Дисертації з теми "Expanding Knowledge in Education"
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Ratute, Ashley. "Expanding social justice knowledge with sweatshop history." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476340.
Повний текст джерелаGriffith, Alan. "Expanding knowledge and practice of construction management systems and procedures." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20163/.
Повний текст джерелаCrouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun, and Wilsie S. Bishop. "Expanding Interprofessional Education Through a Graduation Requirement." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.
Повний текст джерелаGarza, Moreno Laura. "Expanding knowledge on Mycoplasma hyopneumoniae gilt acclimation, vaccination and genetic variability." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667223.
Повний текст джерелаThe present PhD Thesis consisted of three studies. The first study sought to identify the current gilt acclimation strategies against M. hyopneumoniae performed in European pig farms. To reach that goal, a questionnaire focused on different features of the recipient herd, incoming replacements and acclimation process, was designed. Obtained results indicated that the most common strategy used for M. hyopneumoniae gilt acclimation was vaccination based on multiple doses programs. However, the effect of such process was unknown. In order to know the effect of vaccination against M. hyopneumoniae during the acclimation period in gilts and their piglets, different gilt vaccination schedules were evaluated in the second study of this Thesis. One hundred-eighty gilts were distributed according to the vaccination program into three groups: (A) four doses of a commercial vaccine against M. hyopneumoniae at 2, 4, 6 and 8 weeks post entry (wpe) into acclimation unit, (B) two vaccine doses at 2 and 6, and two doses of phosphate-buffered saline (PBS) at 4 and 8 wpe, and (C) four doses of PBS at the same time points. Vaccinated groups (A and B) showed significantly lower proportion of shedding gilts and higher levels of antibodies compared to the non-vaccinated group after acclimation. However, no significant differences in terms of shedding or levels of antibodies were found between vaccination programs with four or two doses. Sampled piglets at weaning were M. hyopneumoniae negative by real time PCR (rt-PCR) independently of gilt vaccination program administered. In contrast, the proportion of seropositive piglets and levels of antibodies were higher in those coming from vaccinated groups. The present work represents the first attempt to demonstrate that gilt vaccination against M. hyopneumoniae can be an effective tool to reduce the infectious pressure and bacterium variability into replacement batches, as well as provide a long-term humoral immunity to gilts and their offspring. The third study aimed to evaluate the M. hyopneumoniae genetic variability in non-vaccinated and vaccinated pigs showing M. hyopneumoniae-like lung lesions at slaughterhouses, as well as in the vaccines used in each vaccinated farm. To achieve this objective, ten vaccinated and ten non-vaccinated fattening farms positive to M. hyopneumoniae were selected. At slaughterhouse, M. hyopneumoniae-like lung lesions from one batch were scored and three lungs showing the most extensive lesion were collected per batch. Positive samples were genotyped by counting the variable number of tandem repeats of two (P97, P146) or four loci (P97, P146, H1 and H5), and a M. hyopneumoniae typing profile (TP) was assigned. High inter- and limited intra-farm M. hyopneumoniae genetic variability among non-vaccinated and vaccinated fattening farms in Spain using two and four loci. Interestingly, the higher the number of tested loci, the higher the variability. Despite this, only one TP was detected per sample and the TPs detected in pigs from vaccinated farms were different from the strain of the corresponding vaccine used. Furthermore, this study provides novel and interesting data for future discussion regarding the influence of the number of loci tested on the M. hyopneumoniae genetic variability.
Yasin, M., Florence M. Weierbach, and Jerrilyn S. Brehm. "Expanding Prelicensure Education to Rural and Vulnerable Clinics in Appalachia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7396.
Повний текст джерелаLundkvist, Robert. "Expanding the use of contract inspections in construction : An approach to inter-project knowledge diffusion?" Licentiate thesis, Luleå tekniska universitet, Byggkonstruktion och -produktion, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26285.
Повний текст джерелаDen här licentiatavhandlingen presenterar ett taxonomiskt upplägg för att klassificera informationen om de fel som uppkommer i byggprojekt. Tre forskningsfrågor formulerades:FF I: Hur används informationen i besiktningsutlåtandena i nuläget?FF II: Hur kan användningen av informationen i besiktningsutlåtandenavidareutvecklas?FF III: Hur bör informationen från utlåtandena struktureras och kodifieras, för att tillåta lagring samt framtida dataanalys, till hjälp för Ständiga förbättringar?Kvalitativ, såväl som kvantitativ, data har samlats in över tre olika studier. I den första tillfrågades Sveriges byggentreprenörer genom en enkät hur de använder olika typer av föreslagna erfarenhetsåterföringsaktiviteter, t.ex. entreprenadbesiktningar. I den andra studien intervjuades övriga projektroller om hur de använder besiktningsinformationen, samt hur det nuvarande användandet kan utökas till andra områden. I den tredje studien, en singel-fallstudie över besiktningsaktiviteterna i ett större byggprojekt, analyserades och klassificerades informationen om felen från projektets besiktningsutlåtanden utifrån det svenska klassificeringssystemet för byggbranschen, BSAB 96.Resultaten visar att alla tillfrågade projektroller idag har den syn på besiktningar som de är tänkta från början, som de presenteras i AB 04, d.v.s. som en aktivitet som dokumenterar de fel som finns i ett projekt och som entreprenören måste åtgärda innan besiktningen blir godkänd. Ett flertal företag har dock börjat spara de färdiga besiktningsutlåtandena på projektportaler, en rutin som torde öka möjligheten till spridning av besiktningsinformationen något. Några respondenter har även börjat med att sammanställa enklare statistik över fel inom produktionen i företaget. Baserat på de analyserade besiktningsutlåtandena och litteraturen om taxonomier så föreslås även 15 olika klassificeringsbegrepp, med syftet att förädla informationen om felen i utlåtandena: Unikt Projekt-ID, Unikt Fel-ID, Besiktnings-ID, Ansvar, Löpnummer fel, Våning, BSAB 96 Utrymme-kod, BSAB element/objekt-kod, Feltyp, Felbeskrivning, Åtgärd, Flagga för säkerhetsproblem, Orsak (förslagsvis grundorsaksanalys), datumloggning och foton.Förutom att kunna automatisera statistikframställning, så ger en systemlösning för att hantera besiktningsinformation möjligheter till att kunna sprida informationen om tidigare producerade fel. Systemet antas kunna förse en process för Ständiga förbättringar med input för att kunna identifiera systematiskt återkommande fel och därav problemområden för förbättringsorganisation att arbeta med.Baserat på idéerna om Ständiga förbättringar, prestationsmätningar och Knowledge Management utvecklades en modell för hur arbetet med entreprenad-besiktningar kan utvecklas till att kunna hjälpa vid med kunskapsspridning mellan projekt samt Ständiga förbättringar. Framtida forskning bör framförallt fokusera på att validera den föreslagna modellen och systemet, förslagsvis genom fallstudier.
Godkänd; 2011; 20111115 (roblun); LICENTIATSEMINARIUM Ämnesområde: Byggproduktion/Construction Engineering Examinator: Professor Thomas Olofsson, Institutionen för samhällsbyggnad och naturresurser, Luleå tekniska universitet Diskutant: Filosofie doktor Kajsa Simu, NCC Construction, Luleå Tid: Fredag den 16 december 2011 kl 10.00 Plats: E246, Luleå tekniska universitet
Gutin, Sarah Anne. "Expanding contraceptive options in South Africa : knowledge, attitudes, and practices surrounding the intrauterine device (IUD)." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/25805.
Повний текст джерелаCoates, Chad O. "Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329100651.
Повний текст джерелаWilliams, Ronald Wayne. "Expanding missions education and involvement through an annual local church missionary conference." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Повний текст джерелаBrown, Melinda Stites. "Expanding teacher understanding of Wisconsin's prairie chickens / by Melinda Stites Brown." Link to Abstract, 2003.
Знайти повний текст джерелаGlover, John Allen. "Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280234.
Повний текст джерелаSaghafi, Mahmoud Reza. "A holistic blended design studio model: Exploring and expanding learning opportunities." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/180769/3/Mahmoud_Saghafi_Thesis.pdf.
Повний текст джерелаKonrad, James Richard. "A COMPARATIVE ANALYSIS OF TWO EXPANDING URBAN CHARTER SCHOOL ORGANIZATIONS." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/266643.
Повний текст джерелаEd.D.
Charter school expansion is on the forefront of educational reform. There is currently little research on what issues charter school organizations face when they expand, how specific organizational structures are implemented during a charter school expansion process, and which structures provide a favorable outcome of the expansion. The overall goal of this study was an in-depth analysis of two expanding charter schools. This qualitative two-site case study examined several select issues that charter schools face during expansion, with the goal of identifying differences in approach, and evaluating outcomes of the expansion in the light of these differences. Two urban charter school organizations within the same city were chosen for this case study. The following are the four specific research questions addressed: 1) What issues did the selected charter school organizations face when they were expanding? 2) What type of organizational system did the charter schools have and how did that system facilitate their expansion? 3) How was information communicated during the Charter School Organizations' expansion? 4) How did the selected charter school organizations handle heightened turbulence during the expansion period? The primary sources were: 1) data obtained through interviews with three school administrators within each organization; and, 2) data collected via questionnaires in order to determine administrator's approaches to decision making, strategic plans, and communication flow within each organization. The data were analyzed and the research reflects an in-depth analysis of the varying level of turbulence experienced by each charter school organization including factors and decisions that impacted each organization's expansion process. The findings indicate that there are a variety of internal factors and external obstacles that charter school organizations must consider and ultimately overcome before and during a charter school organizational expansion. The results of these findings suggest that each organization experienced varying levels of turbulence when expanding due to a multitude of factors including relationships with stakeholders, community support, school performance, as well as the availability of resources including students, facilities, finances, and staff. Ironically, the levels of turbulence experienced by each charter school organization were quite different given the variety of factors that impacted each charter school organization's expansion. Additionally, there were only a few areas in which each charter school organization experienced similar levels of turbulence to one another. These findings indicate that while at times each charter school organization may have faced different levels of turbulence, given a variety of internal and external factors, it did not appear that these varying levels of turbulence prevented either charter school organization from expanding. Furthermore, the degree of turbulence experienced by different individuals within iv each charter school organization, based upon their positionality, was influenced by a multitude of factors that are both controllable and uncontrollable. These factors that impact the level of turbulence experienced by each organization include the organizational structure, stakeholder involvement, and the flow of communication. The benefit of this study is to better understand the variety of factors both internal and external that influence and contribute to a charter school expansion and to better understand the varying degrees of turbulence experienced by all stakeholders involved in a charter school while the organization is expanding. The results of this study provide insight regarding varying factors charter school organizations should consider when expanding and how decisions are made and communicated to all stakeholders while simultaneously considering the impact these decisions have on all individuals.
Temple University--Theses
El-Moslimany, Hebbah, and Alissa A. Lange. "Expanding a Math and Science Library-Based Program to Reach Preschool Teachers and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4193.
Повний текст джерелаJohannesson, Emelie. "Video games – A tool for expanding English vocabulary knowledge? : A study of video games potential impact on English vocabulary knowledge in Swedish upper secondary students." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78802.
Повний текст джерелаDenna studie undersöker videospels möjlighet till att vara ett hjälpmedel när det gäller kunskaper i engelskt ordförråd genom att jämföra ordförrådskunskaperna hos de som spelar videospel med de som inte spelar videospel. Studien fokuserar också på att jämföra de engelska ordförrådskunskaperna hos dem som ofta spelar videospel med de som sällan spelar videospel och diskuterar varför detta kan göra en skillnad. 37 elever ombads att fylla i ett frågeformulär med frågor med fokus på om de spelar videospel eller inte, hur ofta de spelar och vilken typ av spel de spelade. Den andra delen av studien var ett ordförrådstest innehållande 51 ord som kan stötas på i videospel, i detta ordförrådstest ombads eleverna att ge en engelsk synonym och en svensk översättning av dessa ord. Resultaten av studien visade att det fanns skillnader mellan grupperna, eftersom de som spelade videospel fick högre poäng på ordförrådstestet jämfört med de som inte spelade videospel. Det fanns också skillnader prestationsmässigt i ordförrådstestet beroende på hur ofta eleverna spelade videospel.
Norström, Per. "Technological knowledge and technology education." Doctoral thesis, KTH, Filosofi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144875.
Повний текст джерелаQC 20140512
Mukwambo, Muzwangowenyu. "Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8382.
Повний текст джерелаKlassen, Charlene Ruth. "Teacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literature." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186174.
Повний текст джерелаFossum, Farrah W. "Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf.
Повний текст джерелаPuhl, Aaron A., and University of Lethbridge Faculty of Arts and Science. "Expanding our knowledge of protein tyrosine phosphatase-like phytases : mechanism, substrate specificity and pathways of myo-inositol hexakisphosphate dephosphorylation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2006, 2006. http://hdl.handle.net/10133/526.
Повний текст джерелаx, 138 leaves ; 29 cm.
Roberts, Shantale D. "EXPANDING OUR PRESENT KNOWLEDGE OF THE NON-FICTIONAL WORLD: AN ANALYSIS OF TRANSPORTATION AND IDENTIFICATION WITH VICTIMS AND PERPETRATORS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529075576461922.
Повний текст джерелаTsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.
Повний текст джерелаAuger, Dale Francis. "First Nations education, sharing of knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47884.pdf.
Повний текст джерелаGlass, Peter Ronald. "Spinoza on freedom, knowledge and education." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019750/.
Повний текст джерелаSchreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.
Повний текст джерелаGold, Ariel S. "Expanding the agenda for foreign language education reform: evidence on motivation and response to incentives." Thesis, Boston University, 2008. https://hdl.handle.net/2144/28572.
Повний текст джерелаPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
Ernawati, Desak Ketut. "Medication safety in Indonesia: Expanding pharmacists’ role through Interprofessional Education (IPE) and Interprofessional Practice (IPP)." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2047.
Повний текст джерелаLee, You Na. "Expanding understanding of the innovation process: R&D and non-R&D innovation." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53903.
Повний текст джерелаKim, Dae-Jin. "Relationships among content knowledge, pedagogical knowledge, and teaching performance of physical education student teachers." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231517059.
Повний текст джерелаSchaefer, Julie T. "Intuitive Eating: Expanding the Research & Describing the State of Practice." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428408214.
Повний текст джерелаFi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.
Повний текст джерелаHarari, Nurit. "Relationships among student teachers content knowledge, experience, pedagogical knowledge, and teaching performance in volleyball /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633517256.
Повний текст джерелаHaines, Brenna. "Advanced Placement Statistics Teaching Knowledge Assessment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631362.
Повний текст джерелаAdvanced Placement Statistics Teaching Knowledge Assessment Increasing student enrollment in high-school level Advanced Placement (AP) Statistics courses necessitates the need for teachers who are knowledgeable in the subject-area. However, no benchmark has been established that describes the amount or types of teaching knowledge that is required, or even desirable, of AP Statistics teachers. More specifically, there does not exist a criterion of reference to determine if an AP Statistics teacher does or does not possess the content-specific knowledge necessary to teach the subject. Therefore, a teacher may possess sufficient knowledge to teach mathematics but be deficient in the subject-specific knowledge necessary to teach AP Statistics.
This study had two main research goals. The first was to design an Advanced Placement Statistics Teaching Knowledge (APSTK) online assessment to investigate the content and pedagogical knowledge of secondary-level, in-service AP Statistics teachers. The second goal was to explore the relationships among individual teacher assessment scores and teacher characteristic variables including educational background, years of experience teaching AP Statistics, and a self-reported percentage of student success on the AP Statistics exam.
There were three primary methodological phases included in this study. Phase I consisted of item development and item-level analysis based on responses from a national sample of current AP Statistics teachers. Phase II consisted of completing a Confirmatory Factor Analysis (CFA) to evaluate the results of a measurement model and structural model using Structural Equation Modeling (SEM). Phase III consisted of a multiple regression analysis to determine which teacher characteristic indicator variables predicted APSTK latent variable score (LVS).
Phase I resulted in a modified assessment with nine AP Statistics Content Knowledge (APSCK) and five AP Statistics Pedagogical Content Knowledge (APSPCK) multiple-choice items. Phase II produced a measurement model with acceptable fit, and proved that items designed to measure APSCK and APSPCK fit well within the model. In addition, a structural model produced good fit, and showed evidence that APSCK was a more reliable construct than APSPCK. However, APSPCK was found to be a stronger predictor of overall APSTK. Phase III concluded that a linear combination of teacher characteristic variables was a significant predictor of APSTK LVS. Specifically, the self-reported "Student Success on the AP Statistics Exam" variable was the only statistically significant variable in predicting APSTK LVS.
Salam, Umar A. "'Knowledge as development' : a critique of the knowledge economy." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:11b5f7f3-18e0-4d3b-9b4c-b03bf2cf251d.
Повний текст джерелаMoney, Jennifer M. "EXPANDING REPRESENTATION: PROMOTING FURTHER INCLUSION OF PERSONS OF COLOR IN GLBTQA CAMPUS ORGANIZATIONS, PROGRAMMING, AND SPACES." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1420736313.
Повний текст джерелаHoffman, Jamie F. "Disability| Faculty knowledge, awareness, and perceptions." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574918.
Повний текст джерелаDespite the vast research on students with disabilities, little is known about the perspectives of faculty in higher education. According to the literature reviewed, the overall experience of students with disabilities inside the classroom in higher education is negative due to faculty knowledge, awareness, and perceptions. Institutions of higher education are seeing an increase in the number of students with disabilities who are attending college. Students with disabilities have needs inside of the classroom that exceed a typical student in higher education. Faculty provides the support inside of the classroom necessary to meet both the university standards and the standards addressed in the Americans with Disabilities Act. The purpose of this study was to assess faculty knowledge, awareness and perceptions as they relate to students with disabilities and the regulations that mandate accessibility in higher education.
A survey was administered to 162 faculty members at a large four-year university in the southeastern United States. The findings from this study identified that faculty at the university had significant differences across gender, knowledge, awareness, and perceptions. No significant group differences were found in faculty based on years teaching and their knowledge, awareness, and perceptions. Findings could serve as the foundation for future research on faculty knowledge, awareness, and perceptions. In addition the findings add to the existing literature and provide data to offices for students with disabilities to further understand faculty knowledge, awareness and perceptions as well as possible justification for faculty development. Suggestions and implications for practice are also addressed.
DeNardo, Kristin. "The Depths of Knowledge." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/133.
Повний текст джерела陳淑霞 and Shuk-ha Louisa Chan. "Student motivation in knowledge forum on fostering knowledge building communities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256594.
Повний текст джерелаKachilonda, Dick Daffu Kachanga. "Investigating and expanding learning in co-management of fisheries resources to inform extension training." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018659.
Повний текст джерелаNorström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.
Повний текст джерелаQC 20111118
McNamara, Olwen. "The construction of knowledge in mathematics education." Thesis, Manchester Metropolitan University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294592.
Повний текст джерелаRieger, Susan R. "Characteristics of knowledge producers in teacher education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442855.
Повний текст джерелаSilva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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