Dissertations / Theses: 'Education design research'

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Yuncu, Onur. "Research By Design In Architectural Design Education." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610061/index.pdf.

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Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach. In the literature on research by design, this transformation is often related with Donald Sch&ouml n&rsquo s conceptualization of &ldquo reflective practice.&rdquo The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo reflective practice&rdquo is investigated in a broader context relating it to its sources in the concepts of &ldquo tacit knowledge&rdquo and &ldquo action research.&rdquo A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo s elaboration of knowledge generation in action and the concept of phron&amp #275 sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework. The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.

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Strouse, Robert V. "Design Research in Design Education: Relevance and Implementation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275442520.

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Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997. Includes bibliographical references (leaves 63-64). Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from other disciplines are taught in an attempt to redress the research deficiencies of a professional education. This investigation begins with a different premise: the operations of design, central to an architect's intellectual and operational repertoire, should be the catalyst for developing research methods specific to architecture. Further, these methods should be accompanied by a knowledge base which expresses the operations of design. A modified educational paradigm consisting of methods, knowledge, and the building of abilities through 'thoughtful performances', structures an experimental curriculum. Each attribute becomes a dimension for substantiation and assessment. Student engagement and entanglement within this locus reveals the potential directions of design research education. The subsequent analyses of the student work indicates four major trends: Intersubjectivity the need for common understanding; Transparency- the effortless application of methods, Emergence- acknowledgment of form's evolution; and Apprentissage- French for learning which occurs from within apprenticeship. Given these attributes, and the subsequent imperative to redefine architectural research, we formulate a paradigmatic architectural researcher, the "Architect Scholar' and speculate on an educational program designed to foster these characteristics within students. by Joseph Press. M.S.

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Hu, Lingyue. "Design Research Planning and Execution:A comparison between undergraduate design students’ and design research practitioners’ processes of design research planning and execution." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408659542.

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5

Bill, Amanda Elizabeth. "Creative girls: fashion design education and governmentality." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/4234.

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This thesis is concerned with creativity as an object of educational governance and a category of subjective identification. It studies a ‘creativity explosion’ in higher education in New Zealand, focusing on how fashion design students are being mobilized as subjects of creativity through ‘joined up’ modes of governance and technologies of educational choice. Using a poststructural ethnographic ‘methodology’ I explain how, from the late 1990s, models of educational governance began to appear dysfunctional and unable to deliver the attributes and capacities expected of citizens in a knowledge economy. I argue that creativity gained significance as a result of new ways of ‘thinking culture and economy together’. Neoliberal rhetorics representing creativity as flexible human capital and a generic, transferable skill needed by workers in the new economy, were articulated with liberal humanist notions about creativity, which are commonly understood and performed through the social categories of art. All kinds of individual and institutional actors took advantage of these shifting opportunity structures to position themselves with ‘creative’ identities. Within various cultural organisations, including universities, moves to strengthen a liberal agenda and retain creativity as a form of ‘arts knowledge’ with high cultural capital, rubbed up against counter-hegemonic strategies to enlist and develop more universal concepts about creativity as a collaborative endeavour, vital to new forms of capitalist enterprise. By historicising the context in which a new ‘normative doctrine’ of creativity has emerged, and by treating its theorisation as culturally performative, I develop the position that fashion design graduates, as ‘creative girls’, are highly productive performers in the new categories of cultural economy. However I argue that the creative girl occupies a subject position fitted to after-neoliberalised social and economic arrangements, not because she is shaped by neoliberal ideologies, but because she is made up by techniques and tactics of an ‘after-neoliberal’ governmentality. This demonstrates the mutual constitution of ‘creative economy’ and ‘creative persons’ and underlines the fact that despite after-neoliberal ambitions for managing education, there can be no simple cause and effect relation between higher education and economic performance.

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6

Findik, Nur. "Design Of Experience Sampling Tools For Reporting Student Experience In Design Education." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614957/index.pdf.

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Considering the continuous design activities that are performed throughout the design projects, design students go through several stages of decision makings, and sometimes they experience problematic situations in between consecutive supervisory meetings. Revealing all experiences during the discussions with supervisors, thus communicating the ideas could be sometimes difficult. In order to provide a better guidance, it is also important for supervisors to understand students&rsquo process in between these meetings. There are available tools used in the fields like education or health in order to monitor an individual&rsquo s daily life in relation to the context (e.g. time, place, activity) and personal circumstances (e.g. emotions, feelings, ideas). These tools are developed based on experience sampling method (ESM), a research method focus on collecting self-reported data from participants in order to measure their daily life experiences, especially during a long period of time. Since the target group and experience has different characteristics for each context, design of experience sampling tools are also gaining importance to address these specific experience according to individuals&rsquo needs and expectations. Aiming at assisting design students to do regular self-reporting on their experiences, this study presents a background research for designing experience sampling tools that would be used by students and supervisors to keep track of students&rsquo experiences throughout design projects. In this sense, this study intends assisting students self-reporting activities, translate the main design requirements of experience sampling tools into the context of design projects, as well as revealing guidelines for the future implications of ESM tools in design education

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7

Wheeler, Joseph H. "Design for education and environment: Jacksonville Estuarine Research Center." Thesis, Virginia Polytechnic Institute and State University, 1998. http://hdl.handle.net/10919/53450.

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The relatively recent success of the aquarium as a tourist destination has promoted a National interest in marine life. In the past twenty years cities have built aquariums that draw millions annually to various locations, justifying financial maintenance of delicate underwater life systems and increasing local tourism. Some successful aquariums such as the Monterey and Boston city aquariums have not only effectively drawn large numbers of visitors, but also have gained architectural recognition with award winning designs, therefore adding a new dimension to the recent trend in museum design. Still, with the emphasis on tourism, an issue that has yet to be addressed is the function of the aquarium as resource center of marine life. This proposal for the Jacksonville city aquarium endeavors to address the function of the aquarium as an institute for research and education, while utilizing the unique marine ecology setting to promote awareness of local underwater ecosystems. In this way, educational research and wildlife awareness set a new standard for aquarium design. Tourism can simultaneously emphasize inner-city urban development and promote the wealth of its existing ecology. This educational focus, in conjunction with the three states of marine habitat, establishes the basis for the aquarium design. By integrating the building design into the existing fabric of the city and focusing the research on the local rivers and habitats, the aquarium design will achieve the integrity needed to support this ambitious venture. Master of Architecture

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8

Nursal, Ali Ozgu. "Modular Embedded System Design / Implementation For Mechatronic Education And Research." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608852/index.pdf.

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In this thesis a modular embedded system for Mechatronics education and research is designed and implemented. Four types of control boards are manufactured and related software is developed at board and PC level. A star like topology is used for boards architecture. One bridge board is responsible for handling communication between the PC and all the other boards that are connected independently to that bridge board. For PC communication Universal Seial Bus (USB), for inter peripheral communication serial peripheral interface (SPI) is used. By the use of USB and SPI, the system becomes scalable and hot pluggable. All these four boards can be used in stand alone and/or together in different applications. The system covers general analog digital input output, several types of motor control and simple graphical display applications. The firmware and software is developed in a modular, flexible and transparent way allowing users all level accessibility. This way, the application fields and the content of the courses that will be using this system become very versatile. A simulation of hard disk reading experiment is designed and implemented to show the integral capabilities of the system. In this experiment all the boards are utilized and used together. As a result, a system is designed for Mechatronics experiments and research. A modular approach is adopted which is compsed of units that can also work in a stand-alone manner. A software library developed for the PC platform facilitates high-level usage of these cards whereas it is possible to implement custom codes on these boards. To sum up, an affordable, versitale, scalable and transparent system is developed which is specifically tailored for Mechatronics applications.

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9

Kjolberg, Torunn. "Visual research practice in fashion and textile design higher education." Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643553.

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This thesis is concerned with visual research in the context of fashion and textile design education. Utilising an ethnographic methodology, this study followed a group of self-selected fashion and textile design students throughout their first two years of study at a higher education institution in the south of England. Drawing on a series of personal interviews, participant observation and analysis of course documents, the research examines how visual research practices are structured through teaching, student engagement and participation, as well as through various forms of reification. Two key theoretical perspectives inform this thesis: Lave and Wenger and Wenger's concepts of legitimate peripheral participation and communities of practice, and Winnicott's notions of transitional phenomena and object-use. Their mutual relevance and complementarity is considered to explicate the dynamic between subjectivity, materiality and the social world in this study. This thesis argues that the tacitness of visual research practices presents a problem for many learners, as confusion and self-doubt arise due to the lack of articulation and a perceived instability of meaning behind these processes. Meanwhile, the students' reconciliation of their own practices with those endorsed through teaching was identified as key to successful participation on the course. Whilst some students were able to navigate these ambiguities and, in Winnicott's sense, put them into use, for other students this entailed alignment of practices without mutual negotiation. Results were identities of non-participation or compliance without negotiation of meaning. Although the tacitness of visual research poses an obstacle, I conclude that a universal definition of visual research is problematic or even impossible. These practices are mutable, contextual and situated. Therefore, in this study, learning visual research entails participating on the course, which can be conceived of as a community of practice, and which acts (potentially) as a facilitating environment where students can put the sources, tools, materials and practices of visual research into use.

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10

Mor, Yishay. "A design approach to research in technology enhanced mathematics education." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006478/.

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This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics. A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests a need for a consensual epistemic infrastructure for the field: a shared set of rules, processes and representations which bound and support its scientific discourse. Three constructs are proposed towards such an infrastructure: design narratives, design patterns, and the cycles of design research in which they are embedded. The first two are representations of domain design knowledge; the latter is a description of a design-centred scientific process. The three constructs identified at the epistemological level are operationalised as a methodological framework by projecting them into a specific research setting of the demonstrator study. Appropriate methods and procedures are identified for collecting data, organising and interpreting them as design narratives, and extracting design patterns from these narratives. The methodological framework is applied in the demonstrator domain to the question of learning about number sequences. A review of the educational research on number sequences identifies challenges in this area related to the tension between learners' intuitive concept of sequences and the dominant curricular form. The former appears to be recursive in nature and narrative in form, whereas the latter is a function of index expressed in algebraic notation. The chosen design approach combines construction, collaboration and communication. It highlights the need for representations and activities which lead learners from intuitive concepts to formal mathematical structures. Three interleaved themes connect the primary and the demonstrator domains: narrative, systematisation and representation. Narrative emerges as a key element in the process of deriving knowledge from experience. Systemisation concerns the structured organisation of knowledge. The tension between the two calls for representations which support a trajectory from the intuitive to the structural. The main outcome of this study is a methodological framework for design science of TEME which combines design narratives and design patterns into structured cycles of enquiry. This framework is supported both theoretically and empirically. Inter alia, it is used to derive a contribution towards a pedagogical pattern language of construction, communication and collaboration in TEME.

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11

Singh, Sapna. "Future And Value Of Graduate Design EducationMaster of Design 2031." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275.

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12

Chang, Jui-Jung. "Preliminary Research on Taiwanese Art Curriculum Design Based On Visual Culture." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1541.

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In recent years, art education has started an on-going discussion on the issue of visual culture. In the past few years this issue also becomes topical due to the necessity to improve art education in Taiwan. Currently, art education based on visual culture has become a very important concern in Taiwan. However, the concept of visual culture has its origin in foreign theories. In order for our art professional to remain independent, it is essential that Taiwanese art teachers begin to address the issue of how to properly incorporate the concept of visual culture into the design of our art curriculum, by applying an educational method entirely based on the unique experiences of Taiwan. Responding to this need, I have tried in my current research to investigate the curriculum design model that is based on visual culture theories, and to combine it with a concept of cultural education that is uniquely Taiwanese. My hope is to provide a curriculum model that is based on native Taiwanese visual culture, which might ease the educators' efforts of turning theory into practice.Therefore, in the present study I will: (1) investigate the importance of applying visual culture to art education; (2) explore the suitability of applying the theory of visual culture to the design of art curriculum in Taiwan; (3) derive from this research a set of curriculum design principles based on the ideas of visual culture art education, which can be applied and linked to the cultural characteristics of Taiwan.

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13

Evensen, Erik A. "Making it Fun: Uncovering a Design Research Model for Educational Board Game Design." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247862315.

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14

Hsu, Chung-Yuan. "Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical Concepts." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258048389.

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15

Olafsson, Brynjar, and Gisli Thorsteinsson. "Design and Craft Education in Icelandic Schools." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2012. http://hdl.handle.net/2237/17030.

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16

Mellen, Jason. "The Research, Design And Development Of An Education Game For Training Resident Advisor Staff." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764256.

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17

Brink, Sybrand Abraham. "The conceptualisation, design and implementation of a national research and education network." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1516.

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Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2009. ENGLISH ABSTRACT: This thesis discusses the steps that should be taken when conceptualising, designing and implementing a South African national research and education network. It looks at all aspects of specifying transmission mediums and technology, choosing hardware and interfaces and detailing node layout and optic fibre network architecture. It examines the design of a national transport backbone, as well as a metropolitan optic fibre network. It considers ways in which the network may be made future-proof, both in terms of capacity and technology, and suggests ways to integrate the incumbent tertiary and education network into a fully-fledged, world-class network. Finally it benchmarks the network against similar networks in other countries, most notably the United States of America. AFRIKAANSE OPSOMMING: Hierdie tesis bespreek die stappe wat geneem behoort te word wanneer 'n Suid Afrikaanse nasionale navorsings en tersiêre opvoedings netwerk gekonseptualiseer, ontwerp en geïmplementeer word. Dit beskou al die aspekte rondom die spesifiseering van transmissie mediums en -tegnologie, die keuse van hardeware en koppelvlakke en die detailering van nodus uitlegte en optiese vesel netwerk argitektuur. Dit ondersoek die ontwerp van 'n nasionale transmissie ruggraat netwerk, sowel as 'n metropolitaanse optiese vesel netwerk. Dit oorweeg maniere waarmee 'n netwerk toekomsproef gemaak kan word, beide in terme van kapasiteit sowel as tegnologie, en stel maniere voor waarmee die huidige tersiêre opvoeding en navorsingsnetwerk geïntegreer kan word na 'n volwaardige, wêreldklas netwerk. Uiteindelik word die netwerk ontwerp vergelyk met soortgelyke netwerke in ander lande, spesifiek in die Verenigde State van Amerika.

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18

Newhart, Daniel W. "“Smart” Mixed Methods: The Interaction of Philosophy and Research Design in Higher Education Inquiry." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306863023.

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19

Watson, William R. "Formative research on an instructional design theory for educational video games." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278250.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007. Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3816. Adviser: Charles M. Reigeluth. Title from dissertation home page (viewed May 8, 2008).

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20

Vance, David. "Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/29097.

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This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation. Ph. D.

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21

King, Jonathan Lee. "Deployable Infrastructure in Support of Science and Education." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/76890.

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P.L.U.G. is a prototypical solution to a highly specialized design problem that emerged in support of remote biological field research in the Mahale mountains of Western Tanzania. In collaboration with researchers from the Virginia Maryland Regional College of Veterinary Medicine's (VMRCVM) Bush to Base Bioinformatics(B2B) group a team of students and faculty from the Virginia Tech School of Architecture + Design designed, constructed, tested, and deployed the mobile field laboratory which houses up to four researchers and includes clean laboratory space, living accommodation, autonomous electricity generation, and a satellite-based communications network. P.L.U.G. consists of two primary elements, a rigid enclosed laboratory and fabric super structure that are constructed using a series of functionally-complex building components that are designed to be carried and assembled by two researchers, in one day, without the use of tools. (Kaur etal. 2007) The resulting system can be mass produced and utilized in the establishment of infrastructure in remote, environmentally sensitive, and unstable environments and has implication in disaster relief housing, human heath stations, remote research, mobile educational facilities, and any other environment or event that requires rapidly deployable, self-sufficient infrastructure. The prototype laboratory was successfully deployed during the summer of 2007 and has been field tested by the Virginia Maryland College of Veterinary Medicine (VMRCVM) Bush-2-Base Bioinformatics (B2B) research group. Currently the laboratory program exists as part of a newly developed long-term research initiative surrounding Deployable Infrastructure in Support of Science and Education (DISSed Lab) initiated by the author in response to perceived demand for such accommodation. Master of Science

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Snyder, S., Victoria F. Knight, K. Ayres, Pamela J. Mims, and E. Sartini. "Single Case Design Elements in Text Comprehension Research for Students with Developmental Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/310.

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23

Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1145.

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Increasingly, educational reform efforts are turning towards data-driven decision making strategies to help teachers improve instruction through skills-based instruction/content that is both measurable and aligned to common rigorous standards, such as the Common Core State Standards (CCSS). Examining the impact of a formative online assessment system on a summative measurement of student achievement may provide evidence that data-driven instructional platforms can impact student achievement and learning outcomes. Guided by the theoretical frameworks of Vygotsky and Dewey, along with the concepts of multiple intelligence, constructivism, and mastery learning, this study examined the relationship between student scores from an online formative assessment administered quarterly and an end-of-year summative evaluation. A stepwise multiple regression analyzed the predictive power of the iReady formative assessment program towards archived SAT-10 reading and mathematics data among Grades 1-4 students, before and after the iReady program was implemented (N = 339). The results showed a significant relationship between the iReady program and SAT-10, explaining 11.6% of the variance in SAT-10 scores. The study's intended audience is educators, school districts, and policy makers who are using the achievement data produced by formative assessments to improve results on measures of academic achievement, leading to positive social change.

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Clune, Stephen. "Developing sustainable literacy in industrial design education a three year action research project enabling industrial design students to design for sustainability /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41047.

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Thesis (Ph.D.)--University of Western Sydney, 2009. A thesis presented to the University of Western Sydney, College of Health and Science, School of Engineering, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Greeff, Lise-Marie. "The design, implementation and evaluation of a peer group sexuality psycho-education programme for university students." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49792.

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Thesis (MA) -- Stellenbosch University, 2003. ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the attention focused on and the goals set for sexual health education, surveys indicate that the AIDS epidemic is still spreading, STD infections are increasing and a growing number of unwanted pregnancies are reported every year. It seems therefore that many young people are not yet able to manage their sexual health effectively and sex educators are confronted with the challenge to provide more effective sexl education interventions. This study attempted to address the need for effective sexuality education for young people by designing, implementing and evaluating a peer group sexuality psycho-education programme targeted at university students. The process of programme development was guided by the phases proposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailed becoming aware of the problem through media attention, social awareness, discussions with members of the community and exploring problems around young people's sexual health through an extensive literature review. Phase 2: Situation Analysis. During this phase the researcher clarified the identified problem by conceptualizing and defining relevant concepts and identifying theoretical frameworks and principles that could be used to address the problem. as well as the Action Research model were identified as useful theories. Phase 3: Development of the programme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney model were used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluation and re-evaluation. These interdependent phases entailed three consecutive implementations of the sexuality psycho-education programme. The principles of Action Research were used to guide the implementation and evaluation processes. Evaluation of qualitative data obtained through participatory research after each implementation allowed for continuous adaptation and improvement of the programme. At the end of the third implementation quantitative data was supplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitative results indicated that the sexuality education programme significantly increased subjects' knowledge regarding sex en sexuality, but did not have a significant impact on attitudes and perceived behavioural skills. There was an indication that clarification of attitudes had been promoted, and that attitudes relating to the use of contraception had positively changed. Furthermore, a significant change in perceived behavioural skills regarding communication about and behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicated that subjects felt more positive about using condoms and about communicating with their partners about the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation and problem-identification. During this phase the researcher reviewed the outcomes of the intervention. New problems were identified and recommendations made for future continuation. The researcher concluded that the deficits in research methodology, such as a lack of structured qualitative evaluation, hampered effective evaluation of the programme. Further research needs to be conducted to develop appropriate theoretical frameworks and measuringinstruments with which to inform and evaluate the effectiveness of sex education programmes. AFRIKAANSE OPSOMMING: Die gesondheids- en maatskaplike probleme wat verband hou met die hoë-risiko seksuele gedrag van jongmense wêreldwyd het daartoe gelei dat seksonderrig gedurende die afgelope dekade voorrang geniet het. Ondanks die toespitsing op seksuele gesondheid, en die doelwitte daarvoor gestel, toon peilings dat die VIGS-epidemie steeds versprei, seksueel-oordraagbare siektes (STDs) toeneem, en 'n groeiende aantalongewenste swangerskappe jaarliks aangemeld word. Dit blyk dus dat 'n groot aantal jongmense nie in staat is om hulle seksuele gesondheid effektief te bestuur nie en seksopvoeders word gekonfronteer met die uitdaging om meer effektiewe seksopvoedingsintervensies te verskaf. Met hierdie studie is onderneem om die behoefte aan doeltreffende seksualiteitsopvoeding vir jongmense aan te spreek, deur die samestelling, toepassing en evaluering van 'n portuurgroep seksualiteit psigo-opleidingsprogram gemik op universiteitstudente. Die proses van programontwikkeling is gelei deur die fases wat voorgestel is deur die Psigo-onderrigmodel: Fase 1: Probleemidentifikasie: Dié fase het kennisname van die probleem behels as gevolg van die aandag daaraan gewy in die media en as gevolg van maatskaplike bewustheid, asook deur bespreking met lede van die gemeenskap en deur ondersoek van probleme in verband met die seksuele welstand van jongmense deur middel van 'n uitgebreide literatuurstudie. Fase 2: Situasieanalise: Gedurende hierdie fase het die navorser die geïdentifiseerde probleem duideliker omskryf deur die relevante konsepte te konseptualiseer en omskryf, en teoretiese raamwerke en beginsels te identifiseer wat gebruik kon word om die probleem aan te pak. Fase 3: Ontwikkeling van die program: Die Informasie-Motivering-Gedragsvaardigheidsmodel (IMG) en die Guernymodel is gebruik as raamwerke vir die ontwerp van die program. Fases 4, 5 en 6: Implementering, evaluasie en her-evaluasie. Hierdie interafhanklike fases het drie opeenvolgende implementerings van die seksualiteit-psigo-opleidingsprogram behels. Die beginsels van Aksienavorsing is toegepas in die implementering- en evaluasieprosesse. Evaluasie van kwalitatiewe data, verkry deur deelnemende navorsing na elke implementering, het deurlopende aanpassing en verbetering van die program moontlik gemaak. Aan die einde van die derde implementering is kwantitatiewe data aangevul deur data wat verkry is deur 'n pen-en-papier toets-hertoets-metode. Stap 6 en terug tot by stap 1: Finale re-evaluasie en probleemidentifikasie. Gedurende hierdie fase het die navorser die resultate van die intervensie ontleed. Nuwe probleme is geïdentifiseer en aanbeveliings vir toekomstige voortsetting is gemaak. Die navorser het tot die gevolgtrekking gekom dat die tekortkominge in die navorsingsmetodologie - byvoorbeeld, 'n gebrek aan gestruktureerde kwalitatiewe evaluering - verhinder het dat effektiewe evaluering van die program kon plaasvind. Verdere navorsing word benodig om toepaslike teoretiese raamwerke en meetinstrumente te ontwikkel wat aangewend kan word om die ontwerp van seksopvoedingsprogramme te rig en die effektief van programme te evalueer.

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Haupt, G., and S. Blignaut. "Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education." International Journal of Technology and Design Education, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001284.

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Abstract Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students' reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities, we could not use the four-level-model on its own, but had to revert to a more augmented version.

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Naples, Lauren Hunter. "Neurodivergence in Early Childhood| Deriving a Dual-Factor Model of Educational Well-Being Through a Design-Based Research Pilot Program." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813592.

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There is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality, (b) self-evaluated levels of student covitality, and (c) teacher-rated levels of executive dysfunction. All students actively enrolled in a local partner school serving pre-Kindergarten to 2nd grade (N = 45) participated in qualitative and quantitative evaluations of covitality. Qualitative data were collected through semi-structured focus groups, and quantitative data were collected through student ratings on the Social-Emotional Health Survey-Primary (Furlong, You, Renshaw, O’Malley, & Rebelez, 2013). Qualitative findings suggested students conceptualize covitality as positive school experiences along a developmental trajectory across five themes—play activities, classroom instruction, school environmental factors, interpersonal relationships, and special programs. Quantitative results determined excellent internal reliability of the covitality scale for early elementary 1st- and 2nd-grade students (Cronbach's α = .908). Two classrooms were randomly assigned to the waitlist control ( n = 14) or intervention (n = 10) condition—1st- and 2nd-grade, respectively. A novel positive psychology intervention was designed and tested to promote covitality. Implementation of strategically targeted practices supported the underlying factors of gratitude, zest, optimism, and persistence. Additional quantitative data were collected through teacher ratings of cognition on the Behavior Rating Inventory of Executive Function, Second Edition (Gioia, Isquith, Guy, & Kenworthy, 2016). Intervention effects indicated a statistically significant interaction for improved executive functioning relative to the waitlist control group (p = .011). Integration of qualitative and quantitative results produced preliminary evidence of categorical advancement in a dual-factor clinical classification system and distinctions in varied and nuanced conceptualizations of well-being constructs over time. Synthesis of qualitative, quantitative, and integrated findings highlighted the value of design-based research generally, and the Student Strengths Safari© program, specifically, to establish a dual-factor model of educational well-being (EdWB) for optimal student development.

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Van, Ingen Sarah. "Preparing Teachers to Apply Research to Mathematics Teaching: Using Design-Based Research to Define and Assess the Process of Evidence-Based Practice." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4799.

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Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research to teaching practices. Inspired by advancements in social work and other health-related fields, this study departed from the standard approach of preparing teachers to utilize specific, research- based teaching strategies to preparing teachers to engage in the meta-process of applying research to practice. This meta-process has been defined by the health-related disciplines as the process of evidence-based practice (EBP). This process is explicated in a conceptual framework that is composed of the following five steps. The practitioner (1) formulates an answerable practice question, (2) searches for the best research evidence, (3) critically appraises the evidence, (4) selects the best intervention for a specific practice context, and (5) evaluates the outcome of the intervention. The purpose of this study was to examine the process of preparing preservice elementary teachers of mathematics to engage in the five-step process of EBP. Because this process, which can be conceptualized as a routine of practice, has not been identified for the field of mathematics education previously, it was examined using a design-based research (DBR) methodological approach. There were two objectives to the study: (1) to create an empirically tested teaching intervention that mathematics teacher educators can use to prepare preservice teachers to apply research to teaching practice and (2) to create a system of assessment that supports the teaching of this intervention. The study involved five iterations of the DBR process that permited the intervention to be evaluated and revised after each iteration. Although each iteration is discussed, this study focuses primarily on the process used in the fifth iteration of the DBR process. This iteration took place in the context of a mathematics methods course in a clinically-rich, undergraduate residency program for initial preparation of elementary school teachers. The twelve participants were simultaneously enrolled in the methods course and embedded in co-teaching assignments at an elementary school. The intervention to prepare teachers to engage in EBP included two workshops that were co-facilitated by an education librarian and a mathematics teacher educator and a semester-long Education Research Project. The project required participants to identify a problem of practice related to teaching or learning mathematics, find relevant research to address that problem, create an intervention to apply the research findings to classroom instruction, implement that intervention, and collect data to evaluate the effectiveness of the designed intervention. Instruments used to collect data included: (1) a self-report Information Literacy Questionnaire, (2) a self-report Familiarity with the Process of Evidence-Based Practice in Education Scale, (3) the Education Research Project report, and (4) a standardized performance assessment. The standardized performance assessment was used to assess beginning proficiency with the process of EBP. Generalizeability theory was used to evaluate the reliability of the system created for the standardized performance assessment. The system that included three raters, two tasks, and two scoring occasions was found to be fairly reliable (absolute generalizability coefficient = .81). Results from this study revealed that participants were more successful at creating implementation plans and linking those plans to research than they were at modifying their plans to meet the needs of specific students or evaluating their research implementation. This study contributes to both research and mathematics education communities' understandings about the potential of EBP as a high-leverage routine of practice and the use of generalizability theory in the creation of a reliable assessment to evaluate this routine of practice. This study documents the complexity of the process of linking research to practice and provides an empirically tested conceptual framework for preparing preservice teachers to engage in this complex practice.

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Wang, Yinghua. "Participatory Action Research with Chinese-American Families: Developing Digital Prototypes of Chinese Art Education Resources." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385092278.

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Gross, Monty Dale. "Instructional Design Thought Processes of Expert Nurse Educators." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29747.

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This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction. Ph. D.

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Shahi, Sepideh. "Business sensible design| Exploratory research on the importance of considering cost and profit for undergraduate industrial design students." Thesis, University of Cincinnati, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1548557.

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This research aimed to investigate how important it is to embed business education into undergraduate industrial design curriculum and help design students understand the financial aspects of their design ideas, particularly in the areas of cost and profit. To respond to this question, a user-centered design approach was applied to understand design students' perceptions towards business education. Later on, the research findings were synthesized into a list of design requirements for developing a financial assessment tool. After rounds of ideation and looking into other frameworks from business related disciplines, a financial assessment tool was developed. Consequently, this tool was prototyped and piloted in a senior industrial design class in order to test its effectiveness. At last, students who had participated in the experiment evaluated the tool. Their positive feedback proved such methods could be successfully integrated into undergraduate design curriculum and help industrial design students gain a better understanding of the business aspects related to their ideas.

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Goupil, Jason D. "SYNC IN PROGRESS: Connecting the Technology Gap Between Gen Y Students and Their Professors." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334027245.

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Beer, Paula. "Exploration of 'playful paired-collaboration' in computer science : a design-based research study." Thesis, Edge Hill University, 2018. http://repository.edgehill.ac.uk/10559/.

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This doctoral study explores the use of playful collaborative learning in computer science. The researcher undertook a pilot and an iterative main study, using a design-based research method, through which to investigate a fresh approach for teaching computer science to secondary age students (11-16). The design was realised through collaboration with school-based colleagues, resulting in a responsive sequence of lessons, each evaluated and adapted. An explorative picture was drawn of the students’ experience through live observation, and through analysis of audio data. It was expected that the approach would capitalise on the benefits of play and collaboration as described by the influential theorists Bruner (1976) and Mercer (2007). The initial framework for the analysis was based on Mercer’s ‘sociocultural discourse analysis’ to evaluate collaboration, and on a qualitative analysis of the presence of ‘play’ as defined by Bruner (1976). Close analysis of the recorded transcripts of the students’ paired discussions, however, revealed little exploratory talk and the type of ‘play’ present did not often conform to Bruner’s specific characteristics. It was instead frequently humorous or ‘ludic’. This suggested a need for further elaboration of types of play, beyond Bruner’s categories. Moreover, thematic analysis of the collaboration between the teachers engaged in the design and ongoing evaluation of the sessions suggested a tension between the teachers’ personal pedagogy of play and their professional performance in the classroom. This tension influenced the extent to which playful and collaborative learning could be designed for. The tension is particularly marked in a phenomenon here newly named as ‘play-stops’, which occur when a student embarking on a playful episode is diverted back to the ‘task’ in hand by a fellow student or a teacher. A number of approaches for further developing and nurturing knowledge of computer science are articulated in the latter phase of the thesis. These recommendations respect the restrictions of contemporary computer science education while also valuing a contemporary playful pedagogy that understands the need for time, space and personal motivation to be developed and shared with the students.

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Parlin, Mary Ann. "Model-Centered Instruction: A Design Research Study to Investigate an Alternative Approach to Patient Education." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/4358.

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While medical technology, intervention, and treatment continue to advance, patients often find themselves involved in an increasingly complex healthcare system . Because of this, many patients lack access to the knowledge to facilitate successful navigation or participation in healthcare systems to their best advantage. Patient Ill education that provides experiential information has been shown to reduce anxiety levels and increase patient health outcomes and compliance with medical instructions or recommendations. Given the demonstrated effectiveness of experiential instruction in patient education, Model-Centered Instruction (MCI) has the potential to be an effective instructional design for patient education because it affords the learner experience with systems or models in the presence of instructional augmentation. While MCI design theory is well-documented, it has not been widely implemented and tested at the instructional product level.

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Baker, Fredrick William III. "Policies related to the implementation of openness at research intensive universities in the United States| A descriptive content analysis." Thesis, University of South Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645569.

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In this dissertation, I describe a study examining institutional policy documents for statements related to the implementation of openness. The purposes of this study were to explore the current state of policies related to the implementation of openness in higher education, and to provide guiding recommendations to higher education institutions looking to address the issue of implementation of openness in their own policies. Policy plays a critical role in the implementation of innovations such as openness. The policy environment is complex and potentially confusing. Technology enables the proliferation of openness, and higher education institutions are now facing a number of challenges associated with the implementation of openness. Not much is known about the stance of higher education or the state of its response to openness. As a result, there was not much guidance available for institutions looking to address the implementation of openness in their institutions. This dissertation involved a descriptive study that follows summative content analysis methodology. The research design was a qualitative dominant sequential mixed methods model, meaning that I focused primarily on the qualitative elements of the study and provided limited descriptive quantitative analysis derived from the qualitative data. Five major areas of openness affecting higher education institutions were drawn from the literature. These are Open Access Research, Open Content, Open Teaching and Learning, Open Source Software, and Other, less pronounced, areas of openness. I searched the Faculty Handbooks, Strategic Plans, and Technology Plans of a stratified random sample of research-intensive higher education institutions for keywords related to the major areas of openness. I then evaluated the resulting statements based on the directness with which they address openness and on their policy role as enabler, barrier, or neutral toward the implementation of openness. I provided 45 idealized policy statements as well as the best-found policy statements from the study. These statements were intended to be used as recommendations for guiding institutions in crafting their own policy statements to address openness through policy. The idealized statements were intended to fit in the three policy documents (Faculty Handbook, Strategic Plan, Technology Plan), serve each policy role (enabler, barrier, and neutral), and address area of openness (Open Access, Open Content, Open Source Software, Open Teaching and Learning, and Other Areas of Openness). Five major findings emerged from the study. These include the realization that openness is really a human-centered approach, and the discovery that openness is not commonly addressed in higher education policies. Additionally, I found that there was wide variance in how institutions actually address openness, that Open Access is addressed more than other areas in policy, and that content analysis is an effective method for obtaining information related to higher education policies. I provided my reflections and conclusions on the study in Chapter Five.

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Shahi, Sepideh. "Business sensible design: Exploratory research on the importance of considering cost and profit for undergraduate industrial design students." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368026398.

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Donnelly, David Scott. "A Warranted Domain Theory and Developmental Framework for a Web-based Treatment in Support of Physician Wellness." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4469.

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This study employed a design-based research methodology to develop a theoretically sound approach for designing instructional treatments. The instruction of interest addressed the broad issue of physician wellness among medical school faculty, with particular emphasis on physician self-diagnosis and self-care. The theoretically sound approach comprised a domain theory and design framework. The domain theory was posited subsequent to an examination of the literature, and subjected to expert examination through three cycles of instructional treatment development. The design framework for crafting the treatment was created from components of existing frameworks, and evolved with the cycles of development. The instructional treatment was designed to be delivered to a web browser from a server using a Python microframework to preserve the anonymity of the end user. Experts in three relevant knowledge domains verified that the instructional treatment embodied the domain theory, and was suitable for use as a practical instructional treatment. Subsequently, a limited-time pilot deployment was initiated among practicing faculty physicians (N=273) to solicit user feedback. Responses were obtained through a survey instrument created for the purpose and hosted on a remote website. Although the response rate was low (12%), the responses were encouraging and useful for guiding future research and treatment development.

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Davis, Julie Margaret, and n/a. "Innovation Through Action Research in Environmental Education: From Project to Praxis." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.110511.

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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.

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Bajracharya, Max 1979. "Design and development of a high-performance, low-cost robotics platform for research and education." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86798.

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Mthembu, Thuli Godfrey. "The design and development of guidelines to integrate spirituality and spiritual care into occupational therapy education using design-based research." University of the Western Cape, 2017. http://hdl.handle.net/11394/6093.

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Philosophiae Doctor - PhD (Social Work) Spirituality and spiritual care have been gaining importance in recent years in occupational therapy education as constructs related to holistic and personcentred approaches, in order to improve occupational therapy practice. In a South African context there has been little research carried out on how to integrate spirituality and spiritual care into occupational therapy education; this area is thus poorly understood. Increasingly occupational therapy educators, students and clinicians need guidelines to assist them to integrate spirituality and spiritual care into occupational therapy education. The main research question addressed in this thesis is ''How can spirituality and spiritual care guidelines be developed in the context of occupational therapy education for the purpose of integrating spirituality and spiritual care into teaching and learning in order to improve occupational therapy practice?''

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Freed, Adrienne D. "RPPS Don’t Exist in a Vacuum: A Case Study of the Influence of the Institutional Environment on a Research Alliance." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28260227.

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Districts have been under increasing pressure to use research in decision making for over thirty years. Because the process of finding, interpreting, and using data is so complex, districts sometimes turn to outside partners for support. Research-practice partnerships (RPPs), formal arrangements between school districts and researchers, have been seen as a promising strategy for improving district use of research since the formation of the Chicago Consortium on School Research thirty years ago. Much attention has been paid to the challenges facing these partnerships, such as a lack of trust between partners, and to conditions that support RPP success. Less is known, however, about how these partnerships are influenced by the contexts in which they are situated. The theory of institutional logics draws attention to the way in which key stakeholders in the environment of one research alliance, the District Research Consortium (DRC), gradually shifted their definition of effectiveness and legitimacy and in doing so placed demands on the organization that surpassed its capabilities. The DRC was created in an environment with a single, strongly prevalent “institutional logic,” that valued traditional forms of research and conventional roles for researchers. Major partners across the environment viewed the organization as legitimate so long as the prevailing logic, one that prioritized the types of work the DRC was created to do, remained the same. As the predominant logic shifted, the DRC faced increasing challenges and struggled to meet the stakeholders’ changing demands. Eventually this pressure forced DRC to undertake a significant restructuring process. The institutional environment, thus, plays a crucial role in both shaping the design of research alliances and determining their success. Differing expectations across the environment may call for such significantly different structures, practices, and expertise that a single organization will find it challenging to meet the demands placed on it, and attempts to do so will likely strain research organizations’ capacity and limited resources. Additionally, an organization that is well suited to one set of expectations may not be able to pivot to provide different support when those expectations change. As the institutional logics present in an environment change, a partnership once viewed as valuable may face challenges to its legitimacy and even threats to its ongoing existence. Funders, policy makers, and education leaders need to consider the variety of roles that research partners can play in the overall education sector, and the type of research organizations best suited to these variable roles.

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Antwi, Samuel. "Formative Research on Component Display Theory." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510679208927503.

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Williams, Stephen Michael. "College of Education: A guide to researching the animal kingdom on the Internet." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2690.

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The purpose of this project was to develop a Web site that would facilitate students' use of the Internet to research topics relating to the study of biology. This Web site serves as a bridge to link classroom topics to real world scientific information and research available on the Internet. Methods of preventing plagiarism and focusing Internet research were incorporated into the overall Web site design.

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Spicer, Malory E. "Digital Animation as a Method of Inquiry." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437499872.

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Singh, Oma B. "Development and validation of a web-based module to teach metacognitive learning strategies to students in higher education." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002940.

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Boadum, Nana Kwabena Anyani. "Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713.

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May, Friederike. "A Hitchhiker’s Guide to Climate Change Leadership : An Educational Design Research exploration of a sustainability course at Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254995.

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Considering the ever-increasing impacts of climate change, the responsibility to take leadership lies with many actors; one of them being universities. The course in “Climate Change Leadership – Power, Politics and Culture” at CEMUS/Uppsala University explores the issue from a participatory perspective where students play a significant role in exploring what climate change leadership means throughout one semester. By using an educational design research approach this paper contributes to the further development of the course by giving a definition for climate change leadership as a theoretical outcome, and suggesting improvements for the course development as a practical outcome. To do so a theoretical analysis of leadership and change theories has been undertaken, as well as an analysis of data collected by current and former students, and course coordinators that have worked with the course before. The given definition and suggestions for the course will be subject to critical scrutiny in the upcoming spring semester and are subject to change depending on their efficacy in contributing to leadership capabilities in students.

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Andreasen, Janet. "CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2708.

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This qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning trajectory and instructional sequence related to place value and operations were created and refined in the two semesters prior to this study. The instructional sequence was in its third iteration for this study. The developmental levels that children progress through in learning place value and operations were used in identifying the learning trajectory and supporting tasks in which the preservice teachers were asked to engage. A large portion of the instructional sequence involved a setting of base eight instead of base ten. The sequence returned to base ten in order to discuss whole number operations and alternative strategies for operations in an effort to further develop the preservice teachers' conceptual understandings of place value and operations and to examine children's thinking strategies. Data were collected through video-taped recordings of class sessions, audio-taped recordings of table discussions and research team meetings, field notes, and journals written by the research team. Sixteen preservice teachers participated in the study which lasted over 5 class sessions of 3 hours and 10 minutes each. The emergent perspective which attempts to coordinate the individual learning and the social aspects of the classroom that support collective learning was used as an interpretive lens for data collection and analysis. The social aspects along with some aspects of individual student understandings together give an indication of collective mathematical understandings of the students as a whole group. Social norms established were: a) the expectation of providing explanations and justifications for solutions and solution methods, b) making sense of each other's solutions and c) asking questions of classmates or the instructor. Sociomathematical norms that were valued but not fully established were: a) criteria for different solutions and solution methods and b) criteria for what constituted a good explanation. Data analysis for the establishment of classroom mathematical practices was conducted using Toulmin's argumentation model (Toulmin, 1969). A three phase approach described by Rasmussen and Stephan (in press) was used in determining what constituted a classroom mathematical practice. The classroom mathematical practices that facilitated student learning in this study were: a) unitizing, b) flexibly representing numbers, and c) reasoning about operations. This study led to the refinement of the hypothetical learning trajectory and further progress in defining an instructional theory of how preservice teachers may come to understand place value and whole number operations. Ph.D. Department of Teaching and Learning Principles Education Mathematics Education

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Reid, Tanner Scott. "Redesigning the United States Department of Education for localized ideation through user-centric research and organizational design." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122339.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2019 Cataloged from PDF version of thesis. Includes bibliographical references (pages 73-74). Education inequality in the United States is a complex challenge to tackle, and one that a centralized enterprise isn't always equipped to address. The United States Department of Education has a mission to bring a quality, globally-competitive education to all students in the US, but leaves to the states much of the power to enact policy towards that end - the department itself recognizes that states are responsible for curriculum development, graduation standards, school facilities, standardized tests, community programs, and other factors that affect educational outcomes. While the federal Department of Education provides quantitative data collection and publishing, student loan programs, anti-discrimination mandates, and other initiatives vital to the management of education nationwide, compared to states, they are relatively distanced from the local issues that hugely impact end education experience. This thesis proposes an enterprise-level transformation of the department, envisioning an organization that runs much like a design firm to perform localized, targeted, user-centric research to facilitate ideation and insight-sharing among states and like-communities across the country. To do this, a systems-analysis approach is employed to break down the current architecture, run stakeholder analysis, conceptualize a number of ideas meant to spark further ideation in the organizational-design space, evaluate those ideas, and develop one further. A two-part organizational solution to foster localized ideation for states and communities is outlined: (1) a design-firm-like organization within the department that appoints two research fellows in each state to help connect state efforts to federal efforts while using these two fellows to build a qualitative database that can fill the gaps left with quantitative methods, and (2) a matrix research and development structure that combines the two groups into one organization that works across channels for rural, urban, and suburban insights and initiatives. The case is made that this is the best way to divide the organization (as opposed to geographic or functional organizations), due to the similarities in community structure and resources in each category. This exploration aims to prove that systemic actions (and not just specific policy proposals) can have a substantial impact on government innovation and social outcomes. by Tanner Scott Reid. S.M. in Engineering and Management S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program

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Johnson, Michelle E., and Amy J. Malkus. "A Scale to Measure Nutrition Knowledge, Beliefs, and Behaviors in Preschoolers: Design and Validation Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4302.

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Dissertations / Theses on the topic 'Education design research'

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