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Relevant bibliographies by topics / Fields of Research – 330000 Education – 330100 Education Studies

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Dissertations / Theses

Academic literature on the topic 'Fields of Research – 330000 Education – 330100 Education Studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Dissertations / Theses on the topic "Fields of Research – 330000 Education – 330100 Education Studies"

1

Chueh, Ho-chia. "Identity, difference and politics: a poststructuralist investigation." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/2019.

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This thesis investigates the ways in which concepts of binary opposition are elaborated in some of the key contemporary theories on difference and identity. This project contributes to the emerging scholarship on the notion of emancipation and empowerment in educational theory. It explores discourses of difference and identity that are engaged with constructions and re-construction of the notions of Self and Other. This thesis develops a systematic analysis of texts with arguments on political performance of representation and agency. The thesis begins with an examination of Hegel's thesis on

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2

Boyd, Andrea. "Cooperative learning in preschool settings: enhancing the social integration of young children with disabilities." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2065.

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An examination was made of the effectiveness of cooperative learning as a strategy for enhancing the social acceptance of preschool children with disabilities who had been included in a mainstream educational setting. Preschool groups accommodating children with special needs were randomly assigned to one of three experimental conditions - cooperative play and social skills training, social skills training on1y, or control (no intervention). Children in the cooperative play programme received significantly higher levels of social acceptance than did those in the social-skills or regular presch

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3

Wette, Rosemary. "Making the instructional curriculum : case studies of seven teachers of adult ESOL." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/348.

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Joseph Schwab claimed that only teachers are capable of translating scholarly theory into curriculum, as only they have knowledge of and are able to co-ordinate its four cornerstones of subject matter, learners, context and the teacher. Organised around Schwab’s heuristic, this thesis explores from an ecological perspective the curriculum making practices of seven experienced, effective teachers of adult ESOL over the trajectory of a course that each one taught. While normative advice in second language teacher education texts encourages a more systems-based approach to curriculum development,

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4

Timperley, Helen. "The challenge for tomorrow's schools: learning to be responsive." Thesis, University of Auckland, 1994. http://hdl.handle.net/2292/2029.

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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckl

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5

Haworth, Penelope. "Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2004. http://hdl.handle.net/10179/993.

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This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic ap

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6

Hawk, Kay. "School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1176.

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The ramifications of school decline are profoundly serious for the students, staff and community of a school. School decline is the steady downwards spiral that some schools experience when a complex set of influences interact with negative and unresolved outcomes. This study explored the largely unresearched area of school decline and developed a set of potential predictors of decline that could assist in understanding, preventing or dealing effectively with school decline in the future. Grounded theory, selected as a methodology appropriate for exploratory research, was used to guide the pro

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7

McLeod, Jen. "Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North." Massey University, 2002. http://hdl.handle.net/10179/991.

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This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as ag

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8

Court, Marian. "Sharing leadership in schools : narratives of discourse and power : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2001. http://hdl.handle.net/10179/989.

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This thesis explores the phenomenon of shared leadership as it emerged in three primary schools in Aotearoa/New Zealand, during the 1990s restructuring of educational administration. At this time, two 'mainstream' discourses of professional collaborative leadership and neo-liberal managerialism came into 'collision.' The principal's role was re-constituted from being a collaborative instructional leader, to being a chief executive, entrepreneurial manager. Separate contracts for principals and senior school managers detailed managerial tasks, performance standards and accountability lines that

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9

Mohd, Zahari M. S. "A study of factors moderating Malaysian hospitality students selection of tertiary education institutions, programme and subsequent career intentions." Lincoln University, 2004. http://hdl.handle.net/10182/1577.

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This study explores the moderating variables that influence a student's decisions to enter into a hospitality management programme and subsequently pursue a career in the hospitality industry. It also examines how these factors are implicated in or modify a student's career commitment over time. The sample includes students enrolling in various three year (6 semester) diploma and undergraduate programme offered by Malaysian hospitality institutions of higher learning over the academic years of 2002- 2003. This includes four public or government funded institutions with several branch campuses

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10

Kuiper, Alison C. "Education for occupational change: a study of institutional retraining in New Zealand." Lincoln University, 2002. http://hdl.handle.net/10182/1068.

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In the Western world, and specifically in New Zealand, a major impetus for retraining has arisen quite recently and gone largely unnoticed. The new social phenomenon, retraining in the sense of education for occupational change, is examined in this study. Alongside the three traditionally recognised groups of adult learners: those learning for leisure; second chance learners who have been previously educationally disadvantaged; and upskillers who seek to enhance their existing credentials through further tertiary education; is a fourth; the reskillers, those who are seeking education for occup

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