Дисертації: "Learning, Psychology Case studies"

1

Zelmanow, Ari. "The Learning Pathways of Ironman Triathletes| Case Studies of Age-Group Ironman Triathletes." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666916.

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The Ironman Triathlon is an epic endurance event consisting of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. There is paucity in the literature relating to how athletes learn how to negotiate this event. This qualitative study was conducted over a 9 month period, to align with the 2013 Ironman training and racing season. Seven athletes were selected for participation in the study. Utilizing a case study approach, the Ironman athletes' learning pathways were examined through in-depth interviews and audio and video content personally captured by the participants.

The learning pathways revealed the athletes initially learned through cognitive means, i.e. social interaction, reading, Internet sources, and the observation of others. As athletes traversed the learning pathway, they subsequently operationalized the knowledge they learned and constructively made it meaningful to their respective personal training and racing situations. At the terminal end of the learning pathway, the athletes operationalized the learned content in an experiential learning cycle. During the entire learning pathway, the athletes practiced the learned content, which is best characterized as behavioral learning. The audio and video content provided by the athletes empirically validated the interviews.

The interviews with the athletes were coded. Some unifying themes emerged from the data independent of cognitive, constructivist, behavioral, or experiential learning theories; e.g. the importance of mental toughness, the understanding of pain during the training and racing process, how success is measured, the importance of training with a power meter, and motivating factors.

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2

Koop, Sandra. "A case study in adult participation in learning /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59878.

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This case study examines adult participation in learning. Ethnographic methods were employed to document classroom processes and participant perceptions in an adult basic education class. Classroom observations showed that learner participation was for the most part initiated by the teacher rather than by the students. Analysis of the data indicated a close link between the defined teacher and learner roles and the participants' shared perceptions of the teacher as the expert. Analysis also showed that teacher-student interaction was influenced by the teacher's past teaching experience and by her perceptions of the students and their needs. The results of this study demonstrate a need for teacher preparation designed both to increase awareness of appropriate adult education methods, and to provide experience in active learner participation. The study also highlights the importance of dialogue between teachers and learners as a means of involving learners in the learning process.

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3

Egan, Mairi Douglas. "Case studies of reading processes and strategies of compensated learning disabled adult readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ57038.pdf.

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4

Allnutt, Susann. "Learning the body voice : body memorywork with women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ50492.pdf.

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5

Smith, Bryan W. "Thoughts and feelings of a beginning tertiary group of adult learners in a human resource development course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1379.

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This is a study of a case of adults entering tertiary study for the first time, and their mental life concerning their own self-performance, constructed across four instances. The purposes of the study were to identify some characteristics of the four participants’ covert behaviour during their learning in a course on Human Resource Development (1-IRD), to gain some insight into the conception of self-performance held by the participants and the attributions of this self-performance, to examine the approaches to learning held by each participant, and to contribute to closing the gap between adult education and educational psychology. Three consecutive three-hour learning sessions were videotaped for use with follow-up stimulated recall interviews. Four adult learners reported their interactive thoughts and feelings pertaining to self-performance in HRD. Transcripts of each of the participant's reported thoughts and feelings were prepared. Pre-performance interviews were carried out and the Attribution Style Questionnaire, which reports a person's explanatory style, and the Study Process Questionnaire, which reports a person's approach to learning, were administered. Self-report journals and field notes were also utilised. Data on participant covert behaviour were gathered and categorised according to an adaptation of an established content analysis system. Participant interactive thoughts and feelings were categorised, quantified and described. Other student covert behaviour, including causal explanations of behaviour, was analysed by qualitative means. Thoughts and feelings about self-performance ranked highly for all participants. While such thoughts and feelings were a mixture of positive and negative, quantifiably, positive thoughts and feelings did dominate. As well, thoughts and feelings about fellow students and learning the content also ranked highly amongst the myriad of thoughts and feelings reported by the participants. Qualitatively, common thoughts and feelings reported by the participants concerned group work, beliefs about learning, sell-performance and perceptions of the facilitator. Underlying covert behaviour was found to be quite individualistic with a desire for content relevance to the world of work to be one common thread. As well, all four participants reported external pressures to be an important underlying influence on performance. Post hoc, the study proposed a tentative theory that adult learners attending a tertiary course for the first time undergo two phases of cognitive and affective change during their early time in a substantial learning experience. The first phase was termed an apprehension phase wherein there is a myriad of thoughts and feelings about possible personal inadequacy. As the student gains more exposure to the learning experience, and develops a certain amount of competency, a realisation phase emerges in which confidence grows and learning accelerates. This two-phase process was compared with two other pieces of research that deal with a similar phenomenon suggesting an idea for future research. Implications for facilitators of adult learning as a result of the findings were also presented.

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6

Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.

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7

Jackson, Christopher. "An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6093/.

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The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.

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8

Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.

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9

Hulme, Stephen D. "Evaluating the Ethics and Issues in Media Case Studies." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3154.

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Ethics and Issues in Media is an interactive case-study software that allows communications students to make ethical decisions based on real-life case studies. The evaluation of Ethics and Issues in Media focused on whether or not Ethics and Issues in Media 1) was easy to use, 2) allowed students to make real-life ethical decisions in realistic contexts, 3) enabled students to think about ethical issues in new ways, 4) enabled students to think through and determine potential courses of action to realistic ethical issues and 5) enabled students to understand the consequences of others' ethical decisions. A focus group discussion was held with the creator of Ethics and Issues in Media and with the students who had used it. Students' comments regarding Ethics and Issues in Media were generally positive. Ethics and Issues in Media proved to be successful in the ways that it enabled students to think through ethical issues for themselves, understand the consequences of others' ethical decisions, and think about ethical issues in new ways. Some students found Ethics and Issues in Media to be difficult to navigate, and many had trouble trusting that their answers were saved or submitted properly. The students recommended that the instructor expand the number and type of case studies included in Ethics and Issues in Media. Additionally, I recommend a more thorough orientation to Ethics and Issues in Media prior to implementation as a final exam.

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10

Woodring, Betty Gregory. "The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332110/.

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This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects. 3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch. 4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed. 5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style. 6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment. 7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.

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11

Stadel, Cynthia Jakes. "Exploring the Impact of an LD Diagnosis on the Self-Determination of Women in Poverty." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2698.

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This collective case study explored the impact of a later-in-life learning disability (LD) diagnosis on women in poverty. The study focused on the perspectives of four women who were not identified with LD as children but accessed assessment services as adults receiving Oregon's Temporary Assistance for Needy Families (TANF). All four reported painful awareness of learning differences as youths; as adults they voluntarily engaged in a "labeling event," furthering a process toward personal transformation and enhanced well-being initiated by their own awareness and curiosity. The women described critical social and emotional support systems and relationships that helped them integrate understanding of the LD construct, education and employment opportunities that came in the wake of the diagnosis, and decisions made regarding disclosure. Self- determination theory and interpersonal neurobiology undergird reflections on narratives and themes. Recommendations for practice include providing low-income women assessed with LD (1) access to an LD specialist; (2) case planning and case management with a strength-based focus; and (3) assistance working with the public schools for those who are parents. The study underscores the significant services provided by Oregon DHS to low-income women with learning disabilities who have not been identified by K-12 school systems and recommends that DHS undertake further quantitative and qualitative research in collaboration with a research institution.

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12

Hagen, Prudence (Prudence Bennett). "Programming Common Stimuli to Promote Generalized Question-Asking in a Child with Autism." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278184/.

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A 5-year-old child with autism was taught to: (a) ask "What is that?" in the presence of unknown objects and (b) name the objects he did know. Generalization in the presence of the experimenter was probed across four new tasks. The child's performance generalized to the first 3 tasks without additional training. The fourth task required programming of common stimuli before generalization occurred.

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13

Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.

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14

Destrebecqz, Arnaud. "Mesures directes et indirectes de l'apprentissage implicite: étude expérimentale et modélisation." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211744.

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15

Oswald, Marietjie M. "Teacher learning during the implementation of the Index for Inclusion in a primary school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1293.

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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT).
AFRIKAANSE OPSOMMING: Die studie is ontwerp om ondersoek in te stel na die eienskappe van ŉ skoolomgewing wat onderwyser-leer in die werkplek moontlik maak in ŉ tyd van verandering soos deur die Index for Inclusion-proses geïnisieer, asook na die beperkinge binne dié omgewing (Engels: ‘affordances and constraints’). Daar is in die besonder ondersoek ingestel na die eienskappe op die makro-sosiale en makro-onderwysvlak wat onderwyser-leer in die werkplek beïnvloed, na die geleenthede en beperkinge vir onderwyser-leer wat op die institusioneel-gemeenskapsvlak as die kritieke vlak van analise vir hierdie studie geïdentifiseer kon word, asook na eienskappe op die persoonlike vlak wat ŉ invloed het op onderwyser-leer in die werkplek. Die teoretiese raamwerk van die kultureel-historiese aktiwiteitsteorie (Engels: ‘cultural-historical activity theory’ oftewel CHAT) het ŉ breë platform gebied vanwaar daar met die studie omgegaan kon word. Die werk van Engeström, as ŉ kontemporêre bydraer op die gebied van CHAT, het veral die studie gerig. Die ondersoek na onderwyser-leer in die werkplek in ŉ tyd van verandering is as ŉ kritiese etnografiese studie ontwerp en is in ŉ laerskool in ŉ benadeelde gemeenskap in die Wes-Kaap Provinsie van Suid-Afrika uitgevoer. ’n Kwalitatiewe metodologie is gebruik. ŉ Kritiese diepte-ontleding is gedoen van geleenthede en beperkinge vir onderwyser-leer in die werkplek deur ŉ abduktiewe proses van data-analise en -aanbieding, wat ŉ beweging tussen ŉ induktiewe en deduktiewe proses van kennisskepping impliseer. Die data is op drieërlei wyse aangebied: in breë temas en patrone; as ŉ etnografiese narratief wat Engeström se driehoekstruktuur van aktiwiteit gebruik; en in die vorm van pensketse wat die leertrajekte van twee onderwysers uitbeeld. Die data het aangetoon dat die Index for Inclusion wat as instrument vir verandering in hierdie studie aangewend is, wel onderwyser-leer vir insluiting in die werkplek tot gevolg gehad het. Dit het ŉ bewustheid rakende inklusiewe onderwys verhoog, die onderwysers is blootgestel aan die terminologie van inklusiewe onderwys en ŉ veilige en ondersteunende omgewing is geskep waarin onderwysers aandag kon gee aan hulle eie gesindhede en praktyke. Sekere onderwysers het van betekenisvolle leerwinste getuig. Die studie het egter ook duidelik gewys hoe ŉ skool ŉ beperkende omgewing kan wees vir onderwyser-leer en vir die komplekse prosesse wat betrokke is by die verandering van so ŉ omgewing om dit meer omvattend te laat word ter ondersteuning van onderwyser-leer vir insluiting. Verskeie faktore het onderwyser-leer erg beperk. Op die makro-sosiale vlak het armoede en die gevolge van apartheid in Suid-Afrika die onderwyser-leer beduidend beperk. Op die makro-onderwysvlak het onderwysers weens innovasieoorlading probleme ervaar. Die afwesigheid van betekenisvolle opleiding en ondersteuning vir verandering het ook ŉ negatiewe uitwerking op hul moraal, motivering en selfwerksaamheid gehad. Op die institusionele vlak het die leierskapsbenadering besonder nadelig geblyk te wees vir uitgebreide onderwyser-leer. Onderwyserkognisie, -houding en -emosie het ook daartoe bygedra om hul eie betrokkenheid by die leergeleentheid wat deur die Index for Inclusion-proses gebied is, te beperk. Die studente is nie ŉ ruimte toegelaat waar hulle stemme gehoor kon word nie en nóg hul ouers nóg die gemeenskap is uitgenooi om deel te hê aan kollaboratiewe vennootskappe met die personeel. Op persoonlike vlak het die studie die moontlikheid ondersoek dat individuele onderwysers op grond van hul eie positiewe leerervaring tydens die Index for Inclusion-proses geleidelik die nodige veranderinge in die skool invoer. Deur individuele onderwysers se toedoen, energie en aansporing bly die hoop bestaan dat die goeie werk wat deur die Index for Inclusion-proses in die skool bereik is, volhou sal word. Sleutelwoorde: onderwyser-leer, leer in die werksplek, inklusiewe onderwys, ‘Index for Inclusion’, kultureel-historiese aktiwiteitsteorie.

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16

Cheung, Lin-sang, and 張連生. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools: perspectives of teachersand students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960789.

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17

Lee, Yeung-chun Eddy, and 李揚眞. "Assessing and fostering senior secondary school students' conceptions and understanding of learning through authentic assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960327.

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18

O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.

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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.
Department of English

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19

Andrews, LaMetrica. "An Exploratory Case Study: Persistence and Retention of Students in an Alternative High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4902.

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Students with emotional behavioral disorders (EBD) are at greater risk for dropping out of high school than other students, and are likely to experience fewer employment options and more societal marginalization. Alternative schools have been viewed as a last chance and best option for educating many students with EBD who have not actually been diagnosed. The purpose of this qualitative case study was to explore persistence and retention in the alternative school setting for students who may or may not have been diagnosed with EBD. Students in this study will be referred to as EBD. Although they have not been formally diagnosed, all of the students suffered with symptoms of emotional and behavioral disorders. Interview and observational data were examined through the theoretical lens of the Bandura's theory of self-efficacy and Erikson's theory of psychosocial development. The research questions focused on the meaning of academic persistence for students in an alternative school, the institutional efforts to retain students, and the processes and consequences to improve student engagement and retention. Seven teachers and administrators from an alternative school in Georgia were interviewed, and analysis and interpretation of data from the interviews, observations, and field notes revealed five major themes: support, acknowledgment for incremental gains, struggle to focus, and we are family. These results indicated that some of the most challenging students can persist when they are provided with support (parental, academic, emotional, and community), and future longitudinal research is needed on students' post-high school functioning. The results also showed the need for systemic changes that include formal assessments and diagnoses because access to psychological services are not provided until students have been properly diagnosed.

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20

Rodriguez, Aracely. "Psychosocial Motivators for Obstacle Course Racing: A Qualitative Case Study." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.

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This study explored the psychological and sociological motivations of adult female and male obstacle course racers. A qualitative case study approach was used to explore the views, experiences, and motivations of obstacle course racing (OCR) participants. Descriptive statistics and cross tabulation was used to interpret responses to the 297 online questionnaires. A content analysis approach was used to analyze the qualitative data gathered from three focus groups with a total of 20 obstacle course racers. Three theories formed the basis of the study: Self-Determination Theory (SDT), Achievement Goal Theory (AGT), and Social Leaning Theory (SLT). Overall, findings supported previous research regarding motivations to participate in adventure racing and extreme sports. Individuals were guided more by intrinsic motives than extrinsic motives. Important motivations for obstacle course racers included the camaraderie among participants, connecting and socializing with other like-minded people, having fun, and having a physical challenge that allowed them to progress and keep on track with their health goals. Obstacle course racing was perceived as positively impacting participants’ health, mental wellness and their confidence in their physical abilities as well as in other areas of their lives. Findings from this study may inform future interventions to increase participation in OCR or to increase overall physical activity among adults by building on camaraderie, social connection, enjoyment, and self-efficacy.

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21

Hutchinson, Jennifer. "Emotional Response to Climate Change Learning: An Existential Inquiry." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951.

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22

Man, Ka-on, and 文家安. "A study of the effects of two types of groups on student-teachers' approaches to studying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627309.

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23

Farmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.

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Students with learning disabilities and/or attention deficit hyperactivity disorder (ADHD) experience decreased academic and social-emotional outcomes when compared to their peers without disabilities. Self-determination, positive psychology, and cognitive theories of learning offer suggestions for improving these outcomes. The purpose of this study was to develop The Personal Strengths Intervention (PSI) and investigate its impact on levels of self-determination and the social-emotional functioning of postsecondary students with learning disabilities and/or ADHD. PSI integrates key elements of self-determination, positive psychology, and cognitive theories. ADHDA multiple baseline design with seven participants was used to examine the intervention effects over time. Results indicate PSI demonstrates content, face, and social validity. The results from the examination of the impact of participation in PSI on self-determination and social-emotional levels were inconsistent. Visual analyses, effect sizes, and multilevel modeling of the time series data indicated there was little to no intervention effect across participants. However, results from the visual analyses and effect sizes revealed there were some intervention effects for particular participants. For participants who demonstrated intervention effects, effects ranged from small to large for self-determination dependent variables and small to moderate for social-emotional dependent variables. Pre- post-assessment results indicated there was an increase in self-determination and positive affect associated with participation in PSI. There were no changes in subjective well-being or negative affect. Results from a longitudinal qualitative trend analysis and final interviews with participants indicated improved self-determination and social-emotional levels. A discussion of possible explanations for the finding and implications is included. Suggestions for future research are provided.

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24

Du, Toit Merise. "Parent and guardian support of Korean migrant learners' primary schooling experience." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19944.

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Анотація:

Thesis (MEdPsych)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively.
AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ŉ gewilde bestemming waar beide immigrante en migrante saam met hulle families ŉ nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ŉ gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ŉ fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ŉ belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.

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25

Lemer, Cathy. "Représentations langagières des nombres dans la résolution de calculs mentaux complexes: une approche par la mémoire à court-terme verbale." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211747.

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26

Yim, Wai Yee. "Learning anxiety over learning effects : a case in Hong Kong." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/395.

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27

Molnar, Eleonora. "Exploring sustainability-focused organizational learning (SFOL), case studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0020/MQ49207.pdf.

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28

Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.

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29

Aboushady, Moustafa. "Semi-supervised learning with HALFADO: two case studies." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-425888.

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This thesis studies the HALFADO algorithm[1], a semi-supervised learning al- gorithm designed for detecting anomalies in complex information flows. This report assesses HALFADO’s performance in terms of detection capabilities (pre- cision and recall) and computational requirements. We compare the result of HALFADO with a standard supervised and unsupervised learning approach.The results of two case studies are reported: (1) HALFADO as applied to a FinTech example with a flow of financial transactions, and (2) HALFADO as applied to detecting hate speech in a social media feed. Those results point to the benefits of using HALFADO in environments where one has only modest computational resources.

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30

Condit, Michelle. "A Comparative Case Study of Transformative Learning Among Conscientious Objectors." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10289108.

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This study aimed to answer the following question: What is the transformative learning process, if any, undergone by soldiers who apply for status as a conscientious objector? Answers to this question were sought through a comparative case study that involved four soldiers who while serving in the military during the Iraq War applied for status as conscientious objectors. Semi-structured interviews, documents submitted by soldiers involved in the study while in the military, archival data, and autobiographical material, both written and documented through audio-visual media, were used as data sources to inform each of these cases.

The case study methodology was selected for its exploratory capacity, as it can provide rich insight into the attitudes, beliefs and worldviews of the study’s participants by triangulating multiple sources of data. The researcher used semi-structured interviews to elicit openness of response by the participants, allowing for a process of discovery. Data analysis involved extraction of themes and statements that represented each individual’s thought process and experiences that contributed to his decision to apply for status as a conscientious objector. The themes and statements elicited from the study’s subjects were then evaluated from a transformative learning theory framework as developed by Mezirow (1991) to identify the degree to which the individuals underwent a transformative learning process.

Findings of this study indicated themes extracted from narratives of the four participants that could be categorized within Mezirow’s 10 phases of the transformative learning process. A disorienting dilemma was present within all participants’ interviews and rational discourse was the theme least reflected within the narratives. Each of the participants engaged in reflective thinking in making his decision to apply for status as a conscientious objector and then took action in submitting his application. Of interest is that each entered a period of participation in activism, which over time subsided. However, despite departure from participation in activism a change in worldview related to conflict resolution remained. Participants’ enlistments stemmed from a combination of factors including lack of employment opportunities prior to joining, family tradition, desire for structure, the desire to help others, family dynamics and a sense of patriotic duty and security within communities.

This exploratory research provided a starting point for potential future research within peace studies. Follow up inquiry may include further qualitative research into the experiences of soldiers who join the anti-war movement after completion of their term of enlistment.

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31

Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.

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32

Davison, Malcolm Thomas. "Learning at the Centre : lessons from two case studies." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288254.

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33

Bradshaw, Yvonne M. "Case Studies of Postsecondary College Students with Learning Disabilities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27568.

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The purpose of this study was to (a) identify educational counseling interventions and accommodations that learning disabled (LD) postsecondary students received that contributed to their academic success and (b) identify barriers and issues that LD students experienced in accessing services. Ten postsecondary students were identified and classified as LD that had attended a community college in Northern Virginia and volunteered to participate in this study. Out of the ten, two students were selected for this research study. These students were interviewed using a two-part questionnaire (Appendix C). The questionnaire included significant factors and variables frequently associated with postsecondary success. Questions in part I of the Questionnaire pertained to the LD studentâ s profile (e.g., medical and social history, employment, volunteer work, hobbies, education including special education experiences, language therapy, and assessments). Questions in part II consisted of the recommended support services identified in the literature (e.g., disability awareness, accommodations, self-advocacy skills, academic remediation, parent and counselor advocacy, computer technology, career counseling, transition services, and rehabilitation counseling) often delivered to LD students. Psychological and educational assessments were also obtained, reviewed, and coded. The interviews were tape recorded in order to assure concise descriptive information from the studentâ s own â personalâ past and current educational experiences. Each student reported that they had received a great deal of assistance by another individual who had been most instrumental in helping them over come their postsecondary academic barriers. These individuals were also interviewed. The interviews were transcribed, and the data collected were coded. Two in-depth comprehensive case studies were developed by reviewing and recording data from the interviews, psychological assessments, and educational records. All narrative material was subsequently analyzed by coding procedures used in grounded theory.
Ed. D.

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34

Peirce, Heather Jean. "The dynamics of learning partnerships : case studies from Queensland." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16248/1/Heather_Peirce_Thesis.pdf.

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This study examines the emerging notion of learning partnerships. As the study of such partnerships is a nascent research field, no single definition has yet emerged in the literature. However, within an uncertain and rapidly changing global context, two strategic initiatives have been identified which will support individuals, communities and organisations in their transition to a knowledge-based economy whilst building capacity for change and renewal. These two strategies are fostering learning communities/regions/towns and developing learning partnerships between multiple stakeholders. The term "learning partnership" has appeared in a wide variety of literatures including those of adult learning, management, social science and education. Working papers and emerging case reports identify a diversity of applications and a range of operational models or configurations that link multiple stakeholders. Learning partnerships have been associated with vocational education and training, innovation and research, lifelong learning, organisational learning and knowledge cultivation. These literatures reveal a paucity of Australian research to explain how multiple stakeholders form and develop these configurations, particularly in the Queensland context. The purpose of this study is to build deeper understanding of the meaning of a learning partnership in the Australian and (more precisely) the Queensland context. A working definition of a learning partnership, adopted as the basis for the research, indicates a strategy designed to foster continuous learning, collaboration, innovation and renewal in response to the demands of the knowledge-based economy and knowledge and learning societies. The research focuses on organisational arrangements in order for the researcher to gain deeper understanding from the key stakeholders in their work environments. Three diverse situations were selected for detailed exploration of their issues, relationships, activities, processes and working knowledge. With a view to contributing to emerging theory, an organisational case study methodology was adopted to identify and explore the nature of the relationships and issues confronting the key stakeholders in three Queensland-based learning partnerships. An interpretive theoretical framework draws on the social theory of symbolic interactionism and the "systems thinking" of General Systems Theory. An interpretivist perspective influenced the case study research strategy and guided data collection, analysis and reporting. Within the case studies, data collection methods included observations, informal meetings, synergetic focus groups, semi-structured interviews, diary notes, researcher memos and documents. From these multiple data sources, the researcher was able to assemble three case files. The inductive process for within-case analysis for the case reports, and later, cross-case analysis, integrated as a form of constant comparison technique, was used as a basis for presenting findings. These findings are reported as three separate "in progress" models to address three interrelated research questions. The case reports explain complex and interconnected organisational arrangements - evolving, adapting and responding to internal and external tensions. While there is considerable activity which could be regarded as representing learning partnerships, there is no cohesive policy framework to support such partnerships, and much ambiguity, "muddy" definitions and unclear terminology. It appears that a "new breed" of knowledge-worker is emerging - linking, networking, interacting, exchanging - to work across organisational intersections. The study shows that like "herding cats", co-ordinating and managing the inter relationships at the organisational intersection take time, resources, vision, processes for interaction, individual willingness and "in-kind" support. Whilst there is opportunity for linking disparate groups to cross-fertilise ideas, working knowledge, and information, and there is the potential to cultivate a knowledge and learning ecosystem (a fertile compost heap for knowledge generation and an innovative learning system) - "intellectual horsepower" - such configurations may also derail, realign or stagnate. It is individual stakeholders who form the relationships, interact, share ideas, and build networks, and it is the individual who maintains the relationships, engages in the process and learns from the experience. Therein lies a paradox between the strength of diversity of the collective (synergies) and their weakness as the relationships may be compromised by a single individual who withdraws or transfers. Drawing on a computing analogy, this could be akin to "corruption" in a system which may not be sufficiently robust to tolerate ambiguity, or a system that is too inflexible to survive threats while maintaining the momentum to adapt and renew. On the basis of this research it would appear that a more robust or resilient paradigm is emerging with interconnected, blurred boundaries and much "talking and thinking" about more sustainable futures. The study identifies these as indicative of wider social and economic changes. The thesis proposes three conceptual models as particularly useful in interpreting these "shifting systems and shifting paradigms": the concentric, the centripetal, and the plutonic.

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35

Peirce, Heather Jean. "The dynamics of learning partnerships : case studies from Queensland." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16248/.

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Анотація:

This study examines the emerging notion of learning partnerships. As the study of such partnerships is a nascent research field, no single definition has yet emerged in the literature. However, within an uncertain and rapidly changing global context, two strategic initiatives have been identified which will support individuals, communities and organisations in their transition to a knowledge-based economy whilst building capacity for change and renewal. These two strategies are fostering learning communities/regions/towns and developing learning partnerships between multiple stakeholders. The term "learning partnership" has appeared in a wide variety of literatures including those of adult learning, management, social science and education. Working papers and emerging case reports identify a diversity of applications and a range of operational models or configurations that link multiple stakeholders. Learning partnerships have been associated with vocational education and training, innovation and research, lifelong learning, organisational learning and knowledge cultivation. These literatures reveal a paucity of Australian research to explain how multiple stakeholders form and develop these configurations, particularly in the Queensland context. The purpose of this study is to build deeper understanding of the meaning of a learning partnership in the Australian and (more precisely) the Queensland context. A working definition of a learning partnership, adopted as the basis for the research, indicates a strategy designed to foster continuous learning, collaboration, innovation and renewal in response to the demands of the knowledge-based economy and knowledge and learning societies. The research focuses on organisational arrangements in order for the researcher to gain deeper understanding from the key stakeholders in their work environments. Three diverse situations were selected for detailed exploration of their issues, relationships, activities, processes and working knowledge. With a view to contributing to emerging theory, an organisational case study methodology was adopted to identify and explore the nature of the relationships and issues confronting the key stakeholders in three Queensland-based learning partnerships. An interpretive theoretical framework draws on the social theory of symbolic interactionism and the "systems thinking" of General Systems Theory. An interpretivist perspective influenced the case study research strategy and guided data collection, analysis and reporting. Within the case studies, data collection methods included observations, informal meetings, synergetic focus groups, semi-structured interviews, diary notes, researcher memos and documents. From these multiple data sources, the researcher was able to assemble three case files. The inductive process for within-case analysis for the case reports, and later, cross-case analysis, integrated as a form of constant comparison technique, was used as a basis for presenting findings. These findings are reported as three separate "in progress" models to address three interrelated research questions. The case reports explain complex and interconnected organisational arrangements - evolving, adapting and responding to internal and external tensions. While there is considerable activity which could be regarded as representing learning partnerships, there is no cohesive policy framework to support such partnerships, and much ambiguity, "muddy" definitions and unclear terminology. It appears that a "new breed" of knowledge-worker is emerging - linking, networking, interacting, exchanging - to work across organisational intersections. The study shows that like "herding cats", co-ordinating and managing the inter relationships at the organisational intersection take time, resources, vision, processes for interaction, individual willingness and "in-kind" support. Whilst there is opportunity for linking disparate groups to cross-fertilise ideas, working knowledge, and information, and there is the potential to cultivate a knowledge and learning ecosystem (a fertile compost heap for knowledge generation and an innovative learning system) - "intellectual horsepower" - such configurations may also derail, realign or stagnate. It is individual stakeholders who form the relationships, interact, share ideas, and build networks, and it is the individual who maintains the relationships, engages in the process and learns from the experience. Therein lies a paradox between the strength of diversity of the collective (synergies) and their weakness as the relationships may be compromised by a single individual who withdraws or transfers. Drawing on a computing analogy, this could be akin to "corruption" in a system which may not be sufficiently robust to tolerate ambiguity, or a system that is too inflexible to survive threats while maintaining the momentum to adapt and renew. On the basis of this research it would appear that a more robust or resilient paradigm is emerging with interconnected, blurred boundaries and much "talking and thinking" about more sustainable futures. The study identifies these as indicative of wider social and economic changes. The thesis proposes three conceptual models as particularly useful in interpreting these "shifting systems and shifting paradigms": the concentric, the centripetal, and the plutonic.

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36

Knight, Louise Anne. "The case for network learning : an analysis of learning by interorganizational networks." Thesis, University of Bath, 2002. http://eprints.aston.ac.uk/18542/.

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37

Conner, Lindsey Norma 1957. "Learning about social and ethical issues in a biology class." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8187.

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38

Vo, Ngoc Thi Bao. "College students' choice of informal learning spaces." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182617.

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39

Galal, K. M. "Morphological and behavioural studies of passive avoidance learning in the chick." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374848.

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40

White, Daniel R. "Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471278432.

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41

KLAASSEN, Anne, and anne klaassen@det wa edu au. "A LEARNING COMMUNITY APPROACH TO SCHOOLING : TWO AUSTRALIAN CASE STUDIES." Edith Cowan University. Education And Arts: School Of Education, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0045.html.

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Анотація:

This research project investigates the implementation of a learning community approach in two rural Australian communities with a particular focus on the initiatives of a primary school in each community. Case study research describes and analyses the developments in each community and a cross case analysis examines similarities and differences in approach and outcomes.

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42

Klaassen, Anne. "A learning community approach to schooling: Two Australian case studies." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/77.

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Анотація:

This research project investigates the implementation of a learning community approach in two rural Australian communities with a particular focus on the initiatives of a primary school in each community. Case study research describes and analyses the developments in each community and a cross case analysis examines similarities and differences in approach and outcomes.

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43

Klaassen, Anne. "A learning community approach to schooling two Australian case studies /." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0045.html.

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44

Cotter, Dale S. "Children's learning of fractions : a comparison study of user-controlled computer-based learning vs. noninteractive learning environments." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29583.

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Thesis Supervisor: Dr. Marv Westrom The purpose of this study was to investigate the effectiveness of the software program Visual Fractions in teaching basic fraction concepts and the effect that student control over the construction of fraction diagrams had on their learning. The Visual Fractions program provides a diagram and two fractions in numeric form. The diagram consists of a figure divided into partitions with some of the partitions shaded. One fraction represents the shaded parts of the whole and the other represents the unshaded parts. Students can control the total number of partitions and whether each is shaded. Manipulating the diagram changes the value of the fractions. A Non-interactive (crippled) version of the software was designed to eliminate the user-control aspect of the program. Users of this program could click to generate a new fraction, but had no control over the choice of fraction. The computer randomly generated a new fraction and displayed the corresponding diagram each time. A third treatment, Fraction Flash Cards, was designed to simulate the Noninteractive version of the program, without the computer. The students received Flash Cards containing images of the computer-generated fraction diagrams. The study consisted of a pilot project during which data collection techniques were tested and revised and the main study. Sixty-four subjects were taken from four intact classes of grade four students. The students were randomly assigned to one of the three Treatment Groups or the Control Group. Three different sets of data were collected: a pretest and postest on fractions, structured interviews, and field notes taken by the researcher during the treatment process. In Treatment Group One, students used the Interactive Version of Visual Fractions. Here, students could create fractions at their command. There is evidence to suggest that this type of interactive control is a critical factor in learning (Merrill, 1987). In Treatment Group Two, students used the Noninteractive version of the software. Students could control the rate of observing fractions and fraction diagrams, but not the value of the fraction. Students in Treatment Group Three used the Flash Cards. Motivation appears to strongly affect one's ability to learn and children appear to be highly motivated to use computers. The purpose of this treatment was to control for any achievement gain that may have been due to the novelty of using computers. The four Groups were compared using analysis of variance with repeated measures. Significance at the 0.01 level was found for the tests and the interaction. A study of the interaction showed that there was no significant difference between the gains of the Visual Fractions Noninteractive Group, the Flash Card Group, or the Control Group. However the gain achieved by the Visual Fractions Interactive Group was significant. From this study, it is clear that the Visual Fractions Interactive program which provides students the opportunity to construct fraction diagrams with immediate feedback, is an effective method of teaching fractions.
Education, Faculty of
Graduate

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45

Thomas, Lynn Alexandra. "Hopes and desires for language learning : conversations with bilingual families." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ38988.pdf.

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46

Alzamanan, Mahdi Mohammed Saleh Alqotami. "Case Study of Distance Learning at University of Najran." Thesis, University of Northern Colorado, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618026.

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In the Kingdom of Saudi Arabia, the need for distance-learning programs in the universities has been gaining importance. Najran, the area in the Kingdom of Saudi Arabia, which this study addressed, has been the target of serious attacks against both the government and the civilian population in a recent conflict with Yemen. Because all areas of Najran have been targeted, including educational institutions, the ability for students to attend the university in recent years has been severely curtailed. While conflict prompted the study, there were, and are, other reasons for promoting distance learning in the Kingdom of Saudi Arabia. The evidence gathered in this study exhibited the value of distance learning overall. The Kingdom of Saudi Arabia could benefit greatly from distance learning programs in Najran and elsewhere due to limited space for classes, the need to shift away from the dependence on an oil economy, and the need to address both cultural and geographical factors such as providing an education to students in more rural locations, female students, and students unable to attend traditional classes due to the rapid growth of the student population. The research questions asked in the study addressed reshaping education in the war-stricken area of the Kingdom of Saudi Arabia-Yemen border areas; the perceptions of teachers, students, and hiring authorities at the Civil Service Ministry of the affordances and constraints of distance learning; and the perception of the value of distance learning. A qualitative case-study methodology framed by the epistemology of constructivism was used. The study was carried out by conducting focus group interviews with teachers and students as well as with hiring authorities at the Civil Service Ministry. Three different data collection tools were used (focus group interviews, a research journal, and the gathering of artifacts). All three provided information regarding distance learning at the University of Najran and in the hiring of distance learning graduates in the City of Najran. The findings revealed the need for access, basic infrastructure, and interest in distance learning. To allow for the continued enhancement of technology, shifts in perception and greater collaboration to promote online education and employment of distance learning graduates in Najran, changes must take place.

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47

Polzin, Sunael. "Sartre's existential psychoanalysis : theory, method and case studies." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58492/.

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This work present the salient features of existential psychoanalysis across a chronological selection of Sartre's works. It looks at the background in psychology and phenomenology which informed Sartre's concept and presents key aspects of the theory itself, in comparison with Freudian psychoanalysis. A study of Sartre's three existential biographies, on Baudelaire, Genet and Flaubert, shows how the theory and its progressive-regressive method are applied to concrete cases, while also tracing the evolution of Sartre's approach up to his late writings on the topic. The final assessment concerns the possibility of using Sartre's theory as a basis for existential psychotherapy. Sartre's account is shown to provide a consistent framework for analysing individuals in existential terms and through which to understand subjectivity.

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48

Ho, W. Y. "Translanguaging in online language learning : case studies of self-directed Chinese learning of multilingual adults." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10044705/.

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The aim of the thesis is to explain how multilingual adults use their linguistic and semiotic repertoires, which are records of their life experiences and mobility, to facilitate the learning of Chinese, in particular with the reading and writing of Chinese characters. The thesis begins with an overview of the background of the study in relation to the advent of mobile technologies and mobile learners. Through conducting an extensive literature review, it is argued that out-of-class, self-directed language learning through the use of online platforms has been an under-explored area and this thesis aims to fill in that research gap. This thesis adopts a multiperspectival approach in its choice of theoretical framework, consisting of translanguaging, multimodality and multilingualism. Each of these approaches contributes to the thesis in a unique way that crosses theoretical boundaries. This thesis illustrates the possibility of connecting these concepts and using them in a meaningful way so that they complement each other in explaining the complexity of meaning-making. Consequently, a combination of methodological approaches are used, including ethnography and social semiotic multimodality. Together they work in partnership with each other with an aim to generate a holistic view of how learning and teaching is conducted in the online learning environment. Eleven learners were studied in the thesis, among which four case studies are discussed in detail, with a focus on two learning practices: learning to read and learning to write Chinese characters. Learners engaged in these two practices demonstrated how they used their entire linguistic repertoires to construct knowledge through the process of translanguaging. The four case studies supported the need for a 'multimodal turn' in applied linguistics research in order to capture the multimodal nature of communication. Through repeatedly testing the boundaries and reach of translanguaging, multimodality and multilingualism, this thesis calls for a dialogue between applied linguistics and multimodality so that they can complement each other with the unique set of toolkits and explanatory powers that they have. This thesis has provided an example of how these perspectives can be brought together in a meaningful way to explore communication contexts that are complex and diverse.

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49

Urwin, Gerry. "Learning from complex information systems implementation : case studies in ERP projects." Thesis, Henley Business School, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268860.

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50

Bowen, Gervase Michael Reynolds. "Trajectories of legitimate peripheral participation : ethnographic case studies of learning ecology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41367.pdf.

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Дисертації з теми "Learning, Psychology Case studies"

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