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Neshila, Selma. "Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003299.
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Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
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Dikuwa, Alexander. "Enhancing the critical reading skills of student teachers in Namibia : An action research project." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1007162.
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This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
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Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.
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Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
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Udjombala, Josia S. "An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004447.
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The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
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Rengura, Demetrius Kativa. "Exploring staff involvement in an organization development intervention in a school in the Kavango region, Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003424.
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Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.
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Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.
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Thesis (MPhil)--Stellenbosch University, 2013.<br>Bibliography<br>Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.
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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.
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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Shihako, Mathilde. "Research portfolio." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003612.
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This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.
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Boois, Yvonne. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006152.
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Katewa, E. N. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003617.
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The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
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Muituti, J. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003619.
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In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.
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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.
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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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Mungongi, Fillemon. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007716.
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1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
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Amweenye, Fares Frans. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003613.
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What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
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Shaanika, E. N. "Research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003618.
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This study is a contextual analysis and evaluation of the Arts-in-Culture curriculum at Ongwediva College of Education. Arts-in-Culture is one of the core subjects in the Basic Education Teacher Diploma (BETD)’s Broad Curriculum. At colleges such as Ongwediva, Caprivi and Rundu, student teachers study Arts as a core subject, while at Windhoek College of Education it can be studied as either a major or a core subject. In this study, I have raised some questions: Why is it that at Ongwediva College, the status of Arts-in-Culture is still low in comparison to other curriculum subjects like sciences and languages? Do student teachers and teacher educators fully understand how to assess the subject? Is the syllabus open for everyone? Is the learning environment conducive to offering the subject? Do the syllabus; learning environment, teacher educators and student teachers promote the goals of education for all? This study first gives the historical background of the subject. The background is of a diverse nature, namely African Indigenous Arts education, Black Arts education under the missionaries, Black Arts education under the South Africa Regime and Arts Education in the current Namibian reform dispensation. Second, the data collecting methodologies of this study are discussed. This includes how I collected information, who I contacted to collect this information, the tools I used to collect data, when and where I used them, why they were used and how they were used, the difficulties or problems I encountered and what I have learned about myself during the process. The third part of this study is the analysis of my findings from the participants interviewed and the fourth is how I have tried to link these different sections together. The last part of the paper is my conclusion.
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Bock, L. J. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006128.
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Garosas, Elfriede S. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1015966.
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[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
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Colyn, Wendy May. "Action research : an exploration." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.
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Gontes, Karolina. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003614.
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The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
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Simasiku, Frederick. "An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003511.
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The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.
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Knecht, Anke. "Action research adn reflection in preservice teacher education." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.
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Shaakumeni, Simson Ndadaleka. "An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001670.
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The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
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Termini, Lorraine. "Student voice in high school| An action research study." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570738.
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<p>This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development module completed by two other teachers in the school. The researcher-administrator documented personal changes throughout the process. Data was collected through student and adult questionnaires, student and adult interviews, action plans, observations, field notes, and the researcher-administrator’s reflective journal. Data was coded for themes and triangulated to obtain results. The reflective journal was used to analyze the researcher-administrator’s growth. The researcher-administrator derived two themes as important to both students and teachers engaged in the study: student growth and collaboration. Students in the study believed that by having a voice, personal and school change occurred. Teachers involved in the study believed the action research projects implemented made them more effective. The researcher-administrator’s views changed during the study in three major areas: personally, conceptually, and in the development of a Living Educational Theory. There were four outcomes to this action research study: students engaged in this study reported self-growth; students valued their roles as change agents; teachers engaged in the study reported self-reflection helped to make positive changes in practice; and the researcher-administrator evolved as a person and school administrator. </p><p> <i>Keywords:</i> student voice, action research, data collection, themes </p>
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Townsend, Andrew James. "Educational action research networks as participatory interventions." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.
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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
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Dadds, Marion. "Validity and award-bearing teacher action-research." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.
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O'Sullivan, Margo. "The development of effective INSET strategies for unqualified and underqualified primary teachers in Namibia : an action research approach." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297943.
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Morgan, Erin E. "Fostering Stewardship and Citizenship| Action Research in Place-Based Education." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573451.
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<p> This paper describes a teacher's action research within the place-based education (PBE) program at Forest Grove Community School (FGCS), a first through eighth grade public charter school in Forest Grove, Oregon. It seeks to evaluate the effectiveness of the program in delivering the skills, knowledge, values and internal locus of control necessary to promote stewardship and citizenship among students. A review of literature discusses the factors that contribute to the development of stewardship and citizenship, and how the philosophy of place-based education supports these factors. The researcher uses mixed methodology to gather diverse data regarding the school's program and its impact on the student body, and a collaborative action research approach to examine the program's strengths and identify areas for development. Instruments utilized for data collection include a survey administered to students and parents, teacher reflections, student work samples, and records of professional development meetings. An evaluation of the PBE program details the strengths and potential areas of development revealed through research. The conclusion presents several recommendations to the school for enhancing stewardship and citizenship development among students.</p>
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D'Eon, Marcel F. "Strengthening faculty development in medical education through action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24069.pdf.
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Creed, Andrew Shawn. "Action research of cyclonic transactions in online management education." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/86555.
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The aim of the research was to generate a cyclonic model for understanding the influences and processes of continuously improving management education in an environment rich in online learning technologies. The research questions were: 1. What is the nature of the cyclonic interactions observed in the transactions of a team of online management educators? 2. How might an understanding of cyclonic interactions, a. help refine action research, and, b. generate rich insight for online management education? The methodology was an action research project. The research team worked in an online Master of Business Administration (MBA) to continuously develop teaching practice in one unit of the MBA. The methodology matched the objectives of the project, and the appropriate rigour associated with qualitative, interpretive research. The results showed that theories of systems and relational dynamics, adapted to hermeneutics and aligned with other learning theories, can be framed by the metaphor of a cyclone to conduct research into teaching practice and build upon the theory base in the field of online education. Online management education is subject to reinterpretations. The cyclonic framework explains some of the changes. The project showed that a chaotic but organised cyclonic program development process in one particular MBA course was informative for and informed by the chaotic and cyclonic globalized business world. For the education of managers the cyclonic view was relevant. The approach was metaphorical and, therefore, opened new ways of seeing and speaking. Findings pertained to the nature of the cyclonic interactions, how an understanding of cyclonic interactions helped to refine action research, and how an understanding of cyclonic interactions helped generate rich insight for online management education. It was found that it was the asymmetrical impetus of imperfection that created the examples of cyclonic learning spirals formed as double feedback loops for improved understanding. Online education in the action research required cyclical enhancement of connectedness by teachers, stronger emphasis on relational considerations in learning, and heightened expectations of collaboration by educators. It became possible to correlate earlier conceptions of action research with cyclonic categories and analyse the parallels with events in this action research project. Models were developed and presented to explain cyclonic connections with hermeneutics, collaborative teaching, online resource development, and the environment of online management education.
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Ng, Heung Sang Anita. "Creating an art education website through collaborative action research." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439859.
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Williamson, Graham Richard. "Developing lecturer practitioner roles in nursing using action research." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/414.
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The lecturer practitioner role in nursing is widely seen as offering hope for the future of nurse education, by overcoming the 'theory-practice gap', and establishing and maintaining effective links at many different levels between education and practice. It is clear, however, that there are a number of issues of concern about the role. These can be summarised as: lack of role clarity about overcoming the theory-practice gap; varying conceptions of the role and unclear job descriptions; and role conflicts and overload, from the conflicting demands of service and education settings Despite current political support for strengthening the links between higher education institutions and practice settings, a new governmental emphasis on the support of students in practice, and a growing in-depth evaluative literature about the role, there is no research examining its systematic development, or measuring and addressing aspects of lecturer practitioners' occupational stress and burnout. Initial project planning work found that lecturer practitioners perceived themselves as 'adding value' to education provision, with personal and professional gains for postholders. However, their key concerns were: absence of role clarity; absence of effective joint review/appraisal;a bsenceo f formal support In, order to develop and address aspects of lecturer practitioners' work roles and their employment position, this action research project was established. Using a spiral methodological framework, and a multi-methods approach to data collection to triangulate the findings, new knowledge about lecturer practitioner roles was uncovered, and employment practices were developed as a result. The project established three new mechanisms, and these outcomes can be summarised as: joint appraisal policies and materials; orientation/induction policies and materials; group support network. In addition, previously validated measures of occupational stress and burnout were used to meas. ure those conceptsi n this group of lecturer practitioners, and the impact of the project. They were found to be generally no more stressed or burnt out than comparable workers, and the project was unable to demonstrate statistically significant differences in beforeand after-scores. Synthesis of quantitative and qualitative findings indicates that these LPs were 'thriving rather than just surviving'.
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Heinze, A. "Blended learning : an interpretive action research study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1653/.
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This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.
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Evans, Moyra. "Action research enquiry into reflection in action as part of my role as a deputy headteacher." Thesis, Kingston University, 1995. http://eprints.kingston.ac.uk/20584/.
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This thesis is based on a four year research study, in which I have looked at my own practice as a deputy head in a large comprehensive school, using action research methodology. I was concerned about the quality of support the school offered its teachers in the form of staff development for which I was responsible. Once I started the study, I was able to put into operation technical solutions to the problems identified in my everyday working practices but realised that the way in which I worked with the teachers was a much more fundamental issue. The study shows how I addressed, within the action research methodology itself, the ethical dilemmas that arose when I worked with departments, middle managers and individuals; in particular how I resolved the difficult issues of confidentiality and informed consent from not only an insider researcher perspective, but also that of the deputy head. Within a hierarchically organised institution, I learned to work with teachers collaboratively, enabling us all to participate in a dialogical learning community, in which we took control of our learning so that we owned our development, establishing value positions and supporting and nurturing each other through empathising with each other's experiences. We learnt to recognise, value and express our feelings about our action and our learning, using 'story' to transform our understanding of a situation and to engage others in exploring new perspectives of it. In this thesis l show how teachers can effect changes which lead to improved professional practices, greater understanding of each other and increased motivation and how their school-based work was legitimated by the Academy in the form of Post Graduate Diplomas. This thesis describes and explains how I established learning communities of teachers in order to improve the educational experiences of our students. I have used Schon's (1983) work on reflecting-in -action to theorise about the nature of the reframing teachers need to undertake in order to understand and put into effect practical interventions which result in them living their educational values more consistently in their practice. The enquiry is contextualised as a study of my leadership role as a woman deputy head action researcher in a comprehensive school, acknowledging that I see my work through a 'female lens' as l present an authentic description and account of my educational practice.
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Kindwall, Kristina. "Action research investigation into teaming in one school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4769.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.
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Hayes, Melanie Johnson. "Experiences in parenting 2e children| A participatory action research approach." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10101058.
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<p> The purpose of this study was to investigate and report the lived experiences of parents of twice exceptional (2e) children, utilizing participatory action research (PAR) methods. The primary question this study sought to answer was how parents of 2e children feel about parenting their children. A total of 20 parents participated in a PAR group and conducted research through telling their own stories, participating in a one-on-one interview, conducting a parenting survey, and developing artifacts for educating others about the characteristics and needs of 2e persons. The duration of this study was 12 months, during which time, the PAR members met monthly for three to four hours per meeting. </p><p> Key findings of this study indicate: 2e persons see themselves as a distinct special needs group; there are common characteristics and behaviors among 2e persons; 2e persons are a marginalized community; there is a lack of knowledge about 2e persons among academic, medical, and therapeutic professionals, consequently, parents of 2e children do not feel they can rely on them for support; parents of 2e children feel their children are often rejected and ostracized by others; they struggle to find ways to help their children be accepted by their extended family, community, and society at large; parents of 2e children experience high levels of stress as they work to mitigate societal barriers to their children's success; forming a community of like-minded parents offered the best form of support; while the PAR group realities were different from the idealized model, it offered an appropriate method for gathering data on parenting 2e children, as members felt comfortable researching with their community, rather than being objects of research; PAR group members saw themselves as activists and developed strategies for advocating for 2e persons.</p><p> These findings have implications for parents, educators, and medical/therapeutic practitioners, as they serve to illuminate characteristics, issues, and possible solutions for advocating and serving the needs of 2e persons. This study may also serve as a model for further PAR research, as it discusses the reality of the members' PAR experiences, compared with the suggested ideal PAR methods found in the literature.</p>
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Thornton, Courtney High. "Civic Responsibility and Research Universities: Ideology, Culture and Action." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-03152006-113756/.
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Civic responsibility is an important ideal of higher education that is rarely considered through a cultural and theoretical lens. Swidler?s (1986) framework linking ideology, culture and action provided a means of studying civic responsibility at two research universities, the University of Virginia (UVA) and the University of North Carolina at Chapel Hill (UNC). The purposes of the study were (a) to understand dominant institutional beliefs about civic responsibility at two research universities, and (b) to understand how their institutional cultures contribute to unique institutional approaches to civic responsibility, specifically for the areas of student involvement and development. This ethnographic study examined campus ideologies and cultural forms that addressed five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation for and interest in those unlike self, and (e) personal accountability. Data collection involved interviews, field observations and document analysis at both campuses. Student questionnaires and site summary reviewers were used to ensure trustworthiness of the findings. Data was analyzed for each site independently, and then a cross-site analysis was conducted. The ideologies, cultures and actions specific to the two institutions aligned with Swidler's framework and yielded two unique institutional approaches to civic responsibility, namely the "test bed" and "role model" approaches. The significance of the findings from the cross-site analysis are multi-fold, with implications for both organization studies and student development.
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Davis, Bryce Collin. "Breaking Ground on the University Garden| Service-learning and Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620873.
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<p> The purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.</p>
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MacDonald, Denise C. "Action research : a catalyst for school improvement /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25862.pdf.
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Fraser, Diane M. "Action research for curriculum improvement in pre-registration midwifery education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10209/.
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This thesis examines the effectiveness of a new curriculum for the preparation of midwives. Data were collected over a three year period in seven case study institutions, from women who had their babies in one large maternity unit and from a professional network of experienced midwives whose role is to advise the statutory body regulating midwifery programmes in England. The overall intention of the study was to improve the pre-registration midwifery curriculum locally and influence national policy and guidelines. Action research provided the framework for the study where a multi-method approach was largely qualitative to attempt to capture the context and complexity in which the midwifery education programme operates. The research explores and compares curriculum intentions with the perceived experiences of the curriculum as reported by key stakeholders. The development of a holistic integrated model of a competent midwife provided the framework for discourse on curriculum effectiveness, the design of an assessment matrix and recommendations for curriculum improvement. Overall the three year pre-registration route into midwifery was found to be an effective preparation for contemporary midwifery practice as judged against a model of a competent midwife. However there was evidence to suggest that not all students were equipped to practice competently and confidently in contexts of uncertainty and change in the health service. Factors which emerged as influencing curriculum effectiveness related to: recruitment and selection, curriculum structure, appropriateness and robustness of assessment schemes, the preparation of and support for assessors and the role of the midwife teacher in assessment in practice settings. Diagnosing problems and initiating actions as a collaborative process formed an important part of designing and implementing an ideal curriculum in changing and constrained health and higher education contexts. The need for on-going dialogue, critical reflection and research to facilitate and assess learning more effectively in the caring professions emerged as necessary to ensure only competent practitioners have a licence to practice.
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Flornes, Kari. "An action research approach to initial teacher education in Norway." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/122/.
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This study is an Action Research approach to Initial Teacher Education (ITE) in Norway. Starting from the most important question for me as a teacher educator in Religious Education (RE), namely, ‘How can I improve my practice?’ I create an Action Research investigation over three cycles. Considering the limited framework of the RE programme in Norway and the lack of sufficient structures for student teachers, in particular RE student teachers, to use for education and stimulus in their professional and personal growth, I argue that the teaching and learning activities in the process of learning and learning to teach have to be carefully chosen and creatively implemented. Through this Action Research I conclude that the pedagogical tools derived from Personal Construct Psychology and Positive Psychology and implemented in my study serve as appropriate catalysts for improved interactions and relationships between student teachers, mentors and teacher educators. In the process of becoming and being a teacher, and in my research, these catalysts not only promote reflection about personal performance in the classroom, but they seem to stimulate a valued process of self-assessment, in challenging future teachers to identify their personal strengths and weaknesses.
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Abey, Sally. "Exploring practice-based education in podiatry : an action research project." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3200.
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Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.
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Fischer, Mary E. "Why do educators incorporate action research into their practice /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7639.
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Fitts, Elizabeth Ashley. "An examination of classroom community in the drama classroom through action research and refractive practitioner research." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399638139.
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Neshila, Selma. "Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia /." 2004. http://eprints.ru.ac.za/541/.
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Meyer, Helen Margaret. "Creating a Namibian definition of action research : a case study from one Namibian college of education /." 2000. http://www.library.wisc.edu/databases/connect/dissertations.html.
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Du, Plessis Karoline. "Action research on the implementation of writing approaches to improve academic writing skills of namibian foundation programme students." Diss., 2012. http://hdl.handle.net/10500/6051.
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Foundation Programme (FP) students at the University of Namibia (UNAM) Oshakati Campus display inadequate academic writing abilities. As their aim is to gain admittance to UNAM main campus science-related courses, it is vital to have effective academic writing skills. This action research (AR) study is a comparison of three writing programmes, the process approach, the modeling approach, and the process genre approach which were implemented separately to three different class groups in 2008 and 2009 to improve the writing skills of students and the teaching practice of the researcher. The effects of the interventions were examined using a combination of the quantitative and qualitative research methods. Data were collected using questionnaires, pre- and post-intervention essays and laboratory reports and interviews. The findings indicate that all three approaches improved the academic writing skills of FP students. The process genre approach had a higher rate of effect than the other two approaches.<br>English Studies<br>M. A. (Specialisation TESOL)
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Lin, Ji-Siang, and 林己翔. "Character Education into Physical Education Teaching Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ps47mp.
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碩士<br>國立東華大學<br>體育與運動科學系<br>102<br>Abstract
This study investigated curriculums that incorporating physical education teaching into character education in order to improve children’s abilities in practicing character education. This is an action research, and the subjects were fourth-grade students in an elementary school in Taipei. Research methods included literature review, data compiling, and analysis of practical teaching and teacher-student interactions.
The findings were as follows:
1. Learning efficacy of character education into physical education teaching
(1) Learning efficacy regarding “team cooperation”: during activity processes,
children learn to solve problems by teamwork and cooperate to reach goals collectively.
(2) Learning efficacy regarding “respect”: children can learn about appropriate
emotional expressions in groups, and avoid disputes and conflicts between each other. (3) Learning efficacy regarding “self-discipline”: children can notice their personal
behavior, learn to restrain their misconduct, and let personal behavior meet the group norms.
2. Researcher’s reflection and development
(1) Teaching practices and professional development: after continuous
“reflection-introspection,” the researcher could ponder and contemplate the teaching process and discussed observed events with peers.
(2) Reflection on teaching activities: The researcher probes into curriculum design to make the physical education teaching simpler and pleasurable while teaching.
(3) Understanding the influence of character education on children: children adopt
positive learning spirits and learn to respect others, self-discipline, obedience, and teamwork, instead of learning from mistakes.
3. Efficacy of curriculum design in character education
(1) Physical education teaching can bring positive behaviors in children: by virtue of ball games, children learn to respect and cooperate with each other, and develop
rule-abiding and obedient attitudes.
(2) Physical education teaching is students’ favorite activities: physical education can make traditional teaching skills more pleasurable, thus inciting students’ learning motivation and increasing their learning efficacy.
Keywords: physical education teaching, character education, action research
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Kwenani, K. M. (Kingsley Mabuku). "The effectiveness of community action plans of farmer's livelihood in the Caprivi Region, Namibia." Diss., 2010. http://hdl.handle.net/2263/27298.
Full textAbstract:
The Directorate of Extension and Engineering Services (DEES) in the Caprivi Region introduced the concept of Community Action Plan (CAP) in 2005 as a tool for implementing the Farming Systems Research and Extension (FSRE) approach. The Directorate’s main aim is to have functional Community Action Plans (CAP) in all communities in the Caprivi Region. Although CAP is a useful tool for implementing the FSRE approach in rural communities, not every stakeholder perceives it to be useful. Therefore the purpose of this study is to ascertain the usefulness of Community Action Plans as a strategy to support a bottom up extension approach. Three groups in the Caprivi Region, namely, Extension Staff, Mubiza Community and the Bukalo Community were selected to determine their knowledge and perception of CAP. The Mubiza community implements a Community Action Plan while Bukalo community does not implement a Community Action Plan. Two structured questionnaires were administered to a total of 95 respondents. Of these respondents, twenty two (22) were Extension staff, thirty seven (37) were from the Mubiza community and thirty six (36) were from the Bukalo community. There were no significant differences occurring between the two communities with regard to independent variables such as gender, age and education level. However, in respect of variables such as contact with extension staff and attendance of extension meetings there were differences. Clearly Mubiza community respondents had more contact and they attended meetings more often than respondents from Bukalo community. The majority of the Mubiza respondents 91% indicated that they planned their development activities using CAP while 75% of the Bukalo respondents indicated that they have no plans. Respondents from the Mubiza community are significantly more satisfied (p= < 0.0001) with the support they received from the Agricultural Extension Technicians than those from Bukalo. The study reveals also that there is significantly more involvement and participation in community development by members of the Mubiza community. While 92% of respondents from Mubiza community indicated quite clearly that they received appropriate support from the community leaders, only 42% of the respondents from Bukalo community indicated receiving such appropriate support from their leaders. Both, Extension staff and the respondents from the Mubiza Community, perceived the CAP as an effective tool for implementing the FSRE approach and improving the livelihood of communities. Copyright<br>Dissertation (MInstAgrar)--University of Pretoria, 2010.<br>Agricultural Economics, Extension and Rural Development<br>unrestricted