Дисертації з теми "Teacher experiential learning"
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Chiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.
Повний текст джерелаKurzweil, Joshua. "Experiential learning and reflective practice in teacher education / by Joshua Kurzweil." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/5/.
Повний текст джерелаLai, Ting-chun. "The use of learning study to enhance teachers' professional development : a case study." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35670927.
Повний текст джерелаMiller, Virginia L. "The effects of teachers' workplace experiences on their beliefs about teacher role in curriculum and instructional change /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998497.
Повний текст джерелаPelafigue, Ashleigh L. "The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2483.
Повний текст джерелаKociuba, Jamie M. "Teacher Perceptions of Instruction as an Expeditionary Learning Core Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5492.
Повний текст джерелаLaw, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Повний текст джерелаTietjen, Laura L. "Service-learning pedagogy in teacher education: an examination of individual and group experiences." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32747.
Повний текст джерелаCurriculum and Instruction Programs
Michael C. Holen
There is a call for education, including teacher education, to transform from solely transmitting knowledge to creating dynamic learning opportunities for students to experience real-world situations so they can develop the skills and competencies necessary to navigate a changing and unpredictable world. Service-learning is proposed as one strategy to facilitate this transformation. Therefore, the purpose of this qualitative case study was to describe how individual or group service-learning experiences might impact the attitudes and beliefs of pre-service teachers in a teacher education course. This study was guided by two research questions: How do pre-service teacher participants describe their individual or group service-learning experiences within the context of a required teacher education course? In what ways do participants' attitudes and beliefs towards service-learning vary, based on individual or group service-learning experiences? The service-learning experiences for this study were designed using experiential educational theory and a blended framework from service-learning common goals (academic enhancement, personal/professional growth, and civic learning) and common components (academic material, critical reflection and relevant service) (Ash, Clayton, & Moses, 2009). Fourteen pre-service students agreed to participate in the study. Two sources of data were identified, (a) individual semi-structured, face-to-face interviews and (b) critical reflective journals written by participants. Findings suggest that service-learning experiences reinforce academic content including experiential education. Personal and professional growth and an understanding of diversity can result from service-learning experiences. Teacher involvement in the local community was viewed by participants as important for student-teacher relationships and to improve connections between the school and the community. Participants of the study viewed critical reflection as a fundamental component in service-learning. Self-identified personality type can impact how each participant described their individual or group service-learning experiences, including benefits of social interaction and collaboration. Individual and group service-learning present different challenges in implementing effective experiences. Participants’ beliefs and attitudes did not vary based upon individual or group service-learning experiences. In conclusion, incorporating the experiential pedagogy of service-learning in teacher education programs can better prepare pre-service teachers for the very unpredictable nature of teaching.
Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
Повний текст джерелаContinuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
Howard, Sarah K. "Teacher change individual and cultural risk perceptions in the context of ICT integration /." Connect to full text, 2006. http://hdl.handle.net/2123/5340.
Повний текст джерелаTitle from title screen (viewed 20 August 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, Faculty of Education and Social Work, University of Sydney. Degree awarded 2009; thesis submitted 2006. Includes bibliographical references. Also available in print form.
Chiu, Siu-hong, and 趙少康. "The impact of learning study on teachers' professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669962.
Повний текст джерелаRitchey, Brad Matthew. "Perceptions of initial licensure candidates regarding the effectiveness of field experiences and clinical practices in teacher preparation programming." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211904397.
Повний текст джерелаMatoti, S. N. "The impact of leadership and management of host schools on the construction of professional identity of teacher trainees." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/393.
Повний текст джерелаThe paper reports on the findings of a study that investigated the impact of leadership and management on the construction of professional identity of teacher trainees. The writer argues that the overall leadership and management of the host schools, where student teachers do experiential training (teaching practice), has an impact on the construction of their professional identity. The host schools provide different learning experiences (environment) which may either enhance or hinder the development of a positive professional identity. A questionnaire comprising of open-ended questions was administered to 40 teacher trainees at the School of Teacher Education, Central University of Technology, Free State. The students had just return from a six-month period of experiential training. The aim of the questionnaire was to examine their views on their experiences and expectations of the teaching practice, and whether or not the leadership and management of the school has had an impact on the construction of their professional identity. The findings revealed that a supportive and enabling environment within the host school provided a good learning experience and consequently enhanced the development of a positive professional identity whereas a non-welcoming and threatening environment had the opposite effect. Suggestions and recommendations for providing a supportive and enabling environment for all students are made.
Call, Hadyn Bowen. "A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7443.
Повний текст джерелаVogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.
Повний текст джерелаBond, Larry L. McGrath J. H. "Administrator and teacher perceptions of the utility of experiential learning in the private sector as a staff development strategy." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525558.
Повний текст джерелаTitle from title page screen, viewed June 22, 2005. Dissertation Committee: J.H. McGrath (chair), Mary Ann Lynn, Ron Laymon, Mike Winchell, Joe Talkington. Includes bibliographical references (leaves 200-206) and abstract. Also available in print.
Davis, Brian. "Investigating the Experience: A Case Study of a Science Professional Development Program Based on Kolb's Experiential Learning Model." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/33.
Повний текст джерелаKrebs, Marjori Maddox. "Service-Learning: Motivations for K-12 Teachers." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162837806.
Повний текст джерелаLai, Ting-chun, and 賴婷珍. "The use of learning study to enhance teachers' professional development: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35670927.
Повний текст джерелаStiles, James W. "From chameleons to koalas exploring Australian culture with pre-service teachers through children's literture and international experience /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086105676.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).
Jimenez, Simon, of Western Sydney Nepean University, and Faculty of Education. "An investigation of the perceptions at an extended stay outdoor education school program : a case study at Timbertop." THESIS_FE_XXX_Jimenez_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/244.
Повний текст джерелаMaster of Education (Hons)
Soules, Kate E. "TheImpact of Professional Development on Public School Teachers' Understanding of Religious Diversity:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108384.
Повний текст джерелаSchools and classrooms in the United States are increasingly religiously diverse, and religion remains a deeply influential social force, locally, nationally, and globally. However, decades of misunderstanding about the constitutionally appropriate relationship between religion and public education have created a cycle of silence about religion in K-12 schools and in teacher education. As a result, public school educators are not prepared to teach about religion in the curriculum. Nor do they have the skills to respond to common challenges that arise in religiously diverse school communities. This dissertation examines four professional development courses about religious diversity to understand the motivations and experiences of the educators who participated and to explore the impacts these courses had on the educators’ teaching practices. The 145 participants in the professional development courses learned about several religious traditions through a combination of visits to religious communities, guest speakers, and classroom discussion. The mixed methods study surveyed the participants three times, once before the courses, and twice afterwards. Follow-up interviews with 13 educators were conducted approximately one year after they completed the courses. The findings reveal that educators working at all grade levels and in all content areas found valuable benefits from increasing their understanding of religion, including a greater appreciation for the religious identities of their students and increased comfort with religion when it appeared in a range of school settings. Based on my analysis, I propose a framework of Pedagogical Content Knowledge about Religion to describe five domains of knowledge and skills that are necessary for educators to be able to competently respond to religion in public schools. This framework and the findings of this study have valuable implications for the development of future professional development courses and in charting a trajectory for further research on religion in U.S. public schools
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Stone, Claudette W. "Technology Integration: A Community of Practice to Support Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2891.
Повний текст джерелаAlexander, Kirsty Jane. "No ends, no means, just education : a kinaesthetic approach to thinking otherwise." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23089.
Повний текст джерелаBrilhart, Daniel L. "Teacher conceptualization of teaching integrating the personal and the professional /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186666429.
Повний текст джерелаWhite, Cameron Cash. "SUPERVISED AGRICULTURAL EXPERIENCE IN KENTUCKY: CONDITION AND PERCEPTIONS." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/794.
Повний текст джерелаTitle from document title page (viewed on August 21, 2008). Document formatted into pages; contains: ix, 126 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 122-125).
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.
Повний текст джерелаENGLISH 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.
Olivero, María Matilde. "Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7432.
Повний текст джерелаArbogast, Michelle A. "Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.
Повний текст джерелаWilliams, Janette Angella. "A Reflection of Adults as Child Participants in Commercial Activities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4990.
Повний текст джерелаSlawsky, Melissa Maccarelli. "Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3352.
Повний текст джерелаEasler, Shelley L. "Barriers to Facilitating an Existing Certified Nature Explore Outdoor Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1885.
Повний текст джерелаJohnson, Kabrina Rochelle. "Fourth Year Teachers' Perceptions of the Student Teaching Practicum in Abu Dhabi." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1787.
Повний текст джерелаWilson, Anna Naomi. "What is, and what might be, learned from images shared during Twitter conversations among professionals?" Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24371.
Повний текст джерелаQuiles, Fernández Emma. "Cuidar la relación: el sentido de la experiencia educativa. Una investigación narrativa." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393960.
Повний текст джерелаThis narrative research is based on the search and study of care relationships and the pedagogic knowledge that hold them. An educational care that, from this research's approach, requires to be proactive in the relationship and to be open for the encounter with the other; and a knowledge born from experience, a result of the thought experience, where unity of life is not lost. Thus, education can be experienced as a sensitive and affectionate encounter with the students (Piussi, 2000). Nel Noddings (1984) adds to the subject that "what we do depends not upon rules, or at least not wholly on rules (...) but upon a constellation of conditions that is viewed through both the eyes of the one-caring and the eyes of the cared-for" (p. 13). It is, precisely, this constellation of conditions what constitutes the centre of my study, which I discover and give name to, along with a Primary Education teacher and a social worker. Therefore, the study is centred around field observation, interviews, annotations in several diaries, photographs and readings of authors. The research does not involve applicable reference frameworks, but rather appropriable ones, and hence the need to find a voice of my own, based on listening to what the teacher and the social worker have to offer, as well as on everything set in motion within myself, as a researcher and as a teacher. These movements are what make possible the creation of a thought that goes through the core of the educational relationship, preventing the research experience to become a search for answers, and turning it instead into a way to continue thinking about the educational matter, about what it already is and how, as a result of this care, teaching processes bear fruit. The act of writing pedagogical scenes lets me visibilize and deepen into the sensitive care gesture, the required ambiance, into how the former holds —or breaks— the latter, and in the confrontations and interjections arising from it. The attentive look in the act of the conversation and in the playing spaces show some of the qualities —hospitality, acknowledgment, authority, consent, compassion, tone, touch, etc.— which favour the care of children. It all leads to an array of possibilities of being in regard to education that dismiss any discourse of the absolute; a perspective which imbues the whole research.
Davis, Brian L. "Investigating the experience a case study of a science professional development program based on Kolb's experiential learning model /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-02242008-014259/.
Повний текст джерелаTitle from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Christine Thomas, Mike Dias, committee members. Electronic text (122 p. ; ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 195-210).
Marzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.
Повний текст джерелаAnderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.
Повний текст джерелаSaddington, James Anthony. "An evaluative study of a university course for professional adult educators using an experiential learning methodology." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/17031.
Повний текст джерелаThis study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students.
McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
Повний текст джерелаChrysostomou, Maria. "Primary teachers’ perceptions and attitudes on the status of experiential learning in outdoor language teaching in Cyprus." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95434.
Повний текст джерелаEdwards, Robert Lawrence. "A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.
Повний текст джерелаMcKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
Повний текст джерелаJames, Angela Antoinette. "How student teachers construct and use phronesis to enhance their professional development." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-182337.
Повний текст джерелаHolder, Polly Stewart Liston Delores D. "Different lattitudes, different attitudes educator narratives of a professional development in Honduras /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/aronica_m_gloster/gloster_aronica_m_200908_EDD.pdf.
Повний текст джерелаAhrendse, Godfrey Charles Franklin John. "Learning to manage workplace stress as practiced by teachers at three under-resourced Western Cape High Schools." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4162_1265843877.
Повний текст джерелаThe focus of the study is the teacher in the under-resourced schools in the townships of the Western Cape. The purpose is to discover how teachers learn to cope under adverse working conditions.
Mukwambo, Muzwangowenyu. "Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001874.
Повний текст джерелаLawson, Judith Pharr. "The transmission of craft knowledge: factors of influence on the process of reflection." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37862.
Повний текст джерелаEd. D.
Kenna, Joshua. "Teachers' Utilization of Field Trips: A Comparative Study." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6300.
Повний текст джерелаPh.D.
Doctorate
Education and Human Performance
Education; Social Science Education Track
Brown, Evan. "A Case Study on the Impact That the Meet & Teach Program Has on Youth Through Experiential Learning." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1837.
Повний текст джерела