Дисертації з теми "Social work teaching and learning"
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黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.
Повний текст джерелаWong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.
Повний текст джерелаMayall, Helen. "Teaching and learning criticality : a case study of post-qualifying social work education." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617734/.
Повний текст джерелаDykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.
Повний текст джерелаENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.
Повний текст джерелаGardiner, Derek William George. "Teaching and learning in social work practice placements : a study of process in professional education and training." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019665/.
Повний текст джерелаFarrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
Повний текст джерелаOvington, Gary Keith. "Teaching and learning in higher education : nurturing critical reflection for bridging theory/practice links : a case study in social work education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/497.
Повний текст джерелаWeir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.
Повний текст джерелаSung-Chan, Po Lin Pauline. "A collaborative-action research into the teaching and learning of systemic family practice to school social work in Hong Kong." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367803.
Повний текст джерелаWainwright, John Peter. "Racism, anti-racism and the theory-practice problematic in social work : study of practice teaching and learning outcomes in Liverpool." Thesis, University of Liverpool, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288203.
Повний текст джерелаKan, Wing-yuen, and 簡永源. "Small group learning in mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.
Повний текст джерелаBooysen, Barry. "Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96859.
Повний текст джерелаENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no innovation that characterised my teaching practice. In an attempt to address the issues that concern me, I asked the following critical research questions in this mini-thesis: 1 How can cooperative learning be used in a Geography classroom to develop social cohesion amongst learners? 2 How can I improve my own teaching practice? I would like to believe and set out to establish whether the cooperative classroom is different from the one in the traditional teaching environment; both the teacher and student adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue learners with confidence and enhance social relationships. In Chapter One I give a background to the study. I describe the educational challenges that face South Africa and I set out to locate what I would regard as the problem in my teaching. Chapter Two is my literature review. In this chapter, I give a detailed account of cooperative learning. Due to the limited scope of this study and the many facets of cooperative learning, I contend that as a researcher, I cannot deal with cooperative learning in its entirety. In Chapter Three I focus on action research as the research methodology which I employed in this study. I give a brief historical perspective on the development of action research, define it, explain how it operates and give an account of how action research works. Chapter Four and Five provide a description of the two action research projects that I undertook with my Grade 10 Geography classes. In these two chapters I give an account of my two action research learning projects. Chapter six is the concluding chapter. I reflect on the research projects and try to map the future of cooperative learning as an educational strategy that could transform the classroom and ultimately contribute to nation building.
AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my klaskamer te verbeter. Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011). Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings te verbeter tussen leerders Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats. Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te bevorder. Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier van onderrig en leer waar die “onderwyser praat en die leerder luister” My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra in hierdie mini-tesis: 1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te ontwikkel? 2 Hoe kan ek my eie onderrigpraktyk verbeter? Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel leerders met selfvertroue en verbeter sosiale verhoudinge. In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die probleem in my onderrig Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy totaliteit kan behandel nie Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie navorsing werk. Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van my twee aksienavorsingprojekte Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die klaskamer kan transformeer en n bydrae tot nasiebou kan maak.
Watts, Lynelle. "Thinking differently about reflective practice in Australian social work education: A rhapsody." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1758.
Повний текст джерелаLavoie, Tracey. "Teaching and learning in adult and higher education, the example of anti-racism and anti-oppression training for social work field instructors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62775.pdf.
Повний текст джерелаNewcomb, Michelle A. "Recognising resilience: Understanding how childhood adversity impacts undergraduate social work and human services students." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116194/1/Michelle_Newcomb_Thesis.pdf.
Повний текст джерелаKandlbinder, Peter. "Reconstructing educational technology a critical analysis of online teaching and learning in the university /." Connect to full text, 2004. http://hdl.handle.net/2123/1605.
Повний текст джерелаTitle from title screen (viewed 23 March 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Policy and Practice, Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also issued in print.
Kozlowski, Lisa. "STUDENT CENSORSHIP IN THE SOCIAL WORK CLASSROOMS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/459.
Повний текст джерелаHoulbrook, Michael C. "The politics and practices of work-based learning : accounts of experiences in the community services sector." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.
Повний текст джерелаKandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/1605.
Повний текст джерелаClark, W. Andrew, Peter Hriso, and Craig A. Turner. "Encouraging Student Participation In Social Entrepreneurship Opportunities." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2498.
Повний текст джерелаVisser, Michelle. "No child left without a tribe the nature of implementing classroom community building strategies /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654501251&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Повний текст джерелаIsah, Esther Ebole. "Physicians‟ information practices : a case study of a medical team at a Teaching Hospital." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3630.
Повний текст джерелаAcademic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Borås to be publicly defended on Friday 19 October 2012 at 13.00 in lecture room D 211, University of Borås, Allégatan 1, Borås.
Console, Nikki Ann. "Teaching strategies for foster care students with behavior problems." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.
Повний текст джерелаAnderson, J. C., James Lampley, and Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
Повний текст джерелаKingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
Повний текст джерелаKim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
Повний текст джерелаMa, Lai-yin Agnes. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12336397.
Повний текст джерелаTippery, Gabriel J. "Learning to Be in the Digital Era: A Holistic Learning Framework for Design Education." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343327316.
Повний текст джерелаChivers, Emma. "What factors influence the retention and progression of Foundation Year students within Higher Education in Wales?" Thesis, University of South Wales, 2019. https://pure.southwales.ac.uk/en/studentthesis/what-factors-influence-the-retention-and-progression-of-foundation-year-students-within-higher-education-in-wales(ba96d50b-ba1a-4776-9642-2c7dc7896f9a).html.
Повний текст джерелаFarhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.
Повний текст джерелаChetty, Preven. "Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017335.
Повний текст джерелаMa, Lai-yin Agnes, and 馬麗妍. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195571X.
Повний текст джерелаEnsslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.
Повний текст джерелаMoore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.
Повний текст джерелаNoh, Sunghwan. "Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1082.
Повний текст джерелаSvensson, Annika. "Att fånga lokal skolutveckling : En studie om lärares erfrenheter av ett kollegialt lärgruppsarbete." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40550.
Повний текст джерелаNilsson, Marcus. "Källkritik i det nya medielandskapet : Att transformera läroplansformuleringar till undervisningspraktik." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64596.
Повний текст джерелаHuman, Nadia Emelia. "Die impak van faktore wat leerfasilitering en die maksimalisering van menslike potensiaal onderdruk." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02042005-083945/.
Повний текст джерелаAndersson, Svetlana, and Iréne Elmefeldt. "Spår av grundtankar i Vygotskijs teori i gymnasieskolan : En studie om hur Vygotskijs socio-kulturella teoribildning återspeglas i gymnasielärares syn på lärande." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3725.
Повний текст джерелаSyftet med studien var att genom gymnasielärares utsagor söka spår av grundtankar i Vygotskijs teoribildning i deras syn på lärande. Detta för att ta reda på vilka kriterier lärare utgår ifrån när de gör sina didaktiska val i undervisningen och på vilket sätt Vygotskijs grundtankar återspeglas i lärares syn på lärande.
Vår studie grundar sig på kvalitativa intervjuer. I undersökningen deltog fyra lärare på två gymnasieskolor. Efter att materialet var transkriberat, gjordes en analys utifrån de fyra aspekterna som kännetecknar ett socio-kulturellt perspektiv enligt Vygotskij: de sociala, de medierande, de situerade och de kreativa med betoning på lärarroll och lärande. Vi använde oss av en hermeneutisk ansats för att analysera resultatet där vi använde relevant forskning för att förstärka vår tolkning av respondenternas utsagor.
I studien framkom att lärare gav uttryck för att samspel och dialog är viktiga inslag i undervisningen. Vi har även funnit spår av de medierande aspekterna där lärare som mediator har en aktiv roll, men att de samtidigt förespråkar en traditionell katederundervisning.
Vår slutsats är att lärare inte stödjer sig på någon specifik vetenskaplig teori i sin syn på lärande. Vi har emellertid tolkat det som att lärare vid sina didaktiska val i undervisningen väljer att reflektera över hur elever tillägnar sig kunskap framför vad elever ska lära och utveckla. Den syn på lärande som vi kan skönja utifrån lärares utsagor är en blandning av olika teorier som färgats av Vygotskijs teoribildning.
Aim with the study was that through high teachers’ statements apply for tracks of basic thoughts of Vygotsky’s theory education in their sights on learning. This is to ascertain what criteria teachers assume when they do their didactic choices in the education and how Vygotsky’s basic thoughts are reflected in teachers’ sights on learning.
Our study bases itself on qualitative interviews where four teachers from two high schools were participated. After the transcription, the analysis was done on the basis of the four aspects that characterize the socio-cultural perspective according to Vygotsky’s theory of education: the social, the mediated, the situated and the creative aspects. We chose to use the hermeneutic method for analyze of our result where we used relevant research in order to strengthen our interpretation of teachers’ statements.
In the study the teachers expressed that interaction and dialogue are important elements in the education. We also have found tracks from the mediated aspects there teachers as a mediator has an active role, but that they at the same time recommend a traditional education.
Our conclusion is that teachers are not based their learning on some specific scientific theory. We however have interpreted that the teachers when they choose a method, prefer to reflect over how students are getting knowledge instead of what students shall learn and develop. That sight on learning as we possibly can discern on the basis of teachers’ statements is a mixture of different theories that has been influenced by Vygotsky’s theory of education.
Li, Hsien-Ta. "Learning in social work practice." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.
Повний текст джерелаCastillo, Claudia. "Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
Повний текст джерелаNilsson, Mathilda, and Niclas Woodbride. ""En slöja är som ett iphone-skal, du skyddar det viktigaste du har" : Hur kommer fördomar till uttryck i skolan?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30924.
Повний текст джерелаRose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.
Знайти повний текст джерелаSwersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
Повний текст джерелаFan, Mui-ying. "Teaching group work skills in field instruction." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.
Повний текст джерела范梅英 and Mui-ying Fan. "Teaching group work skills in field instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.
Повний текст джерелаDuke, Ben. "Student learning through work placements." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4368/.
Повний текст джерелаNorris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
Повний текст джерелаParnell, Clarissa Jane. "The landscapes of teaching work : how teachers make educational decisions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.
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