Дисертації з теми "Education context"
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Long, Jonathan C. "Spiritual education in an educational context." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.
Повний текст джерелаNtuli, Esther, and Arnold Nyarambi. "Learning in a Global Context: Education Diplomacy in Primary Grade Content Preparation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8218.
Повний текст джерелаGreatorex, Jacqueline Teresa Ann. "Educational levels in a higher education and healthcare context." Thesis, University of Derby, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365047.
Повний текст джерелаDowd, Courtney. "Sexual health education in the context of Quebec educational reform." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.
Повний текст джерелаActuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr
Aakre, Bjørn Magne. "Vocational Teacher Education A Norwegian Context." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12144.
Повний текст джерелаJackson, Robert. "Religious education in a plural context." Thesis, University of Wales Trinity Saint David, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683002.
Повний текст джерелаFragomeni, Samuel V. "Supporting First-Year Teachers in an Urban Charter Context." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256683.
Повний текст джерелаTeaching in an urban school that serves communities with a high concentration of poverty seems to involve the development of specific, contextually relevant teaching skills. For years, the particular challenges of teaching in under-served schools in the United States have contributed to the attrition of talented, experienced teachers, leaving many urban schools scrambling to find qualified teachers. For this and other reasons, urban charter school leaders frequently hire young, inexperienced teachers. Urban charter school leaders often seek to provide intense support to these teachers in an effort to increase the likelihood of retaining them and providing the students in their classrooms with a high-quality education. This study is grounded in a conceptual framework including three major strands of work: teacher professional development opportunities, professional development for first-year teachers, and teaching in urban environments. This practitioner research study involved collecting contextualized data about professional development opportunities from eighteen first-year teachers at two different points during their first year of teaching. The data from these interviews was used to ascertain how participants reported their experiences of professional development opportunities as influencing their teaching practice. This study’s findings demonstrate that participants focused largely on how strategies that were immediately implementable influenced their teaching practice, especially those related to classroom management. Teachers also reported that their experiences of professional development were supported by the growth stance that exists regarding professional development at Explore Schools. In conclusion, this study offers rich data regarding how first-year teachers report professional development opportunities as influencing their practice and offers evidence to support the idea that first-year teachers in urban charter schools may benefit from opportunities that focus on information that can be immediately implemented.
Oxenford-O'Brian, Julie. "Formative assessment in context." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605480.
Повний текст джерелаThis dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5th and one in a 6th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice. The study has implications for future researchers investigating formative assessment practice; practitioners interested in implementing formative assessment practice; and policy makers evaluating the effectiveness of teachers' instructional practice.
Keblawi, Amal, Isak Johansson, and Dennis Svensson. "Student satisfaction in a higher education context." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11165.
Повний текст джерелаSingal, Nidhi. "Exploring inclusive education in an Indian context." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616137.
Повний текст джерелаEvans, Pauline E. R. "Talking about nursery education : perceptions in context." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/79918550-d787-45f8-89ca-31797d9f34ab.
Повний текст джерелаSöderby, Karl. "Education of IoT in an industrial context." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21298.
Повний текст джерелаSaul, Melissa Sampson. "Peace education in the context of occupation." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Fall2009/m_saul_120709.pdf.
Повний текст джерелаTitle from PDF title page (viewed on Jan. 22, 2010). "Department of Teaching and Learning." Includes bibliographical references (p. 234-245).
Nemnich, Mary B. "Television and education: Channel One in context." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1230.
Повний текст джерелаCrago, Martha B. 1945. "Cultural context in communicative interaction of inuit children." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75874.
Повний текст джерелаSheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.
Повний текст джерелаShadd, Deborah. "On Language, Education and Identity: Minority Language Education Within the Canadian Context." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32777.
Повний текст джерелаChabthanom, Ladda. "Critical literacies in a Thai tertiary education context /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.
Повний текст джерелаStrydom, Jeanette. "Sexual abuse within the context of public education." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012156.
Повний текст джерелаMikutavičienė, Inga. "Education and social inequality interaction phenomenon: Lithuanian context." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090728_092740-16257.
Повний текст джерелаDisertacijos tikslas - identifikuoti Lietuvos švietimo sistemos bruožus, paveikiančius socialinę nelygybę jos skatinimo arba redukavimo kryptimi. Švietimo vaidmuo socialinės nelygybės atžvilgiu yra vienas prieštaringiausių mokslinių diskusijų objektas. Ar švietimas iš tiesų yra efektyvus visuomenės emancipacijos, lygių galimybių bei socialinio mobilumo pamatas, ar atvirkščiai – linkęs išlaikyti esamą socialinę visuomenės struktūrą dar šiandien yra atviras mokslinėms diskusijoms klausimas. Tyrimai rodo, jog švietimas savyje apjungia du prieštaraujančius pradus – viena vertus, jis yra vienas plačiausiai pripažintų socialinių „liftų“, padedančių pakilti socialinio statuso laipteliais aukštyn kita vertus, švietimas atlieka ir mobilumo kontrolės funkciją. Dauguma tyrimų atskleidė, jog skirtingose šalyse koreliacijos tarp išsimokslinimo ir užimamo statuso yra skirtingos. Taigi, švietimo vaidmuo socialinės nelygybės atžvilgiu, tiesiogiai siejasi su šalies socialiniu, ekonominiu ir kultūriniu specifiškumu. Disertaciniame tyrime taikytos kokybinio tyrimo priemonės kaip tik ir leido aprašyti švietimo ir socialinės nelygybės sąryšius bei identifikuoti konkrečius švietimo sistemos bruožus, mažinančius ir/arba didinančius socialinę nelygybę specifinėmis Lietuvos sociokultūrinėmis ir ekonominėmis sąlygomis. Sudarant tyrimo imtį kryptingai buvo apjungtas nacionalinės politikos ir savivaldos lygmuo, institucinis (švietimos ir kitos socialinės institucijos) bei individualus lygmuo (mokytojai... [toliau žr. visą tekstą]
Shauchenka, 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.
Повний текст джерелаStuerzenhofecker, Katja. "Transforming practical theological education in the changing context of non-confessional higher education." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620544.
Повний текст джерелаIshii, Harue. "Correlates of internal reactions: counseling students' personality, ethnic identity, and multicultural contact in an immersion intervention context /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1407488171&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.
Повний текст джерелаWang, Ting, and n/a. "Understanding Chinese educational leaders' conceptions of learning and leadership in an international education context." University of Canberra. Education and Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050630.090724.
Повний текст джерелаMauricette, Rhonda. "Culture and childbearing in the context of prenatal education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24881.pdf.
Повний текст джерелаKim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
Повний текст джерелаFord, Sarah Marie. "Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128.
Повний текст джерелаLevine, K. "The social context of literacy." Thesis, University of Nottingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370529.
Повний текст джерелаLe, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.
Повний текст джерелаStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
Johnson, Liz. "A Complexity Context to North Carolina Charter School Classroom Interactions and Climate| Achievement Gap Impacts." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099551.
Повний текст джерелаThis multimethod, multiphase study was designed to determine the impact of charter school reform on achievement in North Carolina. The study was designed to be an analysis of the relationship between classroom climate, interactions, and student achievement, through a complexity systems context. This methodology allowed for combined qualitative, quantitative, network analysis, and agent-based modeling to capture the simple, complicated, complex, and chaotic interactions in classrooms. The data for the study were drawn from eighth-grade mathematics teachers and students at four charter schools in a North Carolina urban area (n = 300). Through the analysis of data, a more detailed and nuanced picture of the relationship between classroom climate, interactions, and charter school achievement emerged. The findings suggest that teacher control and second-semester math grades are statistically significant; the higher the level of control teachers exercise, the higher students score on common core achievement. According to the findings of this study, North Carolina charter schools have served as a successful reform strategy to address the achievement gap problem in North Carolina, with school-specific strategies including high teacher support, students’ teaching students, IAP/tutoring/online supplemental program, and small classrooms. All schools, on average, scored 30.9% to 56.8% higher on grade-level proficiency (GLP) than the North Carolina 2014–2015 average. The network analysis showed how classrooms can be more or less complex in different ways with instructional, emotional support, and behavior management interactions that fit into network structures of teacher to one-student, teacher to whole class, whole class to teacher, and student to student or students. The predictive ABM, based on achievement scores over time, school achievement strategy, classroom climate, high teacher control, and second-semester math grades, demonstrated accuracy. The ABM captured macroclassroom and microstudent outcomes, along with climate changes based on interactions that either increased or reduced positive climate. This is important because a teacher has limited resources and must deal with uncontrollable influences from outside the classroom. Teachers have the power to create a positive or negative climate by their verbal and nonverbal interactions. Teachers’ interactions have consequences that impact students’ achievement and students’ lives. Consequently, every interaction matters.
Omar, Abdullahi. "Islamic education in a multicultural context : the case of two educational institutions in British Columbia." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/31190.
Повний текст джерелаAbrahams, Sean Paul. "Hope and academic performance in a higher education residence context." Master's thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31662.
Повний текст джерелаKehn, Eric L. "A Study of Coaching in the Context of School Wide Professional Development." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163301.
Повний текст джерелаWhat are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components: (1) Leadership Team; (2) Whole School Coaching; (3) Group Coaching; (4) Teacher Coaching; to determine the relationship between these four components; to offer a comprehensive teacher coaching model. Due to the complex nature of change, this research is seated in the context of change variables such as environment, management, coaching styles, and change theory.
Simon, Neja. "OUTDOOR EDUCATION PERSPECTIVE : From the Swedish to the Slovenian Context." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-98737.
Повний текст джерелаUtomhuspedagogik må vara ett välkänt begrepp men är fortfarande okänt i den slovenska pedagogiska kontexten. Den skandinavisk-svenska traditionella uppfattningen i denna uppsats bildar ett ramverk för att analysera de slovenska kursplanerna och läroplanerna för den obligatoriska grundskolan, ur ett utomhuspedagogiskt perspektiv. Det som huvudsakligen karaktäriserar utomhuspedagogik, och som rör sig kring erfarenhet, plats och metod/aktiviteter, finns också i den slovenska kontexten, och mera exakt i de formella utbildningshandlingarna. Det utomhuspedagogiska perspektivet skulle därför kunna skapas genom att introducera den svenska uppfattningen om utomhuspedagogik som en möjlighet att reflektera kring en befintlig pedagogik och lärandepraktik samt kring lärarutbildningen.
Leung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.
Повний текст джерелаRésumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$
Borovay, Lindsay A. "Inquiry education as a context for the experience of flow." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115862.
Повний текст джерелаPratt, Brenda M. "Home economics subject development in the context of secondary education." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/859/.
Повний текст джерелаAl, Kurdi Osama F. "Knowledge-sharing management in the context of higher education institutions." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16202.
Повний текст джерелаКозловська, Ганна Борисівна, Анна Борисовна Козловская, and Hanna Borysivna Kozlovska. "Preparation of teachers in the context of virtual education environment." Thesis, Суми : ФОП Цьома С.П, 2021. https://essuir.sumdu.edu.ua/handle/123456789/86436.
Повний текст джерелаДинамика изменений современного мира, компьютеризация, информатизация обусловливают необходимость инновационных изменений в парадигме системы образования. В статье рассматриваются основные преимущества и функции виртуального образовательного пространства, где изменяется роль преподавателя.
Globalization, digitalization and constant changes of the world make it necessary to rely on innovations in education system. The research deals with the advantages and functions of a virtual learning environment in which the role of a teacher has changed. The integration of virtual learning platforms into the traditional process of study results in increasing motivation, developing students’ critical and logical thinking.
Southey, Philip. ""Concept" and "Context": Toward modelling understanding in Physics Education research." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27857.
Повний текст джерелаTaylor, Anthea. "Negotiating Aboriginal identity in an urban context: Implications for education." Thesis, Taylor, Anthea (1993) Negotiating Aboriginal identity in an urban context: Implications for education. PhD thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/41574/.
Повний текст джерелаLogie, Steven James. "Exploring entrepreneurship and organizational culture in a higher education context." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/8848.
Повний текст джерелаSmith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.
Повний текст джерелаMallett, Christopher. "A study of postsecondary competency-based education practices in the context of disruptive innovation theory." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142057.
Повний текст джерелаThe American public’s interests are well-served by a strong, effective postsecondary education system. And yet the industry’s predominant learning and service paradigm, one that credentials learning by measuring student’s time on task and that treats all learners largely the same from a pacing and a requirements perspective is inconsistent with the realities, circumstances, and expectations of 21st century students. Competency-based education, with its emphasis on the attainment of mastery through the measurement of learning, not time, and its focus on operational efficiency and effectiveness, has the potential to evolve and shape the postsecondary education industry by introducing simplicity, convenience, accessibility, and affordability where complication and high cost are the status quo.
The purpose of this qualitative, exploratory study was to understand and describe the competency-based education practices of American higher education institutions within the context of Christensen’s theory of disruptive innovation. The practices and programs of eight institutions that offer accredited, competency-based certificate and degree programs were examined. An exploratory, qualitative review of publically available artifacts that describe the competency-based approaches employed by these eight institutions provided the primary data for this study. Prominent industry reports on competency-based education published from September 2014 through January 2016 were examined and are described. The researcher ’s professional responsibilities and observations while engaged in the design and delivery of competency-based programming also informed this study.
Specific characteristics, practices, and two distinct methods for the delivery of competency-based education were identified and are described. Consistent mission, tuition, and student demographic realities were found to exist among the examined institutions and are discussed. Variable findings related to program design practices, the nature of assessment, the role of faculty, and provider-specific outcomes emerged and are also presented. The current state of the practice was found to be consistent with Christensen’s theory of disruptive innovation. The practice was further found to be workforce aligned but only minimally deployed within the postsecondary education industry. Characteristics of examined programs were found to be non-distinct. Program evaluation criteria and outcomes were determined to be unclear at this time.
Rygg, Michelle K. "Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341192937.
Повний текст джерелаGrabski, Jennifer L. "Teachers' intrinsic motivation for teaching in the context of high-stakes education reform." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722965.
Повний текст джерелаThis research paper presents existing literature on intrinsic motivation and applies it to teachers in an environment of high-stakes education reform efforts. It seeks to acknowledge that there has been an increase in level of external control placed on teachers in New York State, and to discuss potential impacts of these efforts on teachers’ intrinsic motivation according to Self-Determination Theory (SDT). This paper presents survey research designed to examine teachers’ perception of the impact education reform efforts have had on their role in various work tasks, related to the extent to which they perceive their needs for autonomy, competence, and relatedness are met at work. Confirmatory factor analysis and structural equation modeling was used to examine the relationships between participant responses and the theoretical variables at hand. T-tests, ANOVA, and Pearson’s correlations were also examined to obtain a greater understanding of the variable relationships. The results of this research indicate that teachers have felt a negative impact on some of their teaching-related tasks; the SDT framework of autonomy, relatedness, and competence needs maintained integrity in this sample; autonomy-support was significantly related to perceived impact of high stakes education reform efforts. The implications of low intrinsic motivation among teachers on students and the educational environment, and implications for future reform efforts are discussed.
Van, Schalkwyk Gregory Peter. "Context preferences of teachers in South Africa and South Korea for mathematics in schools." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7331_1255615933.
Повний текст джерелаThe study was located within the project : Relevance of school mathematics Education (ROSME) of the Department of Dicactics at the University of the Western Cape. The research was undertaken in the belief that mathematics enables creative and logical reasoning about contextualised problems in the realm of the physical and social world as well as in the discipline mathematics itself. This research attempted to investigate the contextual issues that teachers have to deal with in mathematics education.
Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.
Повний текст джерелаKnoblock, Stacey Lee 1969. "The visual arts in Reform Jewish supplemental education: Art education beliefs and practices in context." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291961.
Повний текст джерелаJensen, Jessie Ruth. "Examining the Effects of Explicit Teaching of Context Clues in Content Area Texts." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3076.pdf.
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