. "Discourse indicators of culture in online courses". [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1304.
Pełny tekst źródłaBanks, Cerri Annette. "This is how we do it! Black women undergraduates, cultural capital and college success-reworking discourse /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Pełny tekst źródłaSaichaie, Kem. "Representation on college and university websites: an approach using critical discourse analysis". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1071.
Pełny tekst źródłaVergara, María. "Silence, order, obedience and discipline : the educational discourse of the Argentinean military regime (1976-1983) /". Lund : Lund University Press, 1997. http://catalogue.bnf.fr/ark:/12148/cb40996223j.
Pełny tekst źródłaStiff, Charlotte. "A discourse analytical study that explores the discursive constructions of therapeutic practice within educational psychology". Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4449/.
Pełny tekst źródłaDonnison, Sharn, i n/a. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061012.154401.
Pełny tekst źródła