Дисертації з теми "Appreciative inquiry approach"
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Ravalier, Jermaine. "Managing workplace stress : an appreciative approach." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/295480/.
Повний текст джерелаRavalier, Jermaine. "Managing workplace stress: an appreciative approach." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/295480/1/Ravalier%20PhD%20Theis.pdf.
Повний текст джерелаK'Ogacho, Andrew Okeyo. "Facilitating a congregation's change and restructuring an appreciative inquiry approach /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0857.
Повний текст джерелаVan, der Merwe Schalk Willem. "An evaluation of appreciative inquiry as an alternative organisation development approach." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5925.
Повний текст джерелаJohnson, David. "Exploration of a new conceptualisation of leadership, utilising an appreciative inquiry approach." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/16946/.
Повний текст джерелаMaritz, Gerrit Ulrich. "An appreciative inquiry approach to community theatre on HIV and AIDS education for young people." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26490.
Повний текст джерелаDissertation (MA (Drama))--University of Pretoria, 2011.
Drama
unrestricted
Stadler, Raphaela. "Appreciating Relational Knowledge Management within the Queensland Music festival." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365339.
Повний текст джерелаThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text
Erdmier, Nicol Richmond. "Program Evaluation| Appreciative Inquiry Model as an Instructional Literacy Approach With Low Socioeconomic Status (SES) Elementary Students." Thesis, University of Redlands, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10623971.
Повний текст джерелаThis research study is an attempt to learn how students with low socioeconomic status (SES) experience Appreciative Inquiry as an instructional literacy approach when compared to traditional (typically practiced) models of literacy intervention. Key findings will illuminate the effectiveness of strengths-based approaches to literacy achievement and experiences for marginalized students. This study will add to the growing research that policymakers must acknowledge as evidence that a complete overhaul of the deficit-based rationales as the dominant practice in education need to be reconsidered (Orr & Cleveland-Innes, 2015). It can be postulated that a cultural shift to a strengths-based model within education will significantly impact student achievement for all student groups (Smith, Connolly, & Pryseski, 2014). Arguably, this could close the achievement gap for marginalized students.
Clemons, Thompson Stephanie A. "The Problem We All Live With: A Critical Appreciative Approach to Undergraduate Racial Justice Activism." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554032155135838.
Повний текст джерелаLuhalima, T. R. "Developing strategies to facilitate the motivation of nurses rendering quality patient care in rural hospitals : an appreciative inquiry approach." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43150.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2014.
lk2014
Nursing Science
PhD
Unrestricted
Ruhlman, Paul L. Jr. "A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618298.
Повний текст джерелаBudd, George I. "Training the elders of the Okotoks Evangelical Free Church in biblically based appreciative inquiry as a foundation approach to church leadership." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Повний текст джерелаCozens, Julie Ann. "Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5128/.
Повний текст джерелаVilches, Silvia L., Beth S. McDaniel, Haley Sherman, Brianna Burks, Allie Merritt, Terra Jackson, and Synithia W. Flowers. "Engaging with a Prevention Approach: System Supports Needed in Child Abuse and Neglect Prevention." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/13.
Повний текст джерелаLockner, Isabella, and Emma Wiberg. "Varför vill ni inte lyckas? : En kvalitativ studie om styrkebaserat förhållningssätt i organisationer." Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173268.
Повний текст джерелаSarr, Ousainou. "Leadership and Organizational Policies for Sustainable Development in The Gambia: Perspectives of Leaders of Public Institutions on the Role of Capacity Building." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617365947816379.
Повний текст джерелаChauke, Motshedisi Eunice. "Transforming students nurses' images of nursing : an appreciative inquiry approach." Thesis, 2014. http://hdl.handle.net/10500/14459.
Повний текст джерелаHealth Studies
Ph. D. (Health Studies)
Mbhele, Hlengiwe Witness. "An appreciative inquiry approach into the post-merger Campbell Collections-University of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/9667.
Повний текст джерелаThesis (M.Com.)-University of KwaZulu-Natal, Westville, 2010.
Bhebhe, Sibongile. "An appreciative inquiry approach to forum theatre on addressing ethnic prejudice for the Hillbrow Community Theatre Group." Thesis, 2014.
Знайти повний текст джерелаThis Practice as Research report investigates the syncretization of Forum theatre with Appreciative Inquiry in dealing with ethnic prejudice in Hillbrow, South Africa. The study looks at how two seemingly contradictory methods that, nonetheless, speak to each other can be merged. Appreciative Inquiry, a non-theatrical method, has been used to enhance Forum theatre, a theatrical method. The study argues that Appreciative Inquiry through its asset-based approach can enhance the problem-solving approach of Forum theatre to help participants address issues of identity, difference and diversity that largely speak to ethnic prejudice. The Research Report consisted of a Practice-based Research Project. This report focuses on the learning derived from the project. Chapter 1 looks at the background to the study, the aim, research question, rationale and the literature that informs it. In chapter 2 the theories of Appreciative Inquiry and the Theatre of the Oppressed are addressed. Chapter 3 looks at the conceptual framework of syncretizing Forum theatre with Appreciative Inquiry. Chapter 4 is the beginning of the analysis chapters where the matter of facilitation in the merged methods is addressed. Chapter 5 takes closer look at spect-acting in Syncretized Forum theatre. The matters of facilitation and spect-acting are further addressed in chapter 6 through the articulation of storytelling and folktale. Chapter 7 concludes the study. This Research Report asserts that the merging of the two methods had the ability to engage the participants in problem-solving in a more positive way in dealing with ethnic prejudice. The study raised questions about the efficacy of the positive principle of Appreciative Inquiry and the problem-posing approach of Forum theatre. The demanding nature of ethnic prejudice challenged the positive principle advocated by Appreciative Inquiry and the problem-posing approach of Forum theatre. It concludes that there is more work to be done in articulating the merging of the two methods.
Nyelisani, Maggie. "Evaluating the clinical learning environment of first year nursing students at a nursing education institution in Gauteng : an appreciative inquiry approach." Diss., 2016. http://hdl.handle.net/2263/56942.
Повний текст джерелаDissertation (MCur)--University of Pretoria, 2016.
tm2016
Nursing Science
MCur
Unrestricted
Geldenhuys, Marina M. Th. "Pastoral participation in school context: transforming trauma." Diss., 2007. http://hdl.handle.net/10500/1595.
Повний текст джерелаPractical theology
M. Th. (Pastoral Therapy)
Stuurman, Verna Virginia Felicia. "Enhancing a culture of teaching, learning and values in a grade 12 geography classroom: A case study in a secondary school in the Western Cape." 2008. http://hdl.handle.net/11394/3138.
Повний текст джерелаThis research study, which is a case study, investigates strategies employed by educators to enhance the culture of teaching, learning and values in a Grade 12 Geography classroom in a secondary school in the Western Cape. In the contemporary school context educators are experiencing an increasingly challenging time to ensure learner achievement, participation and general interest in their school work. As Geography educator, I often grappled with the issues of low achievement and interest levels among learners. I realised that unless educators • employ effective strategies to develop resilient learners; • change their classroom practice to suit learner needs; • involve learners in decisions regarding their education; and • show a genuine interest in learners the demands and challenges would not be diminished. I conducted a local and global literature review on enhancing a culture of teaching and learning in the Geography classroom as well as a case study carried out by Grade 12 educators and learners at a secondary school in the Western Cape. The research study was an attempt to explore possible solutions to the challenges in the classroom. It focused on an initiative by the Grade 12 educators and learners in pursuit of more creative ways of dealing with Geography content. The research study was qualitative in nature and aimed to investigate strategies educators could employ to enhance a culture of teaching, learning and values in the Geography classroom. The research approach was interpretive and the design was a case study. Interviews, questionnaires and observations were used to collect the required data. The data collected shows that through this project, learners were sensitized on human rights and values issues. They discovered that learning could be an enjoyable experience. The skills, knowledge and values emerging from this project were invaluable, since it changed the way learners viewed the learning experience. The focus was particularly on the Further Education and Training Geography curricular experience. Over the past decade, challenges pertaining to learners’ attitudes to education have intensified. The factors impacting on learner achievement and attitudes are extensive, especially in impoverished and historically deprived communities. In modern society social evils like alcoholism, drug abuse, gangsterism and the associated violence and criminal behaviour are taking their toll. A direct consequence of societal moral decay manifests itself in behavioural problems e.g. aggressive behaviour, vandalism and general ill-discipline. The implementation of the new National Curriculum Statement has also impacted extensively on educators and learners alike. For many educators who were set in conventional methodologies, the process was complicated and difficult to adapt to. The new curriculum poses unique challenges with regard to planning, self discipline and work ethos. It has been associated with a total change in the approach towards teaching and learning. Many educators found it difficult to adapt to the new way of managing the curriculum. Evidence from the data confirmed that educators were willing to employ different strategies to address and improve learner performance. However, the appropriate conditions of teaching and learning are often non-existent. Barriers to teaching and learning need to be addressed efficiently to ensure a supportive and enabling learning environment. The data also showed that educators achieved more through this strategy than initially envisaged. This would pave the way for other initiatives and strategies to ensure improved classroom practice and subsequently enhance the culture of teaching, learning and values.
Chang, Mei-Yu, and 張美郁. "Action Research on Inquiry-Appreciation Approach Addressing to Family Audiences in Art Museums." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/45446785697714576493.
Повний текст джерела臺北市立師範學院
視覺藝術研究所
92
For the reason of two basic concepts that art museum is lifetime and equal public service for all the people, and “Increasing the population of art and literature, and promoting artistic movements to be participated by all the people” in “Challenge 2008:Main national development plan”. So, it’s present mission to develop an art education for all the people and cultivate civilized citizens. This research try to popularize the function of art museum education into regular families, and step further in promoting arts to all corners through the methods of “The investigation of art museum family audiences” and “Action research of art appreciation guidance”. The purposes of this research are as follows: 1. Investigate family audience’s previous experiences and their expectation in visiting the art museum exhibition. 2. Research into effective strategies of Inquiry-Appreciation approach addressing to art museum family audiences. 3. Research into the processes and effects of Inquiry-Appreciation approach addressing to art museum family audiences. Integrating and analyzing data of censuses, inquiring into historic files and action research of art appreciation guidance, the conclusions are as follows: 1. To finish school art homework is the main reason for parents to visit art museums with their children in the first time. 2. Parents usually expect to get some knowledge growth through the process of appreciation guidance, while the children are looking for fun. 3. Effective appreciation guidance strategies should include various kinds of art works, have proper distance between two art works, and control the guidance time between 15 to 20 minutes for each art works. 4. In order to cultivate the audience’s ability of self-appreciation, avoiding guider’s personal views involvement as well, colloquial words according to family audience’s mental age and life experience are essential. 5. When appreciating concrete art works, the guider can direct the family audiences to explore the deep meaning of the main theme. On another side, when appreciating abstract art works, the guider can direct them to explore the creating techniques from materials and the shape, then introduce the expressive meaning of art works. 6. An effective Inquiry-Appreciation guidance can transform the family audience from being a passive audience into an active participator in an aesthetic appreciation activity, and increase the willingness of visiting art museums.
(13980739), Terry William Clark. "Developing a peak body for lifelong learning in Queensland." Thesis, 2004. https://figshare.com/articles/thesis/Developing_a_peak_body_for_lifelong_learning_in_Queensland/21359670.
Повний текст джерелаThis project was about assisting the Lifelong Learning Council Queensland Inc (LLCQ) to establish itself as a state-wide peak body for Adult and Community Education (ACE). It investigated the conditions, forces and influences that impacted on the establishment of the LLCQ and developed strategies to overcome problems and to maximise the effectiveness of available resources. Contextual influences investigated as part of the study included social, political, economic and technological dimensions.
The project reviewed the underpinning concepts and related literature and gathered data from ACE practitioners using an Appreciative Inquiry approach. Members of the LLCQ Advisory Committee validated the data in an Action Foresight Learning Circle. From this information, the researcher developed alternative organisational models, future scenarios and enabling strategies that were presented to the LLCQ for consideration at its 2004 Strategic Planning Workshop.
Projects aims
The broad aims for establishing the peak body were as follows.
- Promote the importance of ACE as an integral part of lifelong learning at a time of major social and economic change, and increase participation in lifelong learning in all its forms.
- Develop an advocacy mechanism for ACE and lifelong learning in Queensland to assist in developing a collective voice for learners and providers.
- providers.
- Decentralise the LLCQ and develop state-wide decision making processes.
- Help identify and assess the needs of ACE learners and providers in their local communities.
- Provide feedback about ACE and lifelong learning from the communities to appropriate agencies at the state level and via formal advisory structures such as the Training and Employment Board.
- Assist with organising professional development for providers.
- Secure an on-going funding base.
- Promote the integration and coordination of ACE activities already happening in local environments to develop the notion of a learning community.
Project outcomes
At the end of the project LLCQ will have achieved the following outcomes.
- Grown from an organisation with the majority of its membership based in Brisbane to a networked organisation linking members and communities of practice in all parts of the state.
- Established between five and ten branches across the state.
- Launched its own website.
- Developed an on-line directory of ACE providers.
- Secured an on -going income stream to fund its operations.
Yeh, LingYao, and 葉玲瑤. "The Utilization of Insructional Strategy by Secondary School Art Teachers for Art Appreciation Insruction:An Naturalistic Inquiry Approach." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/98177143828779062115.
Повний текст джерела國立成功大學
教育研究所
88
The purpose of this study was to explore different strategies secondary school art teachers utilized while teaching art appreciation. Naturalistic inquiry was adopted for this study. Participants included eleven art teachers. In-depth interview, classroom observation, and record document were used for data collection over a six-month period. Data were analyzed via constant comparative method as suggested by naturalistic inquirists. The findings of this study included the following five aspects. Firstly, art appreciation teachers tended to select their instructional materials based upon five factors, including "life experience", "basic artistic techniques", "student interest (preference) and level", "teacher specialty, capacity, and interest", and "coordination with school activities". Secondly, game activities, relevant life experience, group discussions, and questioning were used by appreciation instructor as strategies to overcome student apathy about the subject matter. Teachers in this study mostly employed the oral presentation method of teaching. The teachers made use of written test, hands-on practice, learning sheets and pictures and relevant materials collection for student performance assessment. Thirdly, addressing the issue on the interplay between art appreciation and art creativity instruction, the education process could be broke down into three stages, namely pre-activity instruction & guidance, creative activity & appreciation, and post-activity evaluation & appreciation. Pre-activity instruction & guidance stage had the following objectives: (1) as most students could not draw on creativity from within, they learned from appreciating and comparing other works of art; (2) increasing the quality of student works; (3) enhancing students'' expressed creativity, interest to assert their talent, and awareness; and (4) enhancing understanding of the multifaceted nature of art. Appreciating work while creating lead students into an understanding of real art . Teachers in the study provided related art knowledge, examples, books, and art catalogues as well as other students'' works to help students in their own creative endeavors. During the evaluation and appreciation of art stage, most teachers relied largely upon evaluation and student self-review. Fourthly, teachers in the study employed a variety of educational media, including student artwork, books, art catalogues, calendars, posters, postcards, picture cards, slides, overheads, videos, education CD-ROM material, models, field trip, and art exhibition for art appreciation instruction. Finally, factors affecting art appreciation instruction included lack of student interest, excessive teaching load, insufficient capability in the specific area, disparate opinions regarding art appreciation education, lack of instructional materials or facilities, difficulties in carrying out objective evaluation, and entrance examination. Such factors tremendously affect the normalization of art appreciation instruction. Keywords: Art appreciation, Instructional strategy, Naturalistic inquiry