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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
Scott, Fiona Marie. "Action-reflection-learning in a lean production environment /". St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17167.pdf.
Pełny tekst źródłaBroadbent, Fiona. "Action-reflection-learning in a lean production environment /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19334.pdf.
Pełny tekst źródłaKnecht, Anke. "Action research adn reflection in preservice teacher education". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.
Pełny tekst źródłaKnecht, Anke. "Action research and reflection in preservice teacher education /". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.
Pełny tekst źródłaStoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.
Pełny tekst źródłaPh. D.
SILVA, BRUNO SANTANA DA. "USING CASES IN REFLECTION IN ACTION IN HCI DESIGN ACTIVITIES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16990@1.
Pełny tekst źródłaO processo de design envolve investigar a situação atual para definir um problema de design, elaborar uma proposta de intervenção na forma de uma solução e avaliar se ela é satisfatória (Lawson, 2006). Schön (1983) investiga a epistemologia da prática de design como um processo de reflexão em ação. Nesse contexto, exploramos conceitos de raciocínio baseado em casos (Kolodner e Leake, 1996) para indexar e recuperar casos de design de IHC. Um caso de design de IHC pode ser compreendido como uma definição do problema e da solução de IHC registrada em representações e modelos durante a atividade design. Schön argumenta que um designer pode enriquecer seu processo de reflexão em ação quando identifica similaridades e diferenças do caso de design atual em relação a outros casos que já conhece. Esta tese apresenta os resultados de uma pesquisa qualitativa sobre os efeitos da consulta a casos de design no processo de reflexão em ação de alunos de graduação e pós-graduação em Informática durante atividades de design de IHC. Em particular, consideramos uma base de casos com contribuições de terceiros, ou seja, aqueles que consultaram os casos não participaram da definição do problema, nem da solução. Nas sessões de design observadas, a consulta a casos de design existentes enriqueceu o processo de reflexão dos participantes através de uma conversa com artefatos de design. Esse resultado estende os resultados de Schön porque trata da consulta a vários casos de design vivenciados por terceiros. Além disso, percebemos que as diferenças e semelhanças entre as soluções de IHC propostas e as consultadas dependem do julgamento dos participantes sobre os casos de design consultados, podendo variar em diferentes momentos do mesmo processo de design realizado pela mesma pessoa.
The design process involves investigating the current situation to define a design problem, to propose an intervention in form of a solution and to evaluate whether it is satisfactory (Lawson, 2006). Schön (1983) investigates the design practice epistemology as a process of reflection in action. In this context, we explore case-based reasoning concepts (Kolodner e Leake, 1996) to index and recover HCI design cases. An HCI design case can be understood as an HCI problem and solution definition recorded in representations and models during the design activity. Schön (1983) argues that a designer can enrich his reflection in action process when he/she identifies similarities and differences between the current case and other cases he/she already knows. This thesis presents the results of a qualitative research study about the effects of consulting design cases in the reflection in action process of undergraduate and graduate Computer Science students during HCI design activities. In particular, we consider a base of cases with contributions of third parties, that is, those who consulted the cases did not participate in the definition of the problem nor of the solution. In the observed sessions, consulting existing design cases enriches the participants’ reflection in action process through conversation with design artifacts. This result extends Schön’s result considering the consultation of several design cases experienced by third parties. Furthermore, we realized that differences and similarities between the proposed HCI solutions and those consulted depend on the participants’ judgment on the consulted design cases. This judgment may vary at different moments of a design process conducted by the same person.
Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action". Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.
Pełny tekst źródłaLeeson, Bernard Alan. "Managing to learn - learning to change : reflection and refraction in action". Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/10243/.
Pełny tekst źródłaEvans, Moyra. "Action research enquiry into reflection in action as part of my role as a deputy headteacher". Thesis, Kingston University, 1995. http://eprints.kingston.ac.uk/20584/.
Pełny tekst źródłaO'Mara, Joanne, i jomara@deakin edu au. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching". Griffith University. School of Vocational, Technology and Arts Education, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.103642.
Pełny tekst źródłaNguyen, Thanh Thuy. "The use of Donald Schön's conceptualization of reflection-in-action in Vietnamese teacher education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51433.pdf.
Pełny tekst źródłaRIBAS, CRISTINA MARIA FLORES. "A REFLECTION ON THE CONCEPT OF MIMESIS AND TRAGIC ACTION IN ARISTOTLENULLS POETICS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4749@1.
Pełny tekst źródłaA presente dissertação de mestrado tem como tema de investigação dois dos principais aspectos da poesia trágica do mundo grego antigo apontados pela reflexão desenvolvida por Aristóteles, na Poética: a noção de mimesis, que figura na própria definição da poesia trágica - tragédia é mimesis de ação - e a natureza da ação da qual a poesia trágica é mimesis; ou seja, o quê constitui uma ação verdadeiramente trágica. Com isso, o que procuramos foi a afirmação, não apenas da grandeza do olhar lançado por Aristóteles sobre a poesia trágica e o modo original como a tratou ao considerá-la enquanto um domínio próprio, enquanto um Cosmos, mas, sobretudo, a afirmação da Poética de Aristóteles, não obstante o seu caráter fragmentário, como obra originária de uma significativa reflexão acerca da essência da poesia trágica.
The present dissertation investigates two of the most important aspects of ancient Greek poetry examined by Aristotle in the Poetics: the concept of mimesis, which constitutes part of the definition of tragic poetry - tragedy is mimesis of action - and the nature of the action of which tragic poetry is mimesis; what comprises a truly tragic action. Thus the aim was to affirm, not only the greatness of the ideas about tragic poetry that Aristotle proposed and the originality with which he treated the subject as independent of other forms, like a Cosmos, but also, above all, to affirm that Aristotle s Poetics, despite its fragmentary nature, could be thought as the first significant reflection about the essence of tragic poetry.
Leone, Elsa. "Solidarity with Migrants in and Around Grenoble - Volunteer Commitment: from Reflection to Action". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21524.
Pełny tekst źródłaGross, Mara. "Reflection in action : a practitioner's study of four high school students' experience in community service /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042345.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Ellen C. Lagemann. Dissertation Committee: Joann Jacullo-Noto. Includes bibliographical references (leaves 199-206).
Brownsword, Neil. "Action/reflection [multimedia]: a creative response to transition and change in British ceramic manufacture". Thesis, Bucks New University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426324.
Pełny tekst źródłaBirch, Jill. "Reflection in action, an enquiry into how CEOs learn to lead and learn to learn". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ53312.pdf.
Pełny tekst źródłaSirizzotti, Catherine Elizabeth. "Caught in Action: A Study of Christiane Baumgartner's Treatment of Technique, Movement, and Self-reflection". Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/189929.
Pełny tekst źródłaM.A.
In my master's thesis, I examine Baumgartner's work in regards to her treatment of technique, movement, and self-reflection. This research demonstrates how she has mastered early, traditional German woodcuts and introduced them into a new, contemporary context by combining them with video and photography. I begin with a discussion of Baumgartner's use of materials and techniques. I focus especially on her emulation of Albrecht Dürer and adherence to many early fifteenth-century rules and standards for creating prints, while also exploring the print history of Leipzig where Baumgartner received her foundational training. Through a study of works such as Dürer's large-scale woodcut titled Triumphal Arch of Maximilian I (1515) and Baumgartner's Transall (2002-04), I examine how her methods also differ from traditional approaches and the ways in which she places particular value on how the labor of producing the print fits into its creation. I then focus on how Baumgartner unites the slow process of woodcut with the fast paced mediums of video and photography in order to produce distinctive physical and visual encapsulations of movement. This includes an exploration of French author Paul Virilio's influence and the ways in which she captures motion through images of transportation, cutting techniques, and optical illusions. I also consider the role that her personal history plays in her works, as well as her Russian influences such as the writings of the Russian-American poet and essayist Joseph Brodsky. This is displayed by an examination of how Baumgartner's prints illustrate the significance of introspection by demonstrating its relation to one's background, physical surroundings, and connection to the past and memory, as well as the significance of reassessing one's perspective of the modern experience.
Temple University--Theses
Atkinson, D. "Form and action in art education : A reflection upon theory and practice in the teaching of art". Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382177.
Pełny tekst źródłaKizilcik-eren, Hale Hatice Hatice. "A Constructivist Approach To The Integration Of Systematic Reflection In Eap Courses: An Action Research Study". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614011/index.pdf.
Pełny tekst źródłaevaluation of reflective activities and teacher&rsquo
s reflective journal. The quantitative and qualitative analysis of the data revealed that the integration of reflection in the course increased students&rsquo
awareness of their strengths and weaknesses in relation to the tasks they performed, improved their self-assessment skills and increased their self-confidence. Reflecting with students and on students&rsquo
reflections became a journey of discovery for the teacher-researcher. She developed an action plan and put it into implementation.
Kline, Kimberly A. "The use of action theories, social justice issues and reflection in a student affairs master's course". [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3162975.
Pełny tekst źródłaTitle from PDF t.p. (viewed Dec. 2, 2008). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0513. Chair: Edward P. St. John.
Åkerstedt, Zandra. "Guided reflection in Simulator-Based Crisis Management Training : Examining the possibility to implement After Action Reviews in the CCRAAAFFFTING project". Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157632.
Pełny tekst źródłaEdlmann, Tessa Margaret. "An action learning based reflection on participative drama as a tool for transformation of identity in the spirals programme". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008202.
Pełny tekst źródłaAlso known as: Edlmann, Theresa
Mhembere, Tarisai Valerie. "The protection of minority shareholders in South Africa: a reflection on the derivative action, appraisal rights and oppression remedy". Master's thesis, Faculty of Law, 2020. https://hdl.handle.net/11427/31715.
Pełny tekst źródłaLenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.
Pełny tekst źródłaMoilanen, Jon H. "Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011". Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13577.
Pełny tekst źródłaDepartment of Educational Leadership
Sarah Jane Fishback
This qualitative inquiry was a naturalistic exploration of participants’ perception or understanding of their intuitive decisionmaking processes. A bounded case study explored how a purposeful sampling of U.S. Armed Forces officers−primarily U.S. Army officers−perceived or understood intuitive decisionmaking in the context of their experiences in contemporary military missions. The purposeful sample was comprised of ten volunteer participants attending their professional Intermediate Level Education (ILE) course in 2011 at the U.S. Army Command and General Staff College. The review of relevant literature used Polanyi's (1958) theory of tacit knowing and personal knowledge [intuition] in making decisions as a philosophical and psychological baseline. U.S. Army doctrine promoted implicit [intuitive] and analytical [deliberate] decisionmaking. Army doctrinal guidance stated that in situations severely constrained in time and requiring an immediate decision, Army leaders rely significantly on intution. A complementary concept advocated creative and critical thinking in order to adaptively solve problems. However, minimal emphasis on intuitive processes and rescinding the term intuitive decisionmaking in Army doctrine indicated a significant gap in Army leader development. This research augmented professional literature on the art and science of military leadership and decisionmaking in the second decade of the 21st century. The exploratory study encouraged further research on how U.S. Armed Forces officers perceive discrete elements or emergent patterns among complex environmental stimuli; understand their tacit knowledge to sense situational cues affecting a problem; and develop their intuitive acumen as a complement to experience and learning toward professional expertise. The participants’ candid insights on their lived and vicarious experiences in intuitive decisionmaking suggested similar leadership value to the adult education community. Other practical benefits included an improved self-efficacy of participants to trust their personal intuition and expertise, and to further explore their tacit knowledge for effective day-to-day living in an ever-changing complex and uncertain world. The experiences of participants indicated the believability of Polanyi’s premise that “we can know more than we can tell.” (Polanyi, 1964, p. x).
Mills, Nancy Fosdick. "Riding the winds of their interest : exploring the teachable moment in college classrooms". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003028.
Pełny tekst źródłaHeiskanen, Ari. "Issues and factors affecting the success and failure of a student record system development process a longitudinal investigation based on Reflection-in-Action /". [Helsinki] : EDP Office, Offices of the Rector, University of Helsinki, 1994. http://catalog.hathitrust.org/api/volumes/oclc/71258256.html.
Pełny tekst źródłaLundquist, Coey Åsa Margaretha. "Exploring uncomfortable situations in the practice of a Swedish leadership consultant". Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/17120.
Pełny tekst źródłaJones, Indra. "Reflective practice and the learning of health care students". Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.
Pełny tekst źródłaCorreia, C?cero Gomes. "As a??es pol?tico-pedag?gicas do Servi?o de Assist?ncia Rural-SAR". Universidade Federal do Rio Grande do Norte, 2005. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14610.
Pełny tekst źródłaThis program resumes the history of the political-pedagogic actions on the Servi?o de Assist?ncia Rural SAR, of Natal archdiocese, and analyses the contributions of this actions on the process of rural workers organization in the social movements on the countryside. The educative actions of the RAS are happening in a permanent tension between the pedagogic project of a church in change and, a pedagogy of the groups, communities and social movements, that is centered in the cultural action, in the culture lived from its condition of citizens. This research reveals that this entity fulfilled a strategic attribution for the Natal s church on the formation of the community leaderships, at a first moment and leaderships for social movements. Before the military dictatorship, the work methodology of this entity had as priority, begin from the reality leaved by the rural workers in the expectation that these became to qualify themselves for a more citizen participation in the call development. During the military regime, the entity goes measuring theirs activities in the new context, until the moment that redefines the work line. Goes then defining regions and thematic of operation supporting the fights for land, salary campaigns, women agricultural workers organizations. The pedagogy of work has as one of its supporters the Paulo Freire s pedagogy, privileging the dialog as a source of production of knowledge from the reality leaved in a permanent transformation. The actions of this entity, with the groups and social movements, produces the necessary knowledge for the organization of the rural workers while individual and social subjects of a changing world. The process of action-reflection of the activities intended, by a creative form, a permanent production of strategies of fight of the workers. Research ever, not to make accommodate itself to the new knowledge acquired in the action-reflection it is part of the pedagogical idea of this Institution. One searched in this process of formation of the man and the woman to question the reality, to create actionreflection-action spaces on the fights for a possible transition of an ingenuous conscience for a critical conscience, in view of the transformation of the structures that oppresses them
Este trabalho resgata a hist?ria das a??es pol?tico-pedag?gicas do Servi?o de Assist?ncia Rural-SAR, da Arquidiocese de Natal, e analisa a contribui??o dessas a??es no processo de organiza??o dos trabalhadores rurais nos movimentos sociais do campo. As a??es educativas do SAR v?o se dando numa permanente tens?o entre o projeto pedag?gico de uma Igreja em transforma??o e, uma pedagogia dos grupos, comunidades e movimentos sociais, que est? centrada na a??o cultural, na cultura vivida a partir de sua condi??o de sujeitos. Esta pesquisa revela que esta entidade cumpriu um papel estrat?gico para a Igreja de Natal na forma??o de lideran?as de comunidade, num primeiro momento e de lideran?as para os movimentos sociais. Antes da Ditadura Militar, a metodologia de trabalho desta entidade tinha como prioridade, partir da realidade vivida pelos trabalhadores rurais na perspectiva de que estes viessem a se qualificar para uma participa??o mais cidad? no chamado desenvolvimentismo. Durante o Regime Militar, a entidade vai avaliando suas atividades no novo contexto, at? o momento em que redefine a linha de trabalho. Passa ent?o a definir regi?es e tem?ticas de atua??o apoiando as lutas pela terra, campanhas salariais, organiza??o de mulheres trabalhadoras rurais. A pedagogia de trabalho tem como um de seus suportes a pedagogia de Paulo Freire, privilegiando o di?logo como uma fonte de produ??o de conhecimentos da realidade vivida e em permanente transforma??o. As a??es desta Entidade, junto aos grupos e movimentos sociais, produzem conhecimentos necess?rios para a organiza??o dos trabalhadores rurais enquanto sujeitos individuais e sociais de um mundo em transforma??o. O processo de a??o-reflex?o das atividades pretendia, de forma criativa, a permanente produ??o de estrat?gias de luta dos trabalhadores. Pesquisar sempre, n?o se acomodar ao novo conhecimento adquirido na a??o-reflex?o, faz parte do ide?rio pedag?gico desta Institui??o. Buscava-se nesse processo de forma??o do homem e da mulher problematizar a realidade, criar espa?os de a??o-reflex?o-a??o sobre as lutas para uma poss?vel transi??o de uma consci?ncia ing?nua para uma consci?ncia cr?tica, tendo em vista a transforma??o das estruturas que os oprime
Denaro, Chris. "Dialogues with the prototype". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16553/.
Pełny tekst źródłaGarre, Rubio Soledad Pilar. "Shifting paradigms of practice in 'Interpretación Gestual' : integrating bodymind training with Michael Chekhov's acting techniques within the context of training professional actors in Spain". Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8281.
Pełny tekst źródłaStrüber, Katrin [Verfasser], Robert [Akademischer Betreuer] Prohl i Volker [Akademischer Betreuer] Scheid. "Bewegungspädagogische Professionalität und Professionalisierung von Erzieherinnen in Tageseinrichtungen für Kinder : qualitative Fallstudien über Veränderungen von Subjektiven Theorien, Bewegungspädagogischem Handeln und "reflection-on-action" in Abhängigkeit zu einer eintägigen Fortbildungsmaßnahme und wiederholter Selbstreflexion / Katrin Strüber. Gutachter: Robert Prohl ; Volker Scheid. Betreuer: Robert Prohl". Frankfurt am Main : Univ.-Bibliothek Frankfurt am Main, 2013. http://d-nb.info/1044276096/34.
Pełny tekst źródłaMartoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16294/1/Gladys_Martoo_Thesis.pdf.
Pełny tekst źródłaMartoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16294/.
Pełny tekst źródłaArbolea, Tânia Aparecida. "Educação continuada de professores de língua portuguesa: em busca de subsídios para uma proposta de formação centrada na escola". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14618.
Pełny tekst źródłaConselho Nacional de Desenvolvimento Científico e Tecnológico
The subject continued formation of teachers of Portuguese Language elapsed of experiences in a professional passage of years of work as formadora, becoming possible to verify that the continued education already if placed as a process of permanent education for the professional development in face of the speed of information that modifies the educational field. With the objectives to know and to make a reflexiva reading on proposals developed in Portugal; to retake for a reading retrospect, projects developed in the PUC-SP, from proposals of the Secretariat of the Education of the State of São Paulo; e to search in the models subsidies for a proposal of continued action; the research searched basement in referring bibliographical research to the continued education of professors, mainly, in studious as Shön (1992), Nóvoa (1991, 1992) and Alarcão (1991, 1998), prioritizing the reflection in the action. For the aspects of the Literal Linguística, the theoretical support is based on Adam (2008), Beaugrande (1997), Koch (2006) and Fávero and Koch (2002), in virtue of approaches come back toward the concept of text, the textualidade and its principles. Also in them we are valid Serafini (2001) and Pear tree (2000, 2001ª, 2001b and 2002), a time that its works in offer endorsement to them regarding the education of the literal production under the optics of the process. The hypothesis of that the knowledge of projects implemented in the two countries and the reflection on its parameters would allow to elaborate subsidies for proposals of a continued formation of professors of centered Portuguese Language in the school was confirmed, still partially, a time that the research if abided only by the education of the literal production. In synthesis, it is concluded that the formation centered in the school is capable to make possible the professor to reflect on practical its for the resolution of problems, stimulating it the personal and professional development
O tema formação continuada de professores de Língua Portuguesa decorreu de experiências num percurso profissional de anos de trabalho como formadora, tornando possível verificar que a educação continuada já se colocava como um processo de educação permanente para o desenvolvimento profissional em face da velocidade de informações que modifica o campo educacional. Com os objetivos de conhecer e fazer uma leitura reflexiva sobre propostas desenvolvidas em Portugal; de retomar para uma leitura retrospectiva, projetos desenvolvidos na PUC-SP, a partir de propostas da Secretaria da Educação do Estado de São Paulo; e de buscar nos modelos subsídios para uma proposta de ação continuada; a pesquisa buscou embasamento em pesquisa bibliográfica referente à educação continuada de professores, principalmente, em estudiosos como Shön (1992), Nóvoa (1991, 1992) e Alarcão (1991, 1998), priorizando a reflexão na ação. Para os aspectos da Linguística Textual, o apoio teórico está baseado em Adam (2008), Beaugrande (1997), Koch (2006) e Fávero e Koch (2002), em virtude de enfoques voltados para o conceito de texto, a textualidade e seus princípios. Também nos valemos de Serafini (2001) e Pereira (2000, 2001ª, 2001b e 2002), uma vez que seus trabalhos nos oferecem respaldo a respeito do ensino da produção textual sob a ótica do processo. A hipótese de que o conhecimento de projetos implementados nos dois países e a reflexão sobre seus parâmetros permitiria elaborar subsídios para propostas de uma formação continuada de professores de Língua Portuguesa centrada na escola foi confirmada, ainda parcialmente, uma vez que a pesquisa se ateve apenas ao ensino da produção textual. Em síntese, conclui-se que a formação centrada na escola é capaz de possibilitar ao professor refletir sobre sua prática pela resolução de problemas, incentivando-o ao desenvolvimento pessoal e profissional
Graeff, Erhardt (Erhardt Charles). "Action path : a location-based tool for civic reflection and engagement". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95604.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (pages 77-80).
Many platforms for civic engagement, whether online or offline, require that citizens leave the places they normally inhabit physically or virtually and commit to a separate space and set of processes. Examples include town hall meetings, occurring during specific times and in specific places, and online forums, where deliberation occurs within profile-based websites for which you need to sign up and to regularly return. This thesis responds to the design challenge and research question: How do you address barriers to minimum effective engagement in community projects, and ensure that all citizens can contribute their input on how to improve their local communities? In order to raise levels of participation in community projects and expand the range of voices heard in governmental decision-making, there is a need for a civic engagement platform that is lightweight and compelling enough to enjoy continued use. To this end, I have developed a theoretical basis for effective citizenship through monitorial actions aided by mobile computing, finding connections between various theories of citizenship and learning to fill a gap in the literature and in terms of civic technology design. My argument and design goals for such a system are reinforced by findings from a needs assessment of Boston-area municipalities that confirmed a desire to use new technologies to elicit feedback on community issues from a more diverse demographic than those who currently attend public meetings. Based my analysis of the literature and the distilled design goals, I built and completed early-stage user testing of a prototype smartphone app-based civic engagement platform called Action Path, which uses location-awareness in the form of geo-fences along with push notifications to prompt users to respond to one-item surveys dotting their urban landscape. Interviews with users suggest Action Path might help people see their communities as filled with opportunities for civic intervention, and might increase their sense of efficacy. Additionally, workshops about geo-fence design and curricular design with potential stakeholders showed how Action Path might be effectively deployed through civic technologists and in schools.
by Erhardt Graeff.
S.M.
Talucci, Sam. "Leadership development as reflexive practice". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8966.
Pełny tekst źródłaReeves, Cheryl Ann. "An analysis of the impact of a transformative action reflection inset model on teachers' understanding and classroom behaviour". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17550.
Pełny tekst źródłaThis dissertation tests the core assumptions of a particular model for INSET (teacher in-service education and training). The study uses as an illustrative case study an INSET programme for junior primary teachers which self-consciously aligns itself with the assumptions underpinning the transformative action reflection model. The assumption of this model is that it is the impact of Courses on teachers' understanding and classroom behaviour of the model both in terms of technical practice and in terms of teachers' ability to employ appropriate practices which will bring about improvement in the quality of teaching and learning in classrooms. The enquiry entailed operationalising measures through which the core assumptions of the model could be tested. In particular the research entailed measuring whether an INSET course based on this model impacts on 1. a) teachers' understanding of a model for teaching; b) teachers' practice of the model in the classroom; and 2. assessing whether the impact can be judged as improvement in teaching quality. Instruments to measure the impact of the course on teachers' understanding and practice of new pedagogies have been constructed on the basis of explicit criteria drawn from the objectives of two Courses from the particular INSET programme used for the study. Qualitative and quantitative data are used to measure the impact of the two Courses on teachers' understanding and practice of the model. Assessing whether the impact can be said to be improvement in the quality of teaching involved using two independent experts in the field of junior primary teacher training. The craft experts used specially constructed schedules to observe videos of the lessons of a mixed sample of teachers who had attended the INSET course and judge the appropriateness of teachers' practices within specific contexts. Data from the study reveals reasonable evidence to support the assumption that, in terms of its objectives, the claims of the INSET model appear to be valid. The appropriateness of the classroom behaviour of those teachers who according to the study have demonstrated evidence of adequate understanding and practice or mastery of the model was singled out by the craft experts. However, data from the study also reveals that overall only a small band of teachers demonstrate adequate understanding and practice of the model and that, in spite of a quality intervention based on the INSET model, the focus of the teaching of most teachers in the sample selected is on teaching content and vocabulary rather than on teaching concepts, skills and strategies.
Xenos, Anthony J. "Teacher Learning in Action: Using Self-Study to Connect Practice with Theory". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110.
Pełny tekst źródłaBrouard, Susanna. "Using theological action research to embed Catholic social teaching in a Catholic development agency: abseiling on the road to Emmaus". Thesis, Anglia Ruskin University, 2015. https://arro.anglia.ac.uk/id/eprint/580464/1/FullThesis%20Susanna%20Brouard.pdf.
Pełny tekst źródłaBrouard, Susanna. "Using theological action research to embed Catholic social teaching in a Catholic development agency : abseiling on the road to Emmaus". Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/580464/.
Pełny tekst źródłaChiang, Ching-Kuei. "Introducing action research as a vehicle to bring about change to a psychiatric nursing curriculum in Taiwan". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41704/1/Ching-Kuei_Chiang_Thesis.pdf.
Pełny tekst źródłaAmollo, Rebecca. "A critical reflection on the African Women's Protocol as a means to combat HIV/AIDS among women in Africa". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3083_1190369553.
Pełny tekst źródłaIt is within the context of the persistent feminisation of the HIV and AIDS pandemic that this study, based on the normative provisions of the African Women's Protocol, focused on gender, sex and sexuality in the context of HIV and AIDS. The regime of the African Women's Protocol embodies a framework that can be utilised to combat HIV/AIDS amongst women in Africa by addressing some of the most important issues that need to be tackled if women are to live through this epidemic.
Boyce, Tara Brock. "Kenneth Burke as Educator: What His Theories of Aesthetic Form and (Non-Symbolic) Motion/(Symbolic) Action Suggest for Teachers in the Literature Classroom". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3708.
Pełny tekst źródłaGoings, Carolyn Smith. "Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.
Pełny tekst źródłaBagherpour, Samiramis. "Sustainability of psycho-social support by teachers to enhance resilience in a school". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25346.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
Martin, Stephen Timothy. "Carnivore : an investigation into the ways that serial killers in the Silence of the Lambs, American Psycho and Darkly Dreaming Dexter are representative of consumers". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/61071/1/Stephen_Martin_Thesis.pdf.
Pełny tekst źródłaDaniels, Ardela. "The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education". Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17450.
Pełny tekst źródłaEducational Psychology has been defined in the past as an interventionist profession, mainly focused on the alleviation of educational problems that interfere with the educational process. Currently a paradigm shift seems to herald new opportunities for the profession to develop whole school approaches and devote less of its time to individual case work. Educational psychologists world-wide foresee a broadening in the focus of their work to include a larger commitment to consultancy and school systems development. The benefits are seen in terms of the more efficient use of time, eliciting wider ranging change and the opportunity for offering a preventative approach to service delivery. School systems consultation represents such an approach. This study explores the practice of school systems consultation using an action research approach. It is argued that action research methodology provides a framework to contain and guide the complex developments which emerge once the consultation gets under way. Central concepts in an action research approach such as collaboration, participation and reflection are analysed and reflected upon in terms of the opportunities and constraints they presented to school systems consultation as a service delivery option for the educational psychologist. The role of the educational psychologist in South Africa has been conservative and the shift towards a more socially accountable one seems inevitable if such services are to be regarded as appropriate. The role of the educational psychologist as change agent in the transformation process in the South African education system is explored in this study.