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MacDonald, Ann. "The impact of the B.C. enterprise development centres on local economic development." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26871.
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The thesis identifies several characteristics intrinsic to a process of local economic development. Intended as a proactive
and endogenous process, local economic development seeks to reduce a region's reliance on exported primary resources and external economies. Strategies intended to encourage the process frequently address two factors: how capital leakages can be decreased and how the value of exports can be increased.
The thesis addresses two variables in local economic development. One is the role of entrepreneurship. Entrepreneurial ventures facilitate new technologies and services, provide competition to existing companies and create new jobs which are locally based and owner-operated.
A second variable is the twofold role played by education and the colleges in particular in facilitating the establishment of an environment which is conducive to entrepreneurship. As learning institutions, the colleges have an important role to play in the promotion of attitudes and values required to encourage entrepreneurial ventures. A second role is to identify and address regional economic development opportunities.
Informational barriers, in the form of poor access to business educational services, restrict the numbers of entrepreneurial ventures in the province and contribute to high numbers of business failures. A college-based enterprise development centre is introduced in the thesis as a novel way to overcome these barriers and address the needs of the entrepreneur and the small business owner/operator. In their association with the colleges, these centres could also serve to promote attitudes and values which make entrepreneurship and self-employment a feasible option in the minds of college students.
The thesis identifies three particular objectives for a college-based enterprise development centre: to deliver highly responsive and flexible educational services to the small business sector; to establish a close and interactive relationship between the college and the small business sector in order to encourage experiential learning and enhanced levels of entrepreneurship among the students, and to identify and facilitate the training for local economic development opportunities.
These objectives are contained in a model EDC which is used as a yardstick to evaluate eight enterprise development centres established by the colleges in B.C. via the Local Economic Development and Renewal Fund (LERD). Four particular areas of interest constitute the basis of the evaluation: the extent to which the centres are engaged in a process which contributes to local economic development and the creation of new wealth; the flexible delivery of educational services to the small business sector; the promotion of entrepreneurship; and the integration of the centres with their respective colleges.
The most dominant impact of the B.C. enterprise development centres appears to be in the delivery of educational services to the small business sector. The centres provide one-to-one counselling and business services in a way which is flexible and responsive to the needs of the small business sector. They are also actively promoting entrepreneurship in that they have helped to establish support and professional networks for new entrepreneurs. Two primary weaknesses of the existing B.C. structure are the reactive nature of the centres' activities and their weak and poorly integrated links to the colleges.
Two overall conclusions are drawn. One, as few regional policies appear to be in place to encourage the formulation of a regional strategy, the thesis concludes that the LERD fund is not reflective of renewed support for regional planning and development in the province. Also, there is little evidence to suggest that a decentralization effort intended to create more local autonomy and control over the colleges is occurring. A second conclusion is that the colleges are not being restructured in order that they may become more pro-actively involved in a process of local economic development.Applied Science, Faculty of
Community and Regional Planning (SCARP), School of
Graduate
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Markel, Sherry Lee. "Acquiring practical knowledge: A study of development through observations of student teaching practice and dialogues of community." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187313.
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This study focuses on the development of practical knowledge during student teaching. Five student teachers participated in a seminar setting with the researcher. Dialogues of experiences and concerns were generated within the seminars in an open forum format. The transcripted dialogues from this small community of learners were combined with fieldnotes from classroom observations and interviews with the student teachers throughout the semester long placement. Growth in practical knowledge was observed using four indicators of change to analyze the seminar transcripts as well as evidences of enactment by observation with the classrooms. Changes in the following areas were observed: perceptions, regarded actions, perspectives, and implied metaphors. Findings revealed that practical knowledge is an integrated enactment of personal biography with formal knowledge and opportunities for learning provided by the student teaching experience. All student teachers showed some change. However, the student teacher who had the most opportunity to enact her beliefs and her developing sense of pedagogical content knowledge showed the highest level of self-conscious awareness of issues and concerns of teaching. This student teacher evidenced the most growth of practical knowledge as she integrated her growing skills with her beliefs. The study serves as partial evidence of the need to consider what factors in student teaching placements and supervision encourage or inhibit reflective practice and the development of practical knowledge.
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Jefferay, Charlotte Ruth. "The design, implementation and evaluation of an English language development component within a Grahamstown community project." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002633.
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The Grahamstown Tertiary Education Bridging Project (GRATEP) was formed in 1991 by a group of post-matriculants from Grahamstown who had not been accepted into any tertiary institution for 1991. The overall aim of GRATEP was to prepare these students for tertiary education. The Academic Skills Programme at Rhodes University offered a programme in English Language Development. The present study aimed to research the design, implementation and evaluation of the GRATEP English Language Development programme which was implemented from May through to October 1991. A multimethod approach has been used to assess the progress made by the students in terms of developing communicative competence in English and to evaluate the course itself. The data included writing samples, questionnaires, exercises in hierarchical organization, a clozetest, comments made by the students and the participant observers. The programme appeared to have been most effective in terms of building confidence, developing academic skills and encouraging the students to take greater responsibility for their own learning. Statistical comparisons of the first and final writing samples revealed no overall significant improvement in communicative competence in English. However, comparisons of the scores in the categories and sub-categories of communicative competence revealed that students had improved in their ability to structure and organize their writing. The research raised questions about the design, implementation and assessment of non-formal language courses of this kind and made suggestions for improvement and further research.
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Anderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.
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This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments.
This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation.
The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
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Hinkle, Jennifer. "Injection Wells in Rural Ohio: A School Community Study." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628013227130392.
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Chang, Yan Margaret, and 章茵. "A study of political literacy of women group members in community development service in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977273.
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Ni, Lijun. "Building professional identity as computer science teachers: supporting high school computer science teachers through reflection and community building." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42870.
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Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS.
This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community.
In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher.
Overall,I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity.
This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.
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Bleiler, Sarah K. "Team-Teaching Experiences of a Mathematician and a Mathematics Teacher Educator: An Interpretative Phenomenological Case Study." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3980.
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In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics teacher educator as they engaged in a team-teaching collaboration within the context of prospective secondary mathematics teacher preparation. Participants in this study are a mathematician (Dejan) and a mathematics teacher educator (Angela) who worked together to plan, implement, and assess prospective secondary mathematics teachers enrolled in a mathematics content course (Geometry) and a mathematics methods course (Teaching Senior High School Mathematics).
I employed interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) as the methodological framework. Consequently, I attempted to make sense of Dejan and Angela's experiences as they engaged in active reflection on those experiences. I also utilized the situated learning perspective (Lave and Wenger, 1991; Wenger, 1998) as a theoretical lens to guide the design and interpretation of this study. I assumed that learning, meaning, and understanding are situated in communities of practice, and therefore, to understand the meaning-making of Dejan and Angela during their team-teaching experiences, I paid particular attention to their understandings and identities as members of their respective communities of practice in mathematics and mathematics education.
The themes that emerged from my analysis illustrate (a) how crossing community boundaries led to Dejan and Angela's increased awareness of their practice, (b) the roles of coach and student taken on by Angela and Dejan throughout the collaboration in an effort to increase Dejan's awareness of the needs of PSMTs, and (c) the influence of mutuality as a driving force in the instructors' collaborative experiences. In using the situated learning perspective as an interpretive lens to describe and explain Dejan and Angela's meaning-making throughout their collaboration, I demonstrate (a) the importance of the dual processes of participation and reification to facilitate learning and meaning between instructors, (b) the ways in which a lack of shared history can hinder communication between collaborators, (c) the influence of a community's "regime of mutual accountability" on collaborators' decision making and interactions, and (d) the value and complexities of brokering and crossing boundaries.
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Deignan, Ryan P. "K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5928.
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The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa. Survey responses (N = 97) were analyzed and grouped according to teacher characteristics. This sample of music educators reported the least collaboration on post-instruction, evaluative activity, such as reviewing assessments, data collection and analysis, and peer-observation. Respondents rated other parts of the collaborative process, such as group dialogue, decision-making, and action-taking, more highly. Teachers with a higher level of education reported more collaboration than less educated counterparts, while band teachers reported lower levels of collaboration quality compared to their choral and general music peers. Respondents also indicated that collaboration tends to increase with job continuity, but declines somewhat after teachers reach 25 years in the same school. Middle school teachers indicated the highest levels of collaboration, while K-12 teachers reported the lowest. Further, those teaching in larger schools recorded higher levels of collaboration than their smaller school colleagues. These results suggest that this group of K-12 music teachers in Iowa engage in moderate levels of collaborative activity overall and moderate to low levels of evaluative activity. Demographic results also reveal strengths and weaknesses of various subgroups’ collaborative habits. Researchers have found that high quality teacher collaboration improves teaching and learning outcomes. These results have implications for administrators providing professional development, preservice teacher educators, professional organizations, and current practitioners in the field who desire to implement more and higher quality collaboration for the purpose of instructional improvement.
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Stokamer, Stephanie Taylor. "Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/40.
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Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national and global imperative that many higher education institutions have embraced through the teaching strategies of community-based learning and service-learning. Yet, scant research literature has focused on the relationship between pedagogical approaches and civic competence outcomes. This five-year longitudinal study of 11,000 students in 700 senior-level capstone courses at an urban research university empirically tested a new theoretically constructed model of civic competence development in order to identify epistemological and pedagogical elements that enhance civic competence. Eight epistemological domains embedded within four components of civic competence (knowledge, skills, attitudes, and actions) were analyzed utilizing item and factor analysis. The model was extremely robust (r = .917) for civic competence development and indicated strong effect size for multiple pedagogical elements of course design, teaching strategies, and integration of community service. Significantly, the greatest effect for developing civic competence is pedagogical incorporation of diversity and social justice issues. Thus, the Critical Pedagogy Model of Civic Competence offers faculty a heuristic taxonomy of teaching and learning strategies to utilize diversity of thought and interaction in community-based learning as a catalyst for transforming students into competent democratic participants.
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Stanley, Wendy L. "An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493033971306469.
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Harvey, Edward S. "Development of an associate of sciences degree option program: Administration of justice with occupational concentrations." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/723.
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Harrington, Shelby Noel. "Design and evalutation of an intercultural training program : impacts on student development." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/848.
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The following study evaluates the impacts intercultural training has on student development of global perspective and of intercultural competence, on social support networks of international students, and on internationalization goals at a community college in Southern California. Data reveals that participants in the extra-curricular student volunteer program benefit from a combination didactic-experiential training program that focuses on culture-general frameworks and provides tools for accessing culture-specific knowledge. Participants enter with high levels of openness and respect, and develop throughout the program, demonstrating increased cultural self-awareness, knowledge of cultural worldview frameworks, curiosity, and comfort with ambiguity. Students acquired role behaviors associated with multiple functional support network 4 systems. Internationalization efforts may be promoted through extra-curricular programs due to increased intercultural contact, stronger international student support systems, and through the actions of an interculturally inforn1ed group within the student body.
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Weber, Jonathan. "At Your Fingertips: A Case Study Exploring the Effects of Sharing Digital Video Teaching Tips within a Learning Community of Family Medicine Professionals." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33351.
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Today’s medical faculty members are faced with different challenges than their predecessors in teaching tomorrow’s physicians. Medical faculty members are now expected not only to be medical content experts, but also expert educators. The majority of the professional development activities available to them, however, are still focused on biomedical knowledge or the improvement of clinical practices. This article explores a faculty development project at the University of Ottawa’s Department of Family Medicine (DFM) aimed at improving teaching skills through the online sharing of video teaching tips created by DFM faculty members. Guided by the W(e)Learn Framework, a validated theoretical framework for the design and evaluation of online learning resources, a mixed-methods case study was designed and executed to investigate the impact of this faculty development project on the medical educator learning community. Data from the survey (N=33) and interviews (N=10) were analysed and relevant themes were identified and discussed in the context of the literature. Survey participants responded positively towards the project, finding the tips to be useful, enjoyable, and to have the potential to stimulate knowledge sharing between colleagues and within a learning community. Interview participants corroborated the survey results and additionally reported positive aspects to their colleagues being tip presenters; to the videos being concise; and to the tip videos being accessible anywhere and at any time via the Internet. Issues and concerns with organizational integration and support, as well as with integration into a curriculum were also reported by interview participants. Recommendations were then provided for improving the project as well as suggestions to support the development of similar online professional development resources based on the study findings. Finally, future directions for related research were suggested and other areas of research interest were identified.
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Keane-Sexton, Maureen Bridget. "One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.
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Jung, Hyunil. "The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217340266.
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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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Nielsen, Shelley K. (Shelley Kay). "The Development of a Curriculum Guide for a Cancer Awareness Program for Older Adult Males." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc501144/.
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This thesis focused on the development of a curriculum guide for a cancer awareness program for older men. The background of the problem -- a lack of programs for older men -- and the methods used in developing the guide are detailed in Chapter One. The second chapter consists of current information on disease prevention, aging and cancer with the emphasis on age-related changes and learning needs of older adult men. Chapter Three is the completed instructor's curriculum guide, and the final chapter includes recommendations on implementing the program as part of a community wellness program. The guide could also be used in senior centers, hospital educational programs, or adapted for use in staff inservices.
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Hatcher, Rovina L. "PROFESSIONAL IDENTITY DEVELOPMENT IN ONLINE CHRISTIAN THEOLOGICAL EDUCATION: A CASE STUDY OF PREPARING PASTORAL PRACTICE THROUGH DISCURSIVE ACTIVITY." UKnowledge, 2012. http://uknowledge.uky.edu/edc_etds/3.
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The purpose of this dissertation study was to explore the professional preparation of students in online classes at a Christian theological seminary. Concerns of theological education involve the capacity or incapacity of community development and somatic or embodied learning in online education. Using a theoretical framework drawn from communities of practice (Wenger, 1998), professional clergical preparation (Foster, Dahill, Golemon, & Tolentino, 2005), and Gee’s (2000-2001) dimensions of identity development, the researcher focused the analyses on students’ written texts located in the discussion board fora of the online courses. These records were examined for indications of formation of the professional identity of the developing clergy, interpretation skills necessary for the clergy, performance development for activities entailed in the profession, and contextualization proficiencies for the situated enactment of the local church ministry essential in the practice of the professional clergy. The study concludes that students’ discussions evince dimensions of the development of professional identity and pastoral imagination as described in Foster, Dahill, Golemon, & Tolentino (2005). In addition, stories shared on the discussion fora, told both by the instructors and the classmates who had a range of experience in first careers or in pastoral ministry, built a shared repertoire of professional practice as inherent in a Community of Practice (Wenger,1998). The dissertation study confirms if and then identifies how graduate students in online ministerial preparation use discursive and interactive participation to identify with the professional Community of Practice of the clergy
The structures of the discussion board fora, the roles of the instructor, and implications for instructional designs that may support the development of pastoral professional identity are also included. Findings demonstrated that less structured discussion prompts as well as more frequent postings stimulated more student-student interaction that built relationships. Courses that focused more on student-content interactions had less relationship building. A non-evaluative facilitation tone of the discussion fora generated a more collaborative environment. In classes that utilized a learn-by-doing approach, collaborative student discursive activity in the discussion fora supported and enhanced learning. Creative discursive activities such as case studies and role plays provided simulated experiences and spurred narrative development of shared repertoire.
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Pearce, Terisa Ronette. "The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28461/.
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This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.
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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i
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Stewart, Catina Shontelle. "Secondary Teachers' Perceptions of the Effectiveness of a Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3324.
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The implementation of professional learning communities (PLCs) in schools has been shown to serve as a catalyst in transforming school culture and increasing the academic performance of students. Our school district mandated that PLCs were established at the research site, an urban Louisiana school, for the primary purpose of closing the achievement gap. Yet, recent data from the local district indicate that these PLCs have not resulted in capacity building for sustainable improvement. Ineffective implementation of the current PLCs may have contributed to the poor outcomes. One purpose of this qualitative case study was to examine teachers' perceptions of the implementation of PLCs. Another was to gauge teachers' views on PLCs as a means of promoting a positive school culture and increasing academic achievement among students. A social constructivist framework was used for this qualitative case study. Research questions centered on teachers' perceptions regarding refinement of the currently implemented PLCs. Purposeful sampling was used to select 13 seventh through ninth grade teachers as participants. Qualitative data were collected through questionnaires and telephone interviews and then analyzed for emergent themes. Findings revealed that the current PLCs were beneficial but needed refinement related to relevance, intent, and planning. The following four themes emerged: time, collaboration, shared responsibility, and a focus on learning for all students. Study findings provide insight about PLCs from the perspectives of the teachers who work within them. The implications for social change include enhanced knowledge and understanding that may help educators in better implementing PLCs with intent and transparency and by positively contributing to school improvement and student achievement.
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Bengtsson, Anna. "When mathematics teachers focus discussions on slope : Swedish upper secondary teachers in a professional development initiative." Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-38561.
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The shift towards collegiality is a new setting for many teachers. Most teachers work alone, in isolation from their colleagues and collegial collaboration requires organisational structures. The aim of the study is to describe and analyse upper secondary mathematics teachers’ collective practice,developed in a professional development initiative. This study is a case study and the empirical data is generated through observations and an interview of a group of four teachers at a school who met on a weekly basis throughout a term. Their discussions focused on the mathematical concept of slope in a setting of learning study. This thesis is the case of when mathematics teachers focus discussions on slope and draws on Wenger’s Communities of Practice Perspective, as a unitof analysis, and addresses the question: What are the characteristics of practice when upper secondary mathematics teachers focus discussions on slope in the setting of a learning study? The analysis accounts for characteristics of the aspects of practice, through the coherence of mutual engagement, joint enterprise and shared repertoire in the community of practice. The teachers are engaged around finding small changes in their teaching that could give major effect in students learning. They negotiate what the students need to know in order to understand the relation between Δy and Δx. The characteristic of practice is a conceptual mapping of the concept of slope. It reveals students’ partial understanding of related concepts due to how they were given meaning through previous teaching. The conceptual mapping of slope goes back as far as to the student’s partial understanding of the meaning of subtraction. However, what emerges is in relation to the teachers’ experience of avoiding students’ difficulties with negative difference when teaching slope. It turns out to be a negotiation and a renegotiation of teaching slope for instrumental understanding or conceptual understanding. An overall characteristic of practice is that it develops in a present teaching culture.
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Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.
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Waghid, Zayd. "Investigating intersections between the further education and training economics curriculum and growth and development frameworks – implications for teaching and learning." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71877.
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Thesis (MEd)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: In this thesis I investigate whether the South African government’s Growth and Development Frameworks (GDFs) are aligned with the learning outcomes of the Further Education and Training (FET) Economics curriculum as presented through the National Curriculum Statement (NCS). Central to the GDFs is the cultivation of social justice, more specifically the eradication of inequalities and the establishment of employment opportunities for all the country’s citizens. Also, the government hopes to achieve social justice through the cultivation of democratic relations amongst people that will hopefully contribute towards economic development in society, more specifically local economic development (LED). Similarly, the four learning outcomes, namely macroeconomics, microeconomics, economic pursuit and contemporary economic issues, emphasise the importance of people contributing towards social justice in their communities. The learning outcomes hope to achieve this by inculcating in learners an affinity for democratic action and the acquisition of economics skills, values, knowledge and attitudes that can engender LED. Consequently, the learning outcomes can be said to be aligned with the GDFs on the basis that the common theme that seems to drive both aspects is social justice through democratic action and economic development. Finally, the alignment between the GDFs and learning outcomes has the effect that teaching and learning will and should be more deliberative, engaging and ‘free’ – a matter of people exercising their capabilities towards the attainment of human freedoms such as equality, solidarity and the exercise of their rights.
AFRIKAANSE OPSOMMING: In hierdie tesis ondersoek ek of daar ‘n verbintenis is tussen die Suid-Afrikaanse regering se Groei en Ontwikkelingsraamwerke (GOR’e) en die leeruitkomste van die Verdere Onderwys en Opleiding (VOO) Ekonomie-kurrikulum soos wat dit in die Nationale Kurrikulumverklaring (NKV) voorgestel word. Sentraal tot die GOR’e is die kultivering van sosiale geregtigheid, meer spesifiek die verwydering van ongelykhede en die skepping van werksgeleenthede vir alle landsburgers. Die regering beoog juis om sosiale geregtigheid te verwesenlik deur die kultivering van demokratiese verhoudinge tussen mense wat hopelik ‘n bydrae kan lewer tot ekonomiese onwikkeling in die samelewing, veral plaaslike ekonomiese onwikkeling (PEO). Terselfdertyd word daar deur die vier leeruitkomstes, naamlik makroekonomie, mikroekonomie, ekonomiese vooruitgang en huidige ekonomiese aangeleenthede, die belangrikheid van mense se bydraes tot sosiale geregtigheid in hulle gemeenskappe beklemtoon. Die leeruitkomstes hoop om laasgenoemde te bereik deurdat in leerders ‘n aangetrokkenheid tot demokratiese aksie en Ekonomie-vaardighede, -waardes, -kennis en -houdings gekweek word wat PEO kan bevorder. Gevolglik kan voorgehou word dat die leeruitkomste met die GOR’e vereenselwig kan word op grond van die gemeenskaplike tema van sosiale geregtigheid deur demokratiese aksie en ekonomiese ontwikkeling wat blykbaar beide aspekte dryf. Laastens, die verwantskap tussen die GOR’e en leeruitkomste het die effek dat onderrig en leer meer beraadslagend, interkatief en ‘vry’ behoort te wees – ‘n geval van mense wat hulle vaardighede uitoefen om menslike vryhede soos gelykheid, solidariteit en die uitoefening van hulle regte te bekom.
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Davies, Siân May. "The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003591.
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This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
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Kruger, Roy Otis. "The Small Business Development Center Program: From a Small Business Growth Stage and Adult Learning Perspective." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1356.
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The study of the Clackamas Small Business Development Center's Small Business Management Programs (SBM) had three research objectives: to ascertain what information should be transferred to small business owners and how best to transfer that information; to ascertain what information is presently being transferred to clients and what methods are used in transferring the information; and to survey clients in order to develop a current demographic profile, measure their level of satisfaction with the assistance received, and ascertain what they perceived were the benefits of the program to their companies. Prior to the study, there had been little systematic research of what information should be transferred to SBDC clients and the most effective methods for transferring that information. The small business growth stage literature was used to develop the recommended body of information. The adult learning literature was used to develop the recommended methods for transferring that information to clients. The majority of respondents were women, well educated, middle-aged, and from companies in service related industries that employed few workers. The findings suggest that clients desire an increase in both the appropriateness of the program's informational content and the level of their involvement in tailoring the SBM program to the needs of their organizations. As suggested by the Small Business Growth Stage Models, a statistically significant decline in client satisfaction of the program's informational content was found to exist between stage two and stage three business owners. The study found that instructors did not utilize specific business factors (such as sales levels, numbers of employees, etc.) in developing the informational content of the SBM programs. Instructors also did not utilize client preferred learning styles, or formal client involvement in developing the instructional design of the SBM program. The study found that clients and center personnel appear to differ in their perceptions regarding the role of the instructor and the purpose of the SBM program. Clients appear to envision the role of the instructor as more of a consultant, while instructors view their role as preparing clients to solve their own problems.
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Phiri, Charles M. "An investigation of community learning through participation in integrated water resource management practices." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003504.
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South Africa is a semi arid country in which the average rainfall of 450mm/year is well below the world average of about 860mm/year. As a result, South Africa’s water resources are scarce in global terms and limited in extent. Current predictions are that demand will outstrip water availability in the next 15 years. A coordinated approach to improve both water quality and quantity is needed and in order to achieve that, it is crucial to strengthen capacities of local community involvement in identifying the problems that affect them and strategies to solve them. This research was undertaken to develop a deeper understanding of community learning processes in integrated water resources management (IWRM) practices. The study drew on situated and social learning theory which explains that knowledge and skills are learned and embedded in the contexts in which knowledge is obtained and applied in everyday situations. Multiple data collection techniques were used within a case study design and included document analysis, interviews, focus group discussions and field observations. Data analysis was done in three phases and involved uncovering patterns and trends in the data sets. In this context I discovered, through careful observation and interviews with members of the different communities of practice, that people are learning through social learning interactions with other community members as they engage in their daily water management and food production practices. Learning interactions take place through both informal and formal processes such as meetings, training workshops, conversations and interactions with outsiders. I also discovered that people learn from ‘external groups’ or training programmes which bring new knowledge and expertise, but this needs to be contextualised in the local communities of practice. The research has also shown that there are a number of challenges that appear to exist in these learning contexts. For instance it was found that participation and social learning processes and interactions are influenced by a range of causal mechanisms that are contextual. These insights into how communities learn, as well as the tensions and difficulties that are experienced in the learning processes are important for furthering learning and participation in community-based IWRM practices, projects and programmes.
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Solomon, Robert Simon. "The effectiveness of an outreach intervention to provide teachers with the skills to implement practical and experimental work in their classes." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1943.
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Thesis submitted in fulfilment/partial fulfilment of the requirements for the degree
Master of Education:
in the Faculty of Education
at the Cape Peninsula University of Technology
Supervisor: Professor Fred Lubben
Mowbray, 2012Practical work in Science is considered to be an important component of science education. However, teachers in poor schools in the rural areas generally find it difficult to conduct practical work. An outreach project ‘Science for Rural Communities’ was launched to address this problem. The purpose of this study was to investigate the nature and coherence of the project and its influence on science teachers’ content knowledge, skills and classroom practice. The research is situated within a qualitative interpretive paradigm and has adopted an evaluative research design, underpinned by grounded theory as a method of analysis. The use of an evaluative framework normally used for curriculum innovation was adapted for the exploration of impact of the teachers’ professional development project. Teachers reported that they benefitted from participation in the project in various ways, such as increased conceptual understanding of science knowledge, improved practical skills and enhanced confidence. However, there were some inconsistencies identified in terms of project intentions and project outcomes. The suitability of the evaluation framework for teacher professional development programmes is discussed
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Dawson, John L. "The impact of technical barriers on the effectiveness of professional development as related to a distance education system-based course: A case study in the Web World Wonders environmental science learning community." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4426/.
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This study reports and discusses the impact of technical barriers on the effectiveness of professional development as related to a distance education system based course: a case study of the web world wonders environmental science learning community in Florida. The project involved 4th through 12th grade public school teachers learning how to use GPS readers, digital cameras, and Arc View software for the purpose of utilizing a Website that enabled remote Internet camera access in Florida State Parks. Under the supervision of Florida State University and the Florida Department of Education those teachers received professional development in techniques for developing lesson plans utilizing the equipment and software as stated above. Using the Concept Based Adoption Model, a description of the teacher's demographics, Levels of Use and Stages of Concern with relation to gender, age, teaching experience, and technological experience was examined. Technical barriers were identified and an explanation of how they were overcome in the process of receiving the professional development is reported.
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Siririka, Gisela. "An investigation of parental involvement in the development of their children's literacy in a rural Namibian school." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/935/.
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Fuller, Roger Jason. "Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1285863435.
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Mithani, Murad A. "The Development and Marketing of an Online Guided Study Program for the GRE Physics Exam Towards an Understanding of Future Instructional Methodologies." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1225102470.
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Mannikoff, Jon. "Kollegialt lärande för instrumentallärare : en studie om Learning study som modell för utveckling av kollegialt lärande i musik- och kulturskola." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2622.
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Syftet med denna studie har varit att undersöka på vilket sätt Learning study kan fungera som modell för att utveckla kollegialt lärande och bidra till utbyte av erfarenheter mellan lärare i kommunal musik- och kulturskola. För att undersöka detta har ett arbetslag bestående av fyra gitarrlärare vid en kommunal musikskola fått genomföra en gemensam Learning study, med författaren som handledare. I studien användes en kombination av observation och intervju som metod för att följa arbetet och ta del av de deltagande lärarnas upplevelse av Learning study. Resultatet visade att det, genom att använda modellen Learning study, skapades kollegiala samtal och erfarenhetsutbyten som de deltagande lärarna knappt upplevt tidigare, trots lång erfarenhet i yrket. Likaså är ett resultat att modellen inspirerat lärarna till att prova nya idéer i den egna undervisningen.The purpose of this study was to investigate how Learning Study can act as a model for developing collegial learning and contribute to experience-sharing between teachers in the Community School of Arts and Music. In order to investigate this, four guitar teachers at a Community School of Music has participated in a joint learning study, with the author as a researcher/facilitator. To evaluate the process and taking part of the participating teachers’ experience of learning study a method combining observation and interview was used. The result shows that by using the learning study method a kind of collegial conversations and experience-sharing was created, which the participating teachers had not experienced before. It also inspired the teachers to try new ideas in their own teaching.
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Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
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Kohler, Francis M. "Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.
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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.
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Norris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.
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Kelleher, Sheri Elizabeth. "A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/28.
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This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring program. The study may also add to the limited literature on the successes and challenges of using a group mentoring model.
The researcher interviewed 20 faculty members who participated in a formal mentoring program. The interviews examined how and in what ways faculty mentors and mentees describe what they understand, integrate, and implement in their relationship after going through this program; the mentors’ and mentees’ perceptions of the materials and activities in the program in supporting their efforts in developing a mentoring relationship; and after completing the mentorship program, the success and challenges in sustaining an effective mentoring relationship. In addition to interviews, a focus group was conducted and archival documentation was reviewed.
The study site was a private 4-year college in the eastern region of the United States. Data collection included interviews, a focus group, and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that experiences, resources, knowledge, trust, support, and feelings of connection to the institution have on an a successful mentoring relationship in a group mentoring model.
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Mollett, Jean-Margaret. "Tertiary education and capacity development in biotechnology in the Southern African Development Community (SADC)." Thesis, 2013. http://hdl.handle.net/10539/12972.
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A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2013Biotechnology as a science has become increasingly more important because of what it has to offer in various fields. These include the development of medicines for human and animal health; improved crop agriculture for enhancing food security; and environmental sustainability, all of which are of the utmost importance, not only globally, but also in southern Africa. Through a participatory and collaborative process of biotechnology capacity development at the Universities of Namibia (UNAM) and the Witwatersrand (WITS) in the Southern African Development Community (SADC) region, it was identified that science curricula need to take cognizance of ‘worldview’ and the impact this may have in the context of teaching and learning. The purpose of this study was to investigate the potential barriers, or factors contributing, to learning in the two southern African universities in the context of the biotechnology curriculum. The study focused on how African epistemologies should be taken into consideration to facilitate capacity development in biotechnology at the tertiary education level, and in so doing, facilitate the development of a culturally sensitive, generic biotechnology curriculum which reaches across both literal and cultural borders and is relevant to these countries. The methodology of phenomenography was used in this case study and it resulted in two categories of description that formed the outcome space of the experience of biotechnology. These categories of description included a theoretical and practical perspective and a worldview perspective. This study has confirmed that worldview differences can lead to barriers to learning in biotechnology. Furthermore, theoretical and practical concepts included in the curriculum need to be carefully considered to make the curriculum responsive to African needs in order to provide for epistemological access, and so that the inherent cross-cultural experience between the learners’ life-world and biotechnology is recognized. The value of this study is affirmation that formulation, development, teaching and learning of a biotechnology curriculum should be regarded as an ‘African product’, where worldview and the theoretical and practical perspectives are carefully considered to provide a qualification to make a difference for capacity development in southern Africa. (339 words)
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Dashoush, Nermeen. "Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development." Thesis, 2015. https://doi.org/10.7916/D85H7FB8.
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This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a scientist (microbiologist). The study was conducted in order to design a model for professional development. It also aimed to contribute to the limited research involving elementary educators and their work with scientists. Furthermore, extra attention was given to understanding how both the elementary teacher and the scientist benefitted from their participation in the community of practice created from working together in teaching and learning science as a form of professional development. This was in accordance with a community of practice framework, which details that a healthy community is one without a perception of hierarchy among members (Wenger, 1998).
The elementary teacher and scientist as participants collaborated in the creation of a science unit for an afterschool program. A wide variety of data was collected, including: interviews, transcribed meetings, and online journals from both participants. The data was coded for reoccurring themes surrounding practices and shifts in perception about science teaching and learning that emerged from this community of practice as professional development. The findings have implications for practices that could be used as a foundational structure in future collaborations involving elementary teachers and scientists for elementary science professional development.
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Vaisman, Tamar. "Creating a caring community : an Israeli case study of teacher professional development." Thesis, 2002. http://hdl.handle.net/2429/13568.
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This study focuses on the processes of creating and maintaining a community of teachers in an
Israeli high-school. Ten high-school teachers were self-selected to participate in a yearlong
professional development focusing on learning and teaching. The participants directed their
own professional development by collaboratively sharing and reflecting on their practice.
The methodology used for data gathering is rooted in the case study tradition within the
philosophy of naturalistic inquiry. The weekly meetings throughout one academic year were
recorded and transcribed. Teachers were interviewed three times: at the beginning and end of
the year, and two years later, to leam about reasons for participating and evaluation of the
community, and to allow further reflections on their experiences in the community. Two main
concepts - community and caring relationships - emerged from group conversations and
personal interviews, and were used as the study's analytical tools.
Three topics were revisited in our conversations throughout the year: teacher-students
relationships, teaching strategies, and evaluation of learning for both teachers and students. The
conversations revealed the processes of creating an atmosphere of care, trust and openness that
enhanced the development of genuine dialogue that turned this group into a caring community.
The caring relationships encouraged teachers to make changes in their teaching and suggest
changes at the school level. These relationships enhanced teachers' ability to leam from their
encounters and helped them develop awareness of the importance of such relations within the
educational context.
This study contributes to a deeper understanding of teachers' community. It suggests that
communities (a) support teachers by enhancing dialogue among them; (b) contribute to social
change within the limited context of the school; and (c) add to the construction of knowledge
about teaching, learning, and schooling. If schools aim to teach recognition of diverse voices
where people strive to care for and understand each other, then teachers should leam and
exercise these behaviours. The most viable space for the occurrence of such learning is within
teachers' communities. This study, then, gives strength to arguing for the pursuit of
communities in school.
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SU, YI-CHEN, and 蘇憶貞. "An action research on development of camp teaching in local communities -a case study of Longmu community." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/x544qu.
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碩士國立高雄師範大學
科學教育暨環境教育研究所
105
The purpose of the study is mainly that the local communities work together to hold the summer camp of informal education activities which combined with the local resources. The first year is a combination of local characteristics and industry to build a friendly industrial environment and values. In the second year, fully integrated into the local community, and the research team develops the outdoor activities of the informal learning in the local community. Through the life, ecology and industry of the local community are integrated into those activities, the local communities can develop sustainably. The concept of Satoyama Initiative and the concept of local pedagogy are integrated into education of camp, and develop the most unique characteristic of outdoor learning in the local community. This research is a action research of parenting activity in the informal education. Through the collection of quantitative and qualitative information as inspection basis of this study's results. In the end, the results show that the students after the activities of the camp feel that this activity is different from previous experience in participating in environmental education activities. And It can deepen students' cognition and emotion of the ecological environment. They learn more about the cultural history, industry, and natural ecology of the community, and gain more knowledge and experience related to the environment and are willing to support the development of ecology and industry. In the future, those students are more willing to participate in environmental education related activities. After the activities of the camp, The parents of students not only have a better understanding of the local community's cultural history, industrial activities and natural ecology, but also have a deeper touch and recognition of commitment to sustainable community development. Moreover, they are satisfied with the summer camp activities and staff. Therefore, the promotion of local sustainable development needs to carry out the concept of sustainable development in the local community. Through the resources of local community are integrated, to give play to function of outdoors teaching, sightseeing and recreation. In the future, it is possibility to develop community-based environmental learning center.
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Hsu, Shih-Pei, and 許詩珮. "A Study on the Development of Teacher’s Professional Learning Community-A Case of Reading Teaching Teacher’s Professional Learning Community in Tong-De Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90168007817164735508.
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碩士國立新竹教育大學
人資處語文教學碩士班
99
All the professional development activities of teachers should address the students ' learning demands. "Professional Learning Community” has become a very important platform for many advanced countries to implement high-quality and refined education. The study is about the establishment and development of a professional learning community of reading teaching in Tong-De Elementary School. In the study, the operation mode was generated, the role for each member was defined, and all the internal and external factors were analyzed as well. To achieve the goal of the study, I established a professional learning community of teaching reading in Tong-De Elementary School. I was in charge of the convener in the community to participate in every activity and collect all the required data for the study from many methods of doing action research including direct observation, interviews and document analysis. The points about my study are as follows: 1. In 98 academic year, to encourage myself as the team facilitator, I applied for the establishment of a professional learning community of teaching reading in Tong-De Elementary School, starting from looking for partners . All what we thought, acted, felt, and learned were written.What we done in reading teaching, including material analyses, discussion on teaching plans, activities, classroom observations, criticisms, to correct the teachings. 2. The roles in the community can be defined, including the producers of teaching media, plan designers, demonstrators, classroom scrutators, and the role duties may take turns. 3. All the internal and external factors were analyzed. The internal factors to effect the development of teacher’s learning community are the attitudes, interactions, and common consensuses. The external factors are equipments, funds support, fine arrangement of class, and grate encouragement, considerations, supports from others. 4. The concentration of members at first is finding the way how to get team cooperations, and then focusing on teacher’s professional growth. The members continuously spend their time participating in the activities of the community to learn from thinking, clear up suspicions from specialized dialog and the experience exchanges , reform from action researches, and promote students’ learning, the above-mentioned is the operation mode of teacher’s professional learning community of teaching reading in Tong-De Elementary School.
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"Die ontwikkeling en evaluering van 'n indiensopleidingsprogram vir gemeenskapsontwikkelaars in SWA/Namibië." Thesis, 2015. http://hdl.handle.net/10210/13197.
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Gumede, Sibongile Audrey Doris. "The role of parents and community leaders in the development and maintenance of culture." Thesis, 2000. http://hdl.handle.net/10530/45.
Full textAbstract:
A THESIS SUBMITTED TO THE FACULTY OF
EDUCATION
At the University of Zululand in fulfilment or partial fulfilment of the
Requirements for the degree of Master of Education in the
DEPARTMENT OF EDUCATIONAL PLANNING AND ADMINISTRATION, 2000.This research examined the role of parents and community leaders in the development and maintenance of school culture in the Inanda District schools. The study made use of interviews and questionnaires to determine whether parents and community leaders perceive themselves as role players in developing the school culture. On the basis of the views from respondents, the study concluded that although parents and community leaders are aware of their role but they do not seem to be willing to do it. The research project, however, established that a high percentage of community leaders are not aware of what is taking place in the school. A high percentage of community leaders responded that there was poor communication between the schools and the community. This seems to limit their contribution to the development of school culture. The study makes recommendations which may facilitate the role of parents in creating the appropriate school culture.
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Du, Toit Anna Maria. "Opleiding van vakkundiges vir 'n nasionale gemeenskapsontwikkelingsprogram in Suidwes-Afrika : Namibië : 'n kurrikulumstudie." Thesis, 2014. http://hdl.handle.net/10210/10072.
Full textAbstract:
M.A. (Social Work)The objective of this study was to provide guidelines for the training of professionals and others in community development for South West Africa/Namibia. The primary purpose was to establish how training programmes for both community consultants and workers nearer the grass roots levels could be developed. With this objective in mind, an exploratory study was undertaken in six countries, viz.• Israel, Hong Kong, Singapore, Thailand, Bophutatswana and Lesotho•. Interviews were conducted with various categories of trainers in these countries, utilising an interview schedule designed to cover the basic principles of curriculum design. The researcher concluded that prospective professionals and others should be trained at four levels, viz. the unskilled, semi-skilled, skilled and academic and professional levels.- Specific curricula were proposed to serve as guidelines for the development of training courses for these different categories of trainees and students, in preparation for service in the field of community development. The envisaged indexes of successful community development are an ultimately improved quality of life, enhanced social functioning and stimulated but controlled modernization.
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Tsai, Ping-Fang, and 蔡秉芳. "The Study of Aboriginal Community Development in Maolin Village and Creative Teaching in Maolin Elementary School:Euploea Culture as an Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/02818016590495861957.
Full textAbstract:
碩士樹德科技大學
建築與環境設計研究所
98
hing and other activities. Because children are affected by family factors, they have not be the culture as their own responsibility for promoting. We hope to performance by students in extracurricular activities and other opportunities. We hope to take the opportunity that Student performance in activities of outside school, strengthen local cultural identity of students, and enhance their social visibility substantially, to help the formation of village tourism marketing. Processing activities from the public sector performance does not focus a community of life with the development of regional characteristics. We want to help tribal village essentially by providing living information about the development of cultural industries, and enhance its centripetal force and the opportunity for villages to grow.
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Vaughan-Evans, Bronwen. "A study of selected community-based arts projects in KwaZulu- Natal." Thesis, 1997. http://hdl.handle.net/10413/5709.
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"Lesson Study, a Means for Fostering Collaborative Reflection: Effects on the Self-Efficacy and Teaching Practices of Developmental Education College Success Course Instructors." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.24848.
Full textAbstract:
abstract: ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching.Dissertation/Thesis
Ed.D. Leadership and Innovation 2014