Дисертації з теми "Hawthorn Institute of Education"
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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.
Повний текст джерелаChan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.
Повний текст джерелаSun, Tao. "Protective effect of total flavonoids from leaves of Crataegus pinnatifida (hawthorn) against Hydrogen peroxide induced injury in Myocardiac H9c2 cells." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1636299.
Повний текст джерелаCoggin, Lara dos Passos. "Teachers, Talk, and the Institute for Transformative Education." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/204270.
Повний текст джерелаRam, Amy J. "A summer math institute: Adolescent girls' experiences in mathematics." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/291767.
Повний текст джерелаJones, Susan Hicks. "Creating a tradition: Early campus planning at Hampton Institute, 1868-1893." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618513.
Повний текст джерела邱基衛 and Kei-wai Yau. "Chinese Cuisine Training Institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985567.
Повний текст джерелаMohamed, Ali Abdul Rashid. "Teaching Singaporean working adults in diploma programmes at a privately funded educational institute." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1904.
Повний текст джерелаEnns, James. "Every Christian a missionary : fundamentalist education at Prairie Bible Institute, 1922-1947 /." PDF version available online, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.
Повний текст джерелаCimino, Teresa Ann. "Creating a school based family literacy institute." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.
Повний текст джерелаFriedman, Lisa Kritzer. "Recycling program for the Shalom Institute." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2923.
Повний текст джерелаWilliams, Edward Allen. "Starting a Bible institute in a local church." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Повний текст джерелаLiverman, Milton R. "A History of Nansemond Collegiate Institute From 1890 to 1939." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30656.
Повний текст джерелаEd. D.
Leon, Bianca R. "Leadership Development Institute| A California community college multi-college district case study." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116187.
Повний текст джерелаThe purpose of this study is to examine a community college district Grow Your Own (GYO) leadership program in the Western United States, the Multi College Leadership Development Institute (MCLDI). The MCLDI was developed in-house for a multi-campus community college district and offered to interested employees at all position levels with the intent to provide them the opportunity to develop and enhance their leadership skills and abilities. While most leadership development literature has focused on the presidential role or other senior level positions, the aim of MCLDI is to support leadership development in general; not just for senior level positions, but for mid-level management and academic position leadership as well.
This study gathered the perspectives of all those involved, from the leaders who created the program and their experience in doing so, to the program participants and graduates. Providing the different perspectives allows for other campuses to draw from the benefits and challenges that are shared in creating their own program or for comparison to programs that already exist.
A qualitative case study approach was utilized to investigate MCLDI and its development, implementation, and the benefits and challenges experienced by the coordinators and participants. Three themes were identified from analyzing across data sources. Building organizational capacity, developing human capital, and program structure emerged throughout the data collected from interviews, observations, and document analysis and were reflected in the findings for each of the research questions.
Krause, Ingrid A. "Hokkaido Bible Institute training future leaders for God's churches in Japan /." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Повний текст джерелаVernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.
Повний текст джерелаEnns, James. "Every Christian a missionary, fundamentalist education at Prairie Bible Institute, 1922-1947." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.
Повний текст джерелаBilly, Minnabarriet Verna. "Aboriginal post-secondary education in British Columbia : Nicola Valley Institute of Technology." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42089.
Повний текст джерелаMohammed, Nasrudin. "The effectiveness of the Distance Education Programme in Mara Institute of Technology." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324970.
Повний текст джерелаMinton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.
Повний текст джерелаPeer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.
The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.
Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.
Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.
Повний текст джерелаYau, Kei-wai. "Chinese Cuisine Training Institute = Zhonghua chu yi xue yuan /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947990.
Повний текст джерелаSaulnier, Christopher R. "Beyond industry : an expanded definition of authentic engineering design education." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122728.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 181-187).
Authentic approaches to design education are typically defined as experiences centered on industry involvement. This industry connection is commonly either in the form of projects provided by industry partners or practicing engineers that serve as mentors to students. After exploring the goals and current practices of design education, this dissertation proposes an expanded definition of authentic design education: any design project with impact beyond the classroom environment that encourages the development of a student's self-identity as an engineer. To investigate the potential benefits afforded by an expanded definition of authentic design, a new design class was developed, taught, and evaluated across four years. The class, entitled Design for the Wilderness, was developed with a focus on projects that have impact beyond the classroom environment. Students were required to design and build products that they relied on while traveling in remote wilderness environments.
These impactful projects required students to experience the results of their design decisions. Building on our experiences implementing Design for the Wilderness, a curricular approach of Design for Use is introduced that requires students to use products developed by their peers. Design for Use helps increase students' understanding of human-centered design principles by encouraging students to confront the interplay between their intentions when designing a product and their experiences when failing to understand the intentions behind products designed by their peers. This dissertation also considers a mechanical engineering capstone design class (MIT's 2.009). An interesting outcome of this class is that some teams continue to work on commercializing their products after the semester ends. Team characteristics most strongly correlated with persisting on product development beyond the end of the class are related to healthy team dynamics and a positive social environment.
Teams that persisted spent more of their time working together, had fewer teammates that worked significantly more or less than the team average, and spent more of their time simply "hanging out" in lab. Drawing on our findings from investigating multiple approaches to authentic design education, recommendations are made for the future development of effective engineering design classes.
by Christopher R. Saulnier.
Ph. D.
Ph.D. Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society
Arias, Simone R. "Conceptualizing global world history : a study of participants at the Aspen World History Institute 1996." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291130411.
Повний текст джерелаDlamini, Ruth Makhosazana. "Levels of Cognition in Agricultural Programs Offered at The Ohio State University-Agricultural Technical Institute /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648649656.
Повний текст джерелаAlsaleh, Adel Ahmed A. "Attitudes of teachers at the Institute of Public Administration in Saudi Arabia toward teacher evaluation /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941208.
Повний текст джерелаOrr, Dianne Lynn. "Shaping a new TAFE : organizational change and the Southbank Institute." Thesis, Queensland University of Technology, 1996.
Знайти повний текст джерелаAlhadi, Esameddin. "Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.
Повний текст джерелаOsman, Abuelgasim Ahemd Atta-Almanan. "Using factor analysis to determine why students select UWC as higher education institute." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6537_1277055243.
Повний текст джерелаThis study investigates the most important reasons behind the rst-year students' decision to select University of the Western Cape (UWC) as higher education institution.
These reasons were organized into a few factors for easy interpretation. The data to be analyzed for this project is a subsection of the data collected during the orientation period of 2008. During the orientation week of 2008, the questionnaires were completed on a voluntary basis by new rst-year students. All questionnaires were anonymously completed and therefore the data does not contain any information that could be linked to any individual. For the purpose of this study, only the black African and coloured students were considered. The other racial groups were not analyzed due to too small sample sizes. Questionnaires with missing information on the reasons for selecting UWC were not 
nalyzed. We ended up with a sample of size 600. The data were statistically analyzed, using descriptive statistics, bivariate analyses, factor analysis, coefficient of congruence and bootstrap factor analysis. The results indicated that the most important reasons aecting students to choose UWC were identied as good academic reputation, family member's advice, UWC graduates are successful and UWC graduates get good jobs. The least important reasons were found to be not accepted anywhere, parents / family members graduated from UWC, recruited by UWC and wanted to study near to home. The results also indicated that there were significant differences among students according to population groups, parent's monthly income and grade 12 average. Factor analysis of 12 variables yielded three extracted factors upon which student decisions were based. Similarities of these three factors were tested, and a high similarity among demographic characteristics and grade 12 average were found. Additional analyses were conducted to measure the accuracy of factor analyses models constructed using Spearman and Polychoric correlation matrices. The results indicated that both correlation matrices were 
nbiased, with higher variance and higher loadings when the Polychoric correlation matrix was used to construct a factor analysis model for categorical data.
Carlisle, Mary. "Early agricultural education in British Columbia: The pioneering role of the farmers' institute." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26382.
Повний текст джерелаEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
MURY, RITA DE CASSIA XIMENES. "NOVA FRIBURGO INSTITUTE OF EDUCATION AND ITS MEMORIES: (RE) BUILDING PRACTICE AND SIGNIFICANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25939@1.
Повний текст джерелаCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Esta tese objetivou compreender a criação do Instituto de Educação de Nova Friburgo no contexto educacional e político do Rio de Janeiro nos anos 80, articulando o projeto idealizado e as práticas lá estabelecidas. Apoiada em referenciais da História e da Sociologia, busquei analisar o processo de construção identitária dessa instituição voltada à formação de professores, através do diálogo entre fontes documentais e relatos de ex-alunos/as e ex-professores/as do Instituto. A pesquisa apontou que sua criação,naquele momento histórico, surgia alinhada a uma proposta específica desenhada para a educação no Estado do Rio de Janeiro durante o Governo Leonel Brizola, com a forte marca do pensamento de Darcy Ribeiro. Com o horizonte de ser uma escola atual e progressista, o Instituto provocou reações dentro e fora de seus muros ao destituir de seu prédio uma escola considerada tradicional no município, inaugurando práticas que pretendiam ser democráticas, baseadas em princípios como liberdade e autonomia. Nessa viragem, passou a adotar metodologias consideradas inovadoras, de base piagetiana. Com a intenção de formar professores que agissem em prol da mudança social, seu projeto institucional e ações provocaram tensões na comunidade educativa que envolveram a mídia e o poder local, dividindo posições. Em uma clara disputa de poder, os diferentes grupos lançaram mão de estratégias, tendo em vista a afirmação ou a diluição desse projeto.
This thesis aimed at understanding the creation of Nova Friburgo Institute of Education in the educational and political context of Rio de Janeiro in the 1980s, correlating the idealized project and their ongoing practice. Taking into account references from History and Sociology, my goal was to analyze the identity construction process of this institution dedicated to teacher training, in a dialogued study of documented sources and reports of alumni and the former teachers of the Institute. The survey showed that the foundation of the Institute, at that historical moment, satisfied and was aligned to the educational purposes of the state of Rio de Janeiro, during the Brizola Government, which was strongly imprinted by Darcy Ribeiro s ideals. Aspiring to be an updated and progressive school, they provoked reactions within and outside the Institute s walls as they disposed from their building a school which was considered traditional in the city, in order to start what they claimed to be democratic practices, based on principles such as freedom and autonomy. With this turning point, they began to adopt innovative methodologies, based on Piaget principles. As the purpose was to train and have teachers ready to take action towards social changes, their institutional project and actions developed tensions in the educational community, soon getting the media and local authorities involved, and dividing positions. In a clear power struggle, the different groups resorted to strategic measures in order to claim or dilute this project.
Cette these a pour but de comprendre la création de l Institut de l Éducation de Nova Friburgo dans le contexte éducationnel et politique de l État de Rio de Janeiro des années 1980, en reliant le projet idéalisé aux pratiques appliquées. En me basant sur des référentiels historiques et sociologiques, j ai voulu analyser le processus de construction identitaire de cette institution tournée vers la formation des professeurs, au travers du dialogue entre les sources documentaires et les récits d ex-étudiants et d ex-professeurs de l Institut. Ma recherche a montré que sa création, vu l époque, suivait une proposition spécifique définie par l éducation de l état de Rio de janeiro pendant le gouvernement de Leonel Brizola, fortement influencée par la pensée de Darcy Ribeiro. Ayant comme objectif le fait d être une école actuelle et progressiste, l institut provoqua des réactions à l intérieur et à l extérieur de son enceinte en expulsant de son immeuble une école traditionnelle du municipe, en inaugurant des pratiques qui prétendaient être démocratiques, basées sur les principes de liberté et d autonomie. Ce fut un tournant au cours duquel elle adopta des méthodologies considérées innovatrices, inspirées de Piaget. Avec l intention de former des professeurs agissant en faveur du changement social, son projet institutionnel et ses actions provoquèrent des tensions au sein de la communauté éducative qui englobèrent les média et le pouvoir local, divisant l opinion publique. Se disputant le pouvoir, les différents groupes eurent recours a certaines stratégies visant à consolider ou à diluer le projet en question.
Sobrinho, Josà Ferreira de Oliveira. "Evasion the top distance education: a case study in the UFC Virtual Institute." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11239.
Повний текст джерелаDesde meados da dÃcada de 1990, verifica-se uma expansÃo da oferta da EducaÃÃo a DistÃncia no ensino superior brasileiro. Esta expansÃo responde, de um lado, a demandas do mundo do trabalho dirigidas à formaÃÃo de profissionais capazes de garantir a competitividade de organizaÃÃes no cenÃrio de globalizaÃÃo da economia e, de outro, a polÃticas educacionais que visam ampliar a oferta de vagas no ensino de graduaÃÃo. Nos discursos que defendem a EAD no ensino superior, tem sido destacada a relaÃÃo desta modalidade educativa com a possibilidade de inclusÃo educacional e formaÃÃo de professores. No Brasil, a taxa de escolarizaÃÃo bruta na educaÃÃo superior ainda à uma das mais baixas da AmÃrica Latina, muito embora desde a dÃcada de 1960 a polÃtica do governo federal para o setor tem sido a ampliaÃÃo de vagas via privatizaÃÃo e mais recentemente com a criaÃÃo do Sistema Universidade Aberta do Brasil (UAB). O UAB teve sua criaÃÃo no ano de 2005, para dar acesso a parte da populaÃÃo que trabalha e que nÃo tem como frequentar o ensino presencial e tem como prioridade a formaÃÃo de educadores, por meio de estÃmulo à articulaÃÃo e à integraÃÃo de um sistema nacional de educaÃÃo superior, formado por instituiÃÃes pÃblicas de ensino superior, em parceria com estados e municÃpios brasileiros, utilizando a EducaÃÃo a DistÃncia para a veiculaÃÃo dos conteÃdos dos diversos cursos. Analisando o censo da EducaÃÃo Superior Brasileira realizado pelo INEP, constatouse que o ritmo de crescimento no nÃmero de matrÃculas de ensino superior a distÃncia foi mais forte do que o de cursos presenciais. Em 2012, as matrÃculas em cursos a distÃncia aumentaram 12,2%; enquanto nos presenciais, 3,1%. Contudo, 84,2% dos alunos matriculados no ensino superior continuam nas salas de aula presenciais. Apenas 15,8% estÃo matriculados em cursos a distÃncia. A evasÃo à um dos problemas que preocupa os gestores das instituiÃÃes de ensino superior. Assim, o presente trabalho buscou identificar os fatores determinantes da evasÃo nos cursos de graduaÃÃo oferecidos pelo Instituto UFCVirtual. à uma pesquisa exploratÃria e descritiva e utiliza procedimentos bibliogrÃficos, documental e de levantamento em uma abordagem qualiquantitativa. Para identificar os fatores da evasÃo, foram aplicados 91 questionÃrios aos estudantes evadidos e 69 aos tutores de apoio presencial. Na anÃlise dos dados, o fator mais recorrente na opiniÃo dos estudantes foi a dificuldade relacionada aos professores e tutores (75,82), e na opiniÃo dos tutores foi o ambiente virtual deficiente (89,85%). Em seguida estÃo os problemas pessoais, que tiveram uma incidÃncia de (62,62%); e (85,51%) dos tutores mencionam as questÃes relacionadas à mà atuaÃÃo dos gestores, professores e tutores. Entre os fatores menos recorrentes estÃo: a falta de base no ensino mÃdio, a dificuldade para utilizar o computador, as instalaÃÃes e manutenÃÃo dos polos. Pela anÃlise dos dados, percebe-se que o modelo de EAD adotado pelas universidades pÃblicas brasileiras nÃo oferece ao estudante a flexibilidade que ele esperava.
Since the mid - 1990s, there is an expansion of the supply of Distance Education in Brazilian higher education. This expansion responds on the one hand, the demands of the world of work aimed at training professionals able to ensure the competitiveness of organizations in the economic globalization scenario and on the other, the educational policies to expand the supply of vacancies in teaching graduation. In speeches defending the EAD in higher education, the relationship has been highlighted this educational mode with the possibility of educational inclusion and teacher education. In Brazil, the gross enrollment ratio in higher education is still one of the lowest in Latin America, although since the 1960s the federal government policy for the sector has been to increase enrollment via privatization and more recently with the creation the Open University System of Brazil (UAB). The UAB had its inception in the year 2005 to provide access to part of the population working and has no way to attend classroom learning and has prioritized the training of educators, by encouraging the articulation and integration of a national system higher education, formed by public institutions of higher education, in partnership with states and municipalities, using distance education for the placement of the contents of the various courses. Analyzing the census conducted by the Brazilian Higher Education INEP, it was found that the rate of growth in enrollment in higher education distance was stronger than classroom courses. In 2012, enrollment in distance education courses increased by 12.2 %, while in attendance, 3.1%. However, 84.2 % of students enrolled in higher education continue in the face classrooms. Only 15.8% are enrolled in distance learning courses. Circumvention is one of the issues that concern managers of higher education institutions. Thus, this study sought to identify the determinants of evasion in undergraduate courses offered by the UFC - Virtual Institute (Virtual Institute of the University of CearÃ). It is an exploratory and descriptive research and uses bibliographic, documentary and survey procedures in a qualitative and quantitative approach. To identify factors evasion, 91 questionnaires to 69 students and dropouts to - face support tutors were applied. In data analysis, the most recurrent factor in the students' opinion was related to teachers and tutors (75.82%) difficulty, and in the opinion of the tutors was poor virtual environment (89.85 %). Next are the personal problems which had an incidence of (62.62 %) and (85.51 %) of the tutors mentioned issues related to poor performance of the managers, teachers and tutors. Among the least recurring factors are: lack of base in high school, the difficulty to use the computer, the installation and maintenance of the poles. For the data analysis, it is noticed that the model adopted by EAD Brazilian public universities does not offer the student the flexibility he expected.
Lasonen, Johanna L. "Finnish comprehensive vocational institute teachers' sex-role attitudes." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162611/.
Повний текст джерелаPattaraboon, Pichayapaiboon Kennedy Larry DeWitt. "An analysis of the perceptions of faculty and students at Rajamonkol Institute of Technology in Bangkok concerning selected curricular elements of the health education program." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105739.
Повний текст джерелаTitle from title page screen, viewed November 21, 2005. Dissertation Committee: Larry D. Kennedy (chair), Ann E. Nolte, Michael A. Lorber, Kenneth H. Strand. Includes bibliographical references (leaf 68) and abstract. Also available in print.
Muasya, Juliet Njeri. "Exploring discourses of access and sexual harassment in higher education A study of students' perceptions of University of Nairobi's Institutional Culture, Kenya." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3593.
Повний текст джерелаBesse, Diane M. "Evaluation of Melpomene Interns and Girls Project "Role models and Mentoring" for Melpomene Institute /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001bessed.pdf.
Повний текст джерелаCaswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute." Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.
Повний текст джерелаCurriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.
So, Kwok-sang. "Vocational technical teacher education in Guangdong Province : a case study of the Guangdong Institute of Nationalities /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811735.
Повний текст джерелаAbdel-Naby, Mahmoud Ahmed. "Communicative language testing in an ESP context : a case study of Kuwait Business Institute." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284463.
Повний текст джерелаHeuvel, Lisa L. "Teaching at the interface: Curriculum and pedagogy in a teachers' institute on Virginia Indian history and cultures." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791817.
Повний текст джерелаWeeks, Ann A. "A case study of a management institute model for managing contract training at a community college /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10584973.
Повний текст джерелаTypescript; issued also on microfilm. Sponsor: William L. Deegan. Dissertation Committee: Thomas A. Leemon. Bibliography: leaves 191-200.
Leimbach, Gale John. "The effects of vocational leadership development for individuals who participated in the Ohio Vocational Education Leadership Institute /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688959455.
Повний текст джерелаStephens, Simon. "2020 vision : Possible futures for the institute of technology sector of Irish higher education." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531727.
Повний текст джерелаChiu, Ying-san Enoch, and 趙迎新. "Implementing web-based teaching and learning of Putonghua at The Institute of Vocational Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29959998.
Повний текст джерелаRush, Monica R. "Creative thinking in engineering education : lessons from students at the Massachusetts Institute of Technology." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/52753.
Повний текст джерелаThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 80-83).
Engineers have deemed creative thinking a necessary skill in their line of work, and ABET, the accreditation board for engineering schools, can evaluate a program based on how it attempts to teach it in its courses. And yet, many students and professors feel that creative thinking is a skill often overlooked by the traditional engineering curriculum. This thesis investigates student acquisition of creative thinking skills in four engineering design courses taught under the Mechanical Engineering and the Aeronautics/Astronautics Departments at the Massachusetts Institute of Technology. Quantitative research methods (surveys, assessments) and qualitative methods (interviews, focus groups) are combined to identify factors that influence student creativity in the classroom and retention and use of creative thinking skills beyond the classroom. Student reflections are used to tie theories of creativity with educational theory on student learning. Common themes discussed by students in relation to creativity include the interactive lecture and lab environments, the involvement of the professors and confidence and hands-on practice. Data shows the relationship between perceptions of team creativity and individual creative development. Recommendations on course structure and supportive institutional policies encouraging creative classroom environments are made based on the experiences of the students and teaching staff of these courses.
by Monica R. Rush.
S.M.in Technology and Policy
Webb, Rachel M. "Crater Lake National Park and Oak Ridge Institute of Sciences and Education: An Internship." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050006412.
Повний текст джерелаEoh, Myung Ha. "The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.
Повний текст джерелаThiuri, Phillippa. "International Student Satisfaction with Student Services at the Rochester Institute of Technology." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2369.
Повний текст джерелаWhile there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Loope, David Roger. "A "wealth of hallowed memories": The development of mission, saga, and distinctiveness at the Virginia Military Institute." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618270.
Повний текст джерелаSmith, Kenneth. "The American “Civilizing Mission:” The Tuskegee Institute and its Involvement in African Colonialism." Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38832.
Повний текст джерелаDepartment of History
Andrew Orr
Many historians believe that the United States did not play a major role in the European colonial affairs of Africa. The “civilizing mission” in Africa was largely a European matter that the United States did not have any involvement in and instead stayed out of African affairs. However, this is in fact not true. Industrial education was a new way of managing and “civilizing” African populations after the global end of slavery and the archetype of industrial education was in Tuskegee, Alabama at the Tuskegee Institute. The Tuskegee Institute was the pinnacle of industrial education. Students came not just from the United States, but from around the world as well to learn a trade or improved technologies in agriculture. It allowed students to attend the school for free in exchange for working the farms at the school and general upkeep while training them to be better farmers and tradesmen. On the surface, it offered an avenue for blacks to carve their own economic path. Implicitly, however, it did not offer African Americans and Africans a path towards upward mobility as it continued to relegate them to menial labor jobs and worked within the confines of the established racial hierarchy in which blacks were not granted the same opportunities as whites, in this instance it was education. This thesis argues that the Tuskegee Institute’s (now Tuskegee University) method of industrial education became an influential model for managing the African colonies via industrial education and that the United States was thus more involved in the “civilizing mission” than previously thought. The Tuskegee Institute first ventured into Africa when it assisted the German Colonial Government in Togo in establishing industrial education which helped to develop infrastructure and modern technology in the colony. Second, I examine Tuskegee’s role in Liberia as it established the Booker Washington Institute which is still in existence today. Lastly, I illustrate the diverse effects of the Tuskegee Model of education in Africa and how it correlated to Tuskegee education in the United States and how events in both Africa and the United States led to the collapse of the Tuskegee Model.