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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.
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<p> The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities. </p><p>
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Harbhajanka, Vineet. "Agility Performance Framework: A formalized framework for education and quicker adoption." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275487434.
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Sammen, Haley C. "A Social Determinants of Education Framework." Thesis, University of Colorado at Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608197.
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<p> Research shows that out-of-school factors potentially have a greater impact on student outcomes yet our interventions remain focused on in-school factors. This thesis proposes that education reform efforts should learn from the widely accepted social determinants of health framework. The social determinants of health framework has lead to great strides in health equity in the us. Us education however remains deeply rooted in inequitable origins despite centuries of efforts to improve outcomes. Through a literature review of the impact of social forces on educational outcomes a “social determinants of education” framework is proposed. The social determinants of education are proposed to be economic, food, physical environment, social environment, and health. This framework aims to coalesce education reform conversations around a common language of equity.</p><p>
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Hautz, Stefanie [Verfasser]. "Comparability of outcome frameworks in medical education : Implications for framework development / Stefanie Hautz." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2015. http://d-nb.info/1075493528/34.
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Palko, Steffen E. "An epistemological framework for curriculum and instruction." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.
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Webster, Robert Scott, and n/a. "An Existential Framework of Spirituality for Education." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.170759.
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The research reported here addressed the questions 'what is spirituality?' and 'how should spiritual development be provided in education?'. The literature reviewed indicated confusion and uncertainty over the meaning of the concept spirituality, and the only guidance as to how spiritual development should be facilitated, was mainly from a religious perspective. This however, proved to be problematic for adoption into state-run educational institutions, where religious education is not provided for. As spiritual development is an aspect of the overall educative development of individuals, attention was given to what is meant by both 'education' and the 'educated person'. This initial research provided the context by which spiritual development could be understood and grounded in accepted and well argued notions of what interventions into the development of the individual are to count as educational. This also clarified the context for which the formulated framework of spirituality was to have implications. The major approach of this research was philosophical, in that an existential perspective was sought to develop a framework of spirituality that was able to embrace both religious and secular contexts of education. The major works examined were those written by Søren Kierkegaard, Friedrich Nietzsche and Martin Heidegger, because these were argued to have most relevance for spirituality and spiritual development of the educated person. While these works were analysed one philosopher at a time, the existential perspective that was relevant for spirituality was developed using common themes found in their writings. Consequently this approach produced a rather eclectic view of Existentialism that down-plays the many differences that exist between these philosophers. An existential framework of spirituality was then formulated using the philosophy of these contributors as the foundation. This framework is argued to be more effective than the other frameworks of spirituality that were identified in the literature reviewed. Its implications for education practice were developed and argued. The evaluative applicability of the framework was then illustrated and tested through a critique of an educational project in Queensland. It was beyond the scope of this thesis to test the framework any further than this particular case. However, further research is recognised as being required to test other aspects of the framework.
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Wale, Ilona Helena 1944. "A proposed discipline based arts education framework." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278671.
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This thesis examines a proposed discipline based arts education approach. Cultural, societal, and historical events have left a void which needs to be filled, a need for citizens to possess sophisticated knowledge and understanding of the arts. The major problem of education in art, music, drama and dance, has been over-emphasis on production and performance, and under-emphasis on the knowledge of aesthetics, history, and criticism. A balance is needed. The literature review gives historical evolvement of each art form to its present state in American education. Theoretical foundations are given in each art area, in the form of a discipline based approach to teaching. The lesson plans present the four arts areas in an interdisciplinary approach, teaching similar or contrasting elements through art, music, drama and dance, thus creating a proposed discipline based arts approach.
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Ateshin, Hussein Mehmet. "A conceptual framework for 'Islamic architectural' education." Thesis, University of Sheffield, 1987. http://etheses.whiterose.ac.uk/14808/.
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At present "Islamic Architecture" is a controversial topic of debate within architectural forums, very much talked about but lacking a clear definition. Saudi Arabia, birth place of Islam, modern pin-up board for many an example of "islamic architecture", has cause to be intimately linked with the area concerned and has initiated a programme for its incorporation within one of its universities. The following study is an attempt to bring a conceptual clarity to the term "Islamic Architecture" and devise an educational programme for its teaching at tertiary level of education in the Saudi Arabian context. The adjective "Islamic" necessitates that any noun that it qualifies should conform to the tenets of Islam. This may not be possible with "Architecture" which, as a term, is tinged with the ethos of. Classical Greece and is associated with "technique" and "object worship". In contrast, the equivalent term used in Islam's own epistemology, Al-Imarah, associates the discipline with "shaping the most suitable environment for the sustenance of human life". Therefore it will be more appropriate to speak of a distinct discipline of Al-Imarah instead of "Islamic Architecture" In defining the parameters of an independent discipline of Al-Imarah one can also establish parameters for a universal educational model that will train those who will be responsible for the shaping of the environment conforming with the attributes of Al-Imarah. In this model, Islam's own "system of thought" and "world view" will become the postulate and the ideal "Muslim Society enjoined by Islam" as its terms of reference. Based on this model a new university programme for the teaching of AI-Imarah, together with the structure of the courses, method of teaching of the courses, and contents of the courses will be proposed. Existing programmes for the teaching of "Architecture" are also suggested to be modified in order to facilitate the incorporation of ideals embodied in the concept of Al-Imarah.
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Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.
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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of knowledge, values, skills and participation and overlays it with a 2-A framework for education rights in citizenship education of 'acceptability' and 'adaptability', to provide a provisional literature-based conceptual framework . Data is approached from an interpretative perspective which involves consideration of policy and curriculum documents, qualitative semi-structured interviews with policy-makers and teachers of citizenship education, and focus group sessions with students of citizenship education in both jurisdictions. Analysis reveals that interpretations of education rights made by citizenship education stakeholders and found within key documents can be oriented around three themes - minority group representation, dealing with difference, and preparation for life. Locating these themes within the 2-A framework proves problematic, and reveals wide and sometimes conflicting variety in interpreting the framework. Questions are raised regarding the 'universality' of international interpretative frameworks for education rights, and therefore the workability of such frameworks in the national and divided context. The original contribution to knowledge of this thesis relates to how its combination of the disciplines of education and law, and comparison of two divided jurisdictions, illuminate this interpretative variety, offering a critique of the international human rights system of interpretation, and proposes the notion of 'interpretative communities' as a way of conceptual ising the variety of understandings. It also underlines the complexity of delivering a common citizenship education curriculum in a divided society.
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Denton, Stephen E. "Exploring active learning in a Bayesian framework." [Bloomington, Ind.] : Indiana University, 2009. 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:3380073.
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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences the Dept. of Cognitive Science, 2009.<br>Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7870. Advisers: John K. Kruschke; Jerome R. Busemeyer.
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Larrison, Abigail L. "Mind, Brain and Education as a Framework for Curricular Reform." Thesis, University of California, San Diego, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556891.
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<p> A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom. As such MBE is placed squarely in the classroom, and works through engaging teachers as primary participants. Hence, MBE must work through an awareness of the systems of education and within the current context of educational policy and practice if it is to find a firm grounding in educational reform. In many ways the goals of MBE are in alignment with the voices of educational leaders across the globe. Pedagogical approaches referred to as neuropedagogy or neuroeducation, emphasize the development of high level cognitive capacities, such as critical thinking and creativity and address the connection between motivation, emotions, sleep, stress, circadian rhythms and development in learning processes. The primary purpose of this study was to define the emerging field of MBE with respect to its goals, vision and potential to serve as a significant framework for education reform. Because the basic constructs of the field are still being developed, interviews with expert members of the MBE community, including academic researchers, consultants and other educational leaders were conducted using a grounded theory approach. The definition of MBE was highly complex, but contained central elements relevant to reform. Special attention to developing a curricular model of MBE resulted in a vision of a holistic approach centered on developmental and individual needs of the students. To further investigate the possible impact of neuroeducation on student outcomes, two existing curricular models—Waldorf and International Baccalaureate, were examined as examples of programs of neuropedagogy/neuroeducation. Findings indicated that examining curricular models currently in use holds promise for understanding the impact of the principles of neuroeducation on student outcomes and development and can serve as a first step towards developing a proof of concept for the field. </p>
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McLuskie, David. "Enhanced educational framework for networking." Thesis, Edinburgh Napier University, 2008. http://researchrepository.napier.ac.uk/Output/4033.
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Teaching and assessing students in the practical side of networking can be achieved through the use of simulators. However the network simulators are limited in what can they can do since the device being simulated is not fully functional and the generation of the exercises always result in the same specification being presented to the student[1, 2]. When the student has finished the exercise they are just presented with a pass or fail mark with no indication of areas of weakness or strength. The thesis investigates how the Bloom[3] and SOLO[4] learning taxonomies can be used to specify and mark network challenges while using the idea of fading worked examples[5] to design the challenges to lower the cognitive load on the student. This thesis then proposes a framework that can be used to generate network challenges specifications that changes every time the student attempts it. The challenge can then be solved using an emulation package called Dynamips while a bolt-on package called GNS3 is used to provide the graphical user interface. Once the student has finished the challenge it will then be graded and feedback presented indicating what was correct and incorrect. The evaluation of the framework was carried out in two phases. In the first phase the performance of the framework was monitored using a windows utility called performance monitor. The performance was measured on Windows XP, Windows Vista and XP running in an emulator. In each instance the performance was deemed to be satisfactory for running on each operating system. The second phase of the evaluation was carried out by asking students to evaluate the proposed framework. Once the students had finished the evaluation they were then asked to fill in a questionnaire about their experience. From the results of the questionnaire two of the most positive aspects of using the framework was that a fully feature IOS command line interface was available for the students to use and also once they had a mastered a skill they did not have to start from scratch in subsequent exercises reusing skills that had already mastered. However one of the negative aspects noticed from the questionnaire was the number of complex steps that was required to be followed to setup the challenge. The final implementation of the framework proved the concept of the design, even though all the proposed elements were not implemented. A program was written that generated a challenge with dynamic variables that changed every time it was attempted, Dynamips was used to provide to the student a fully working command line IOS interface and GNS3 was used to provide a graphical user interface. Finally the student was presented with feedback when they had completed the challenge.
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Keene, Barbara J. "Supporting e-learning within a social framework." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3461.
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Curran, Roisín. "A framework for student staff partnership in higher education." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q0903/a-framework-for-student-staff-partnership-in-higher-education.
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This research project is situated in an area of interest in contemporary HE, namely ‘students as partners’. The study explored the experiences of staff and students working in partnership as part of a national What Works Change Programme at Ulster University. Using a phenomenological approach, one-to-one semi-structured interviews were carried out with stafand students(n=14), which aimed to capture rich descriptions of the lived experience of individuals. A surprising feature of the data revealed that there was a high level of consensus between staff and students in how they described their lived experiences and the impact that partnership working was having on them. The data produced two main themes which articulated the benefits of partnership working: personal development, and enhancement of the learning climate. In addition, challenges associated with partnership working are revealed and include: time, resistance, and capacity of both staff and students. These insights bring new understanding to stakeholders at Ulster in relation to how these findings can help us think more holistically about student engagement from three dimensions: emotional, behavioural and cognitive. The importance of remaining vigilant to the emotional dimension of student engagement is argued as this can act as a catalyst to change thinking and behaviours. Focus groups (n=5) were subsequently carried out with institutional stakeholder groups at Ulster. This evaluation set out to assess the value of the interview findings for the purposes of developing a framework, including more specifically, a Guide for staff and students on how a ‘students as partners’ approach might be implemented at Ulster in order to develop capacity for student engagement. Recommendations for all relevant stakeholders at Ulster are made to support the implementation of a ‘students as partners’ approach. Whilst specific to Ulster, there are valuable learning points, which may be extended to the HE sector more generally.
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Lewis-Ferrell, Genell Dawn. "Democracy renaissance civic education as a framework for elementary education methods courses /." [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:3274918.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2902. Adviser: Terrence C. Mason. Title from dissertation home page (viewed Apr. 14, 2008).
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Starck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.
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Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.
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Eino, Manal Said. "An Islamic philosophy of education : a procedural framework." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387352.
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Sheen, Frank Jordan. "An Extensible Technology Framework for Cyber Security Education." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4375.
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Cyber security education has evolved over the last decade to include new methods of teaching and technology to prepare students. Instructors in this field of study often deal with a subject matter that has rigid principles, but changing ways of applying those principles. This makes maintaining courses difficult. This case study explored the kind of teaching methods, technology, and means used to explain these concepts. This study shows that generally, cyber security courses require more time to keep up to date. It also evaluates one effort, the NxSecLab, on how it attempted to relieve the administrative issues in teaching these concepts. The proposed framework in this model looks at ways on how to ease the administrative burden in cyber security education by using a central engine to coordinate learning management with infrastructure-as-a-service resources.
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Aldakheel, Eman A. "A Cloud Computing Framework for Computer Science Education." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322873621.
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Revelt, Joseph E. "Contextual evaluation a framework for accountability in higher /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.55 Mb., 153 p, 2006. http://wwwlib.umi.com/dissertations/fullcit?3220747.
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Nimmer, Natalie E. "Documenting A Marshallese Indigenous Learning Framework." Thesis, University of Hawai'i at Manoa, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757762.
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<p> While many Marshallese learners thrive in school environments, far more have struggled to find academic success, both at home and abroad. While this has been documented by educational researchers for decades, there is a dearth of research about how Marshallese students learn most effectively. Examining culturally-sustaining educational models that have resulted in successful student outcomes in other indigenous groups can inform strategies to improve educational experiences for Marshallese students. Understanding how recognized Marshallese experts in a range of fields have successfully learned and passed on knowledge and skills is important to understanding how formal school environments can be shaped to most effectively support Marshallese student learning.</p><p> This study examines the learning and teaching experiences of recognized Marshallese holders of traditional and contemporary knowledge and skills, in order to document a Marshallese indigenous learning framework. This research used bwebwenato (talk story) as a research method, to learn from the experiences of ten Marshallese experts in knowledge and skills ranging from sewing to linguistics and from canoe-making to business.</p><p> Key findings include the four key components of a Marshallese indigenous learning framework: • Relationships • Motivation for Learning • Teaching Strategies • Extending Networks Teaching strategies are comprised of the commonalities among the way Marshallese have learned and mastered both traditional and contemporary skills. Chief among these are: introducing the topic at a young age, scaffolding, demonstrating and observing, learning through relevant practice, and correcting learners constructively. To a lesser extent, and in a context in which the learner and teacher are not related in a familial way, learning and teaching occurs through visual aids and asking instructor for assistance.</p><p>
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McLean, Lesley. "Adult learning : towards a framework of participation." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.
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This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of participation, and the enabling factors relating to participation. The purpose of the research is to expand understanding in order to enhance and improve learning support practice, through a study of a university based, professionally accredited, part-time, Master's Degree programme in Human Resource Management, which serves as the research setting. The study of participation in adult learning is a well-trodden path, beginning with the seminal work of Cyril Houle in the early 1960s. Since then, researchers have continuously sought to prove, disprove or adapt existing typologies. Research has focused on generating groups of single identified factors, motivational indicators and specific challenges influencing participation in adult learning. Specific models and frameworks related to the enablement of participation are identified as being missing from the participation literature, with reference to enablers existing only within the disparate literature relating to adult learning and its broader contexts and influences. A review of the key literature reveals a lack of a single open framework that considers the reasons for, the challenges to, and the enablers of participation across defined contextual dimensions, for the purposes of understanding the nature of participation. This research presents an original conceptual framework matrix, developed from this existing literature, intended to fill this gap. The matrix affords two key opportunities. Firstly, as a theoretical device by which to organise and review current literature in the field and secondly, as a means to identify, explore and present the dominant factors relating to participation in adult learning. To achieve this the matrix identifies the three key areas of interest: i) the reasons participants have for joining the learning activity; ii) the challenges they have faced in doing so, and finally; iii) the elements and influences that enable them to successfully participate in the learning activity. These areas are reviewed further across four dimensions of the participants' life world, that of the psychological, the professional, the practical and the personal. Utilising a critical realist ontology and a post-positivist epistemology the conceptual framework matrix is used to structure the research design. The study adopts a linear, mixed methods approach to collecting data using types of thematic analysis (quantitative and qualitative), achieved through the use of an online questionnaire and one-to-one interviews with the target population. Viewed through the lens of the conceptual framework matrix, findings from within the research setting demonstrate that participants chose to engage with the learning activity as a result of a wide range of influencing factors. Reasons for participation were dominated by two of the dimensions, professional and psychological. Challenges to participation were found to be dominated by psychological factors, alongside issues of a restrictive learning environment and difficulties in achieving work life balance. The dominant enablers were people, deriving from all aspects of the participants' life-world. To aid successful participation in the learning activity under investigation two key recommendations are made to the programme managers and facilitators: i) the facilitation and encouragement of communities of practice and, ii) the development of links between the programme provider and employers. Further to this, this study suggests that, following further research to establish transferability and usability, the matrix has the potential to contribute to wider practice as an open, exploratory framework to be applied to a variety of different learning activities as a means of identifying areas of improvement or change.
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Morrison, John Alexander. "Total Quality Principles in education, a framework for restructuring." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34153.pdf.
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Lanning, Paul I. Jr. "Developing expertise in higher education fundraising: A conceptual framework." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2372.
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This study is designed to identify traits that enable the novice professional to advance toward expertise in fundraising in higher education. The goal was to develop a conceptual framework that explains how the novice professional can advance toward expertise in fundraising in the higher education sector. This study found that CFREs employed in higher education tend to be Caucasian females between 41 and 60 years of age who move between jobs more commonly and tend to have less formal education than the older males now heading toward retirement. Male or female, younger or more mature, CFREs in this study tended to have fallen into their current careers by accident or without formal training for the profession. CFREs tend to rely upon annual conferences and informal networking for professional development rather than formal education. CFREs in this study identified several traits requisite for expertise in the field, even if they did not exhibit some of those traits themselves. Based upon these findings, a model for skill acquisition in higher education fundraising is proposed, and based upon that model a set of recommendations is offered for revisions to the current qualification and testing of CFREs and for the development of curriculum that will foster expertise. This curriculum is both replicable at multiple sites and expandable to other institutions and to online delivery, providing the industry with a means by which to prepare more fundraising professionals to meet the growing need in the sector.
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Farid-Arbab, Sona. "Moral empowerment : elements of a conceptual framework for education." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020699/.
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In this inquiry I focus on the philosophical framework that could guide educational programmes seeking the moral empowerment of students-the systematic development of the capacity to pursue their own intellectual and spiritual growth and to engage actively in the long-term transformation of their communities, two inseparable aspects of a twofold purpose. Moral empowerment, it is proposed, cannot be achieved by raising political consciousness alone or by pursuing moral education as activity isolated from other components of the overall curriculum. Tue iterative process through which the individual and the environment are transformed is in need of the full force of knowledge. The inquiry draws on the experience of Fundacion para la Aplicacion y Ensenanza de las Ciencias, FUNDAEC, a BaM'i inspired organization in Colombia, in order to identify the essential elements of the evolving conceptual framework under consideration. Nurturing understanding is argued to be central to the desired educational process, necessitating a critical examination of the 'subject' and the 'object' of understanding, and how the 'process of understanding' is shaped by them. Nurturing understanding must go hand in hand with the development of a number of spiritual qualities. For this to be achieved, the historical view holding science and religion in opposition should give way to the perspective that they are two complementary systems of knowledge and practice. The integration of knowledge into the content of the teaching-learning experience demands that sharp division between the cognitive and the motivational, between reason and faith, be avoided. The concept of 'capability' discussed in relation to both being and doing, is presented as an effective strategy for this purpose, with the potential to overcome certain dichotomies prevalent in educational thought and practice. 3
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Mumba, Elizabeth Cisece. "Development of a framework for analyzing nonformal education systems." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25475.
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This study analyzes the concept of nonformal education and provides a framework for analyzing nonformal education systems. Nonformal education is seen by policy makers and funding agencies as one of the alternatives to formal schooling that may assist developing countries in the modernization process. Nonformal education is defined as any systematic learning that is provided outside the formal system to meet the learning needs of adults as well as children.
In order to achieve the objectives of the study, two separate literature reviews are provided. Firstly, a review of the literature on the concept of nonformal education is provided. The review analyzes how the concept of nonformal education has developed. It discusses some issues regarding definitional problems; major
characteristics of nonformal education and the major differences between nonformal education and formal education. Various theories that relate to nonformal education and development are discussed.
Following the conceptual analysis, a review of selected research that has been conducted on nonformal education in the last twelve years is provided. Only major cross-cultural studies are reviewed as they provide a basis for comparison. Conclusions of the studies are discussed. A framework is provided for analyzing and comparing nonformal education systems. The framework identifies three levels of analysis: national, regional, and local. The major elements of the framework are discussed and questions are provided indicating at which level they can be asked.
Major conclusions of the study are discussed in terms of planning nonformal education systems. Some recommendations for further research are provided.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Lloyd, John Arthur Michael. "Headteacher leadership : a conceptual framework." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270804.
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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-123414.
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Padmore, Jamie Sue. "A conceptual framework of the clinical learning environment in medical education." Thesis, University of Maryland University College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10041765.
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<p> The hospital setting provides an environment for patients to receive medical care, for medical professionals to provide treatment, and for medical students and residents to learn the practice of medicine through supervised patient encounters. Education provided at the point of care allows students and residents to apply knowledge and develop clinical skills needed for medical practice. The hospital environment is also a confluence of learning and work, where applied learning takes place in an integrated and simultaneous manner with work duties. This setting, referred to as the clinical learning environment (CLE), is a focus for educators, scholars, administrators, regulators and accrediting agencies to understand, measure and improve it. While several instruments have been developed to measure the CLE, they suffer from great variation in subscales and content. The purpose of this study is to deconstruct the CLE, apply theories from related fields, and frame those theories in the context of the hospital setting to develop a conceptual framework for the CLE. A systematic review of the literature and thematic synthesis of existing research about the CLE provided evidence to inform and test a learning environment framework in the clinical setting. Data from qualitative CLE assessments, the ACGME Clinical Learning Environment Review (CLER) <i>Pathways to Excellence</i>, and existing CLE measurement instruments informed these results. Findings showed that a CLE framework consists of three mediating factors: <i>learning</i>, <i>people</i>, and <i> change.</i> As the clinical setting is a unique environment for learning, the <i>people</i> dimension (as a community of practice) was found to be the most influential on learning outcomes for students. The dimension of <i>change</i> was found to be most influential from the perspective of improving organizational or work outcomes, including patient care, clinical quality and patient safety. Findings from this study provide researchers and scholars with a framework to for developing measures of clinical learning environment effectiveness, and informing practitioners of CLE components and relationships that impact both learning and organizational outcomes.</p>
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Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.
Full textAbstract:
This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways.
The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies.
Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards.
The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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Forrestel, Pam. "Empowering youth a framework for evaluating community-based art education /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0007020.
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Snyder, Justin Charles. "A Framework and Exploration of a Cybersecurity Education Escape Room." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6958.
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This thesis presents a review of educational-escape-room literature followed by a design-oriented framework (the Snyder Escape Room Framework or SERF) and demonstrates the potential efficacy of escape-rooms in cybersecurity education. Several authors have proposed frameworks and guidelines for game and educational design regarding escape rooms. This work coalesces some of those ideas into a more substantial and comprehensive framework (SERF) that designers can use when developing educational escape rooms. The Snyder Escape Room Framework provides heuristics for goals and objectives, players, activities, context, trajectory design, and evaluation. Additionally, this work describes and analyzes the novel prototyped BYU GCC escape room experience and delves into some of what was successful and what could be improved. The first sessions of the experience were observed and documented, and an expert review was performed. Participants did not gain much confidence in learning new technology; however, they did increase their confidence in using new technology through the experience. Participants did indeed learn from the experience, however, participants focused more on team-related concepts gained from the experience rather than the cybersecurity concepts introduced through the escape-room activities. Based on overwhelming positive responses, participants seemed to enjoy performing the experience. The BYU experience is evaluated against the Snyder Framework as an example of how to use the framework while designing or as a tool for evaluating. Using this framework systemizes and catalogues design choices and implications on the room and provides an informed approach for refinement. Applying the Snyder Escape Room Framework to the BYU experience provides further insight beyond just an expert review, and the BYU experience is a novel example to use with SERF. SERF gives a vocabulary and set of heuristics that help designers zero in on important design decisions. Using the framework provides a well-defined set of attributes for discussing the BYU experience and helps clarify what went well with the room and what could be improved upon. This is especially helpful when iterating on room design. The nature of Snyder Framework and this work is that it is multidisciplinary and touches a wide array of related fields and topics. Of note, are the implications of this work on educational games. The SERF can be used as a resource when designing similar experiences while the analysis of the BYU experience based on the SERF provides an example of how the framework can be used for evaluation and iteration.
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Bin, Fryan Latefa. "Good practice framework for virtual learning environment in higher education." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13812.
Full textAbstract:
Many higher education institutions (HEIs) around the world are investing in the implementation of different Virtual Learning Environments (VLEs) to support the teaching and learning process. However, there is a lack of detailed guidelines or a practical framework for the VLE system implementation without which an effective VLE system implementation framework, many of the full potential of VLE system cannot be realised objectives and benefits remain underachieved. A small number of frameworks specific for VLE system implementation are reported in the literature; however, these are not comprehensive in terms of covering the entire end-to-end implementation, do not consider all the key elements of a VLE system implementation and are far from integrated. Moreover, a practice-based framework that considers various organisational, pedagogical, and technological aspects and covers the entire end-to-end implementation, is not available in the current literature, and there is no complete set of guidelines to be used by HEIs to support and manage an effective VLE system implementation. Therefore, further research is needed for investigating various key elements and for identifying aspects of a good-practice framework for the implementation of VLE systems in HEIs. Particularly, an integrated good-practice framework that is comprehensive and integrates elements from existing literature and current practices or case studies would be a significant and useful contribution to this field, which highlights the importance of this study. Hence, research into investigating a good-practice VLE system implementation framework is important, and this thesis builds and presents a good-practice-in-context framework for the implementation and use of VLE systems in HEIs. This is done through identifying and exploring the key elements that build-up such a comprehensive practice-based framework for VLE system implementation through literature and good practices by considering various pedagogical, technical, and organisational aspects. These key elements include stages, processes, critical success factors (CSFs) considered, challenges (CLG) faced, associated risks, stakeholders (SHs) involved, and various tools, technologies, and methods, integrated with the VLE system. The key elements provide a deeper understanding of the fundamental issues and success factors underlying the successful implementation and sustainability of a VLE system. Initially, a conceptual framework was developed encapsulating various key elements of a VLE system implementation framework based on an extensive literature review and an analysis of existing frameworks and models, encapsulating various key elements of a VLE system implementation framework, where the elements were integrated and mapped with each other highlighting and depicting interrelations and interactions among them. The conceptual framework was validated by empirical data from the two case studies (of HEIs, at local and national level) to propose a refined, novel, and practice-based framework for VLE system implementation in HEIs, which also contains mappings to Technology Enhance Learning (TEL) strategy components. Thus, the proposed good-practice-in-context framework can be used as a tool to assist or guide HEIs to implement VLE system successfully. Finally, the proposed framework could lead to a successful VLE system implementation and it could also serve as an effective approach that not only facilitates enhancement in the learning and teaching experience, but also fosters end-user engagement and supports flexibility and customization according to the end-user needs of HEIs.
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Georgiadou, Elissavet. "Web-based hypermedia courseware in higher education : a proposed framework." Thesis, De Montfort University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391474.
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Rugbeer, Hemduth. "A conceptual framework for implementing e-education in KwaZulu-Natal." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/685.
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Submitted in accordance with the requirements for the degree of Doctor of Philosophy in Communication Science at the University of Zululand, 2005.<br>This is a dissertation presented on the development of e-education in KwaZulu-Natal, beginning with the dawn of the e-education process, covering its development and rate of penetration in previously disadvantaged rural, urban and township areas.
The study investigates the problem of applying Information Communication Technologies (ICTs1) in education in the context of KwaZulu-Natal. The first part of the study reviews theories and literature relevant to understanding and defining e-education and the nature and scope of e-education worldwide. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of e-education in KwaZulu Natal, and the findings of the survey.
Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of applying Information Communication Technologies in the formal learning environment in KwaZulu-Natal.
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Torres, Samuel B. "Beyond Colonizing Epistemicides: Toward a Decolonizing Framework for Indigenous Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/895.
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American schooling and Indigenous peoples share a coarse relationship mired by devastating periods of forced removal, indoctrination, and brutal assimilation methods. Over the course of more than a century of failed education policy—though often veiled in good intentions—Indigenous peoples have yet to witness a comprehensive Indigenous education program that fundamentally honors the federal trust responsibility of the United States government. On the contrary, with a contemporary approach of apathy, invisibility, and institutionalization, it is not difficult to see the legacy of settler colonialism continuing to wield its oppressive influence on Indigenous communities. Wolfe’s (2006) claim that “invasion is a structure, not an event” (p. 388), prompts the recognition of the coloniality of power—referring to the interpellation of modern forms of exploitation and domination, long after the termination of formal colonial operations. This decolonizing interpretive approach of this dissertation served to: a) examine the historical and philosophical foundations of colonizing epistemicides and their impact on contemporary Indigenous education; and b) move toward the formulation of a decolonizing Indigenous curricular framework for contemporary Indigenous education.
Grounded in Antonia Darder’s (2012, 2019) critical bicultural theory and a decolonizing interpretive methodology, this qualitative study examined the complex factors facing the indigenization of education, while implicating the pernicious impact of epistemicides and a culture of forgetting. The study provided a robust framework by which to situate a particular curricular approach through a set of five decolonizing principles that aim to shape a meaningful reflection of Indigenous consciousness. A commitment to these decolonizing principles necessarily means an emancipatory re-reading of Indigenous relations within the scope of contemporary education. It calls on educational leaders to paradoxically ground their decision-making in the ancestral teachings of Indigenous communities, for a genuine reimagination of self-determination and sovereignty in the contemporary moment.
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Aloshan, Mohammed Abdulrahman. "Greening Architecture Design Education: A Proposed Framework for Saudi Arabia." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/85502.
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Today, concerns for environmental quality affect nearly all walks of life. In response to demands for resource conservation, architecture has become more complicated because the design process now depends on a large number of different disciplines. Now more than ever, building owners and users have many requirements—informed by developments in knowledge, technology, and science. These stakeholders are asking architects to design for lower operational cost, good daylighting and views, and higher indoor environmental quality (IEQ). Integrating all of these issues in building design is a dynamic process, which looks holistically at all of the dimensions of architectural. Present barriers of integrating green and sustainable strategies in the design process are mostly associated with architect's education and the understanding of the fundamental knowledge of the dynamics between the building and the local environmental conditions. For example, Saudi Arabia faces many challenges related to creating more environmentally responsive buildings, and peoples' behavior may not be easily changed with regard to resource conservation. To achieve such changes, a new educational framework for architecture is needed.
This study captures and structures knowledge that informed the examination and development of the new knowledge-based educational framework for green building design in Saudi Arabia. Through literature review, a series of case studies, and interviews with professors from United States architecture schools and interviews with graduates from Saudi Arabian architecture schools, the study revealed how knowledge related to green building can be structured and strategically implemented into architectural design education in Saudi Arabia. This framework presents green knowledge in a logical, sequential structure representing a learning path/knowledge map. The knowledge map was not intended to present a sequential structure over the course of several years, but is more general so that it can be applied across all architecture schools in Saudi Arabia. In other words, the knowledge map may be applied as-is within the current architectural educational knowledge in Saudi Arabia schools, or it can be used as a guideline and assistance tool for educators and school administrators. Overall, this framework presents a workable model for green design education in the context of the existing Saudi Arabia educational practices. Thus, the goal of the final knowledge framework is to transform the architectural educational system in Saudi Arabia.<br>Ph. D.
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Bosire, Samuel Mobisa. "A sustainability reporting framework for South African Higher Education Institutions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1016126.
Full textAbstract:
Sustainability has gained prominence globally among nations, regions and organisations as a result of factors such as the effects of climate change on the environment, diminishing natural resources and rising population growth with their concomitant impact on economies and social systems. South Africa is a signatory to the United Nations Global Compact (UNGC) that promotes international principles and best practices on sustainable development. Sustainability Reporting is one such best practice. Sustainability Reporting is imperative for good governance and organisations are now expected to support sustainability issues, risks and performance in a balanced and reasonable way. The United Nations and other global bodies have been in the vanguard in promoting guidelines for sustainability reporting with the Global Reporting Initiative (GRI) being the most Prominent Sustainability reporting guideline. The South African Higher Education Institutions generate a number of reports in the course of any given academic year. As has been the case in the global corporate world, failures in governance in some South African universities point to weaknesses in their governance, especially when it comes to oversight of the operations of institutions. Considering this, it is important to critically examine strategic planning processes to understand the aspects that are important for the survival of Higher Education Institutions (HEIs) and therefore they should be regularly and closely monitored. The study begins by exploring literature relating to strategic planning, governance, sustainability reporting practices and Business Intelligence (BI) technologies in Higher Education. The primary objective of the investigation is to propose a sustainability reporting framework for Higher Education Institutions in South Africa. It is argued that with the aid of appropriate BI tools, the proposed Sustainability Reporting framework would be useful in tracking progress in the implementation of strategic plans and at the same time strengthen governance in institutions. The study identified elements of Sustainability Reporting that are important for strategic planning. To develop the proposed framework, an empirical investigation was undertaken. Four online questionnaires were completed and returned by 108 participants comprising of Registrars and Information Managers at 23 South African Higher Education Institutions as well as to Information Managers in selected International Higher Education Institutions and Managers at the Nelson Mandela Metropolitan University (NMMU). The online questionnaires were developed to elicit information to include in the proposed framework. To analyse results, both descriptive and inferential statistics such as Analysis of Variance (ANOVA) were used. Results from the surveys revealed that Higher Education Institutions globally and in South Africa are grappling with the same issues. When it comes to Sustainability Reporting, factors such as information culture and Business Intelligence maturity levels were not found to be very different among the various institutions. In the case study at NMMU, correlational analysis confirmed that variables such as Management buying and the availability of BI reports were positively related to effective strategic planning and vice versa. Similarly, a strong correlation was observed between reporting guidelines and strategic planning. Moreover, the study highlighted the critical role of management and leadership in a university in creating an environment that supports Sustainability Reporting. In conclusion, it was recommended that efforts should be directed at creating awareness and at training staff on aspects that promote sustainability. It is incumbent upon the institution to take advantage of and promote technological tools and techniques to enable the easy flow of data and information in understandable and usable formats to all its stakeholders. Finally, a Framework for Sustainability Reporting for Higher Education Institutions (FSRHEI) and guidelines for implementing Sustainability Reports are proposed.
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Kortjan, Noloxolo. "A cyber security awareness and education framework for South Africa." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1014829.
Full textAbstract:
The Internet is becoming increasingly interwoven in the daily life of many individuals, organisations and nations. It has, to a large extent, had a positive effect on the way people communicate. It has also introduced new avenues for business and has offered nations an opportunity to govern online. Nevertheless, although cyberspace offers an endless list of services and opportunities, it is also accompanied by many risks. One of these risks is cybercrime. The Internet has given criminals a platform on which to grow and proliferate. As a result of the abstract nature of the Internet, it is easy for these criminals to go unpunished. Moreover, many who use the Internet are not aware of such threats; therefore they may themselves be at risk, together with businesses and governmental assets and infrastructure. In view of this, there is a need for cyber security awareness and education initiatives that will promote users who are well versed in the risks associated with the Internet. In this context, it is the role of the government to empower all levels of society by providing the necessary knowledge and expertise to act securely online. However, there is currently a definite lack in South Africa (SA) in this regard, as there are currently no government-led cyber security awareness and education initiatives. The primary research objective of this study, therefore, is to propose a cyber security awareness and education framework for SA that will assist in creating a cyber secure culture in SA among all of its users of the Internet.
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
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Olson, Derek J. "Exemplary Teachers? Perspectives on Effective Teaching Elements in Danielson?s Framework for Teaching." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739205.
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<p> Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson’s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson’s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson’s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant <i>F</i> values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.</p>
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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.
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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.<br>Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.
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Toson, Amy Lenee-Monnier. "Examining School Capacity for Inclusion Using a Multi-Dimensional Framework: A Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4594.
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With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current research on inclusion focuses on student outcomes and procedural changes and not the contexts and capabilities of education leaders who are implementing it. Empirical research that examines how schools have built the capacity for sustaining these models, especially through the perspectives of those who implement it, is limited to date.
The purpose of the current study was to examine in depth one school's capacity development during their own inclusive education reform. Specifically, this study (1) explored how school leaders perceived their own capacity in initiating and implementing inclusion reform; (2) explored how leaders perceived the school's capacity to implement inclusion and (3) explored how their capacity to implement inclusion aligned with the school capacity literature.
Case study methodology was used to make meaning of the participants' individual perspectives and weave them into an integral whole. This case study sought to uncover the perspectives that school leaders (teacher leaders and administrative leaders) placed on their capacities to initiate and sustain an effective inclusive education model.
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Galvão, E?ika César. "Towards a framework for critically understanding computer generated imagery /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541731077.
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Abedi, Ali. "Common Characteristics of Effective Online Training| A Theoretical Discussion and Framework for Online Course Design." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125250.
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<p> Online learning offers a convenient and popular choice for those needing courses to accommodate busy schedules. These include busy professionals, students with limited or no access to physical training facilities, businesses with diverse and global workforces, and students studying on campus. Online learning has experienced steady growth in both the academia and business worlds in recent years. Despite this steady adoption rate, however, there is a gap in the literature for empirical research to determine common factors of successful online courses. The Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts (FICECLC) Theory, a modern online-learning theoretical framework, states that the purpose of an online course is to transfer knowledge to the learner via his/her interaction with other learners, the course, and the instructor. This mixed-method study investigated online student course success with respect to student interaction by validating the FICECLC Theory framework by examining the correlation between student social interactions and progress for an online course built on the basis of the FICECLC Theory and an online course not built on the basis of the FICECLC Theory. Descriptive statistics, Mann-Whitney U test and Pearson’s Correlation found no statistically-significant difference between the levels of student interaction, correlation of student interactions to success, and student performance levels between the students from the online course built on the basis of the FICECLC Theory and the students from the online course not built on the basis of the FICECLC Theory. Themes from semi-structured interviews found that social interaction in an online course is not a precondition for course success, but an interactive course content and instructor support, when oriented to promoting application based course exercises, are. The interaction between the student, content, and instructor can lead to deep learning if the interactions among them are multi-directional and centered on content-based exercises.</p>
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Belerique, Rosa M. "Active duty student success| A proposed framework." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1582852.
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<p> The purpose of this quantitative study was to explore the factors that predict active duty student persistence to graduating within four years. Data were taken from a secondary data source from a fall 2009 entering cohort from a university referenced here as Ridgeside University (RU). A binary logistic regression was employed in the analysis of the data. Results of the regression indicated that race, sex, military branch, program major, and primary funding type were significant in some extent in predicting active duty student four year completion. Implications of the results and recommendations for future studies conclude this research.</p>
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Eijkman, Henk, and n/a. "Online learning as curricular justice? A critical framework for higher education." University of Canberra. Professional & Community Education, 2003. http://erl.canberra.edu.au./public/adt-AUC20060308.161006.
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This thesis aims to contribute to the optimising of the educational engagement of low socio-economic and other historically underrepresented populations in undergraduate, web-based distance learning in higher education. It establishes, through theoretical and philosophical argument, the value of a participative justice approach to equity, a social constructionist epistemological framework for curricular praxis, and a relational conceptualisation of networked computing. The project to re-map the terrains of equity, curricular practice, and web-based distance learning in higher education emerges out of a realisation that current maps are restrictive, epistemologically flawed, and theoretically deficient, thereby inhibiting the educational engagement of disadvantaged students and obstructing systemically equitable outcomes. Without a new curricular map web-based distance learning is likely to maintain, if not exacerbate, distance education�s historic record as having the highest levels of inequitable outcomes in higher education. In response, the thesis, taking a critical social constructionist stance, problematises current equity, curricular practice, and networked computing discourses in relation to culture, power, and politics. As a critical postmodernist counter-narrative, the thesis proposes paradigm shifts from an access to a participative approach to equity, from an individual to a social learning model for curricular practice in distance education, and from a technocratic to a relational conceptualisation of networked computing. Web-based distance education is positioned as a site of contestation where the need for equity is greatest and the implementation of a new model of curricular practice is most likely to succeed since web-based distance learning is still a newly emerging mode of study in which academics are themselves newcomers in search of effective curricular practices. This leads to the development of �Critical Interdependent Acculturation� as a �next generation� social constructionist curricular practice for web-based distance learning.
Having established the capacity of networked computing to sustain such a curricular practice, this thesis offers academics a new conceptual architecture, �Imaginative Designs for Equitable Achievement of Learning� (IDEAL) to optimise the educational engagement of all students in web-based distance learning in higher education, but especially for those least advantaged. Accordingly, the thesis invites academics to re-evaluate their approach to equity, their epistemic assumptions and to transform rather than transfer old paradigm curricular practices in networked distance learning. The remapping of equity in web-based curricular practices undertaken in this thesis represents a significant contribution to knowledge. The study, by taking a critical postmodernist approach to class, power and social relations, addresses significant research gaps in its theoretical analysis of disadvantaged students in distance education, especially its web-based mode, in which these students are most at risk of educational disengagement. The study targets the operation of social power at the micro-level of curricular practices in higher education and shifts the web-based learning debate from technological access to equitable engagement in its social practices. The reconfiguration of curricular practices to transform the operation of power in mainstream programs positions this study as a groundbreaking project, and by arguing for a systemic curricular response geared towards equitable educational engagement, it affirms that curricular focused research is a significant factor in achieving equity in web-based higher education, rather than being peripheral to it.
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Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.
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Thesis (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant
homeowners are first-time homeowners, they are not necessarily informed about the
pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing
approved more than 1,1 million housing subsidies. The recipients of these subsidies were
first-time homeowners that did not possess the necessary knowledge and skills to make
informed and responsible housing-related decisions, thus making them vulnerable to
exploitation and creating complex problems that hamper the housing delivery process.
The release of the National Housing Code during March 2000 announced that the South
African Government had harnessed seven strategies that were aimed at providing housing
to a growing low-income market that already exceeded two-and-a-half million
households. Although the Government has attempted short-term solutions aimed at
equipping these housing consumers with the necessary knowledge and skills to make
informed and responsible housing-related decisions, initial research pointed to the need
for a sustainable long-term solution in the form of education and training of the housing
consumer.
The aim of this research was three-fold: Firstly, to determine the knowledge and skills
required by the housing consumer to be able to make informed and responsible housingrelated
decisions. Secondly, to determine the status of housing education and training in
the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased
model that would facilitate the inclusion of the identified and refined housing
education and training content into the General Education and Training (GET) Band of
the National Qualifications Framework (NQF).
A culturally diverse group of educators and practitioners participated in four national
structured group meetings that were facilitated using the Nominal Group Technique
(NGT). The aim of these meetings was to identify the knowledge and skills required by
consumers to be able to make informed and responsible housing-related decisions.
Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT),
"Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV),
"Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design
and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing
Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-
Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options"
(TO) and "Types of Housing" (TH).
The document analysis performed in the second phase of the research, revealed the
paucity of housing education and training core concepts in the current curriculum of the
GET and Further Education and Training (FET) Bands of the NQF. Housing education
and training core concepts occurred in only 50% of the 318 core subject curriculums. Of
the housing education and training core concepts that were present in these documents,
less than 40% were rated as "relevant" and could therefore be used for housing education
and training of the learners.
An outcomes-based model was developed that can be used to facilitate the inclusion of
the housing education and training content into the Foundation, Intermediate and Senior
Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas,
Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme
Organisers, currently included in the new curriculum. Outcomes were then developed
that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing
education and training core concepts. The mastering of these 57 outcomes will reduce
the ignorance of first time homeowners during the housing process and provide a
sustainable, long-term solution to these problems .<br>AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die
aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate
van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van
Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van
hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en
vaardigdhede besit wat benodig word om ingeligte en verantwoordelike
behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is
komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief
beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het
aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising
aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half
miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef
gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en
vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem.
Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn,
volhoubare oplossing in die vorm van opvoeding en opleiding van die
behuisingsverbruiker.
Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en
vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike
behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die
huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n
uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde
behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum
Raamwerk (NKR) sal bewerkstellig.
'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het
deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel
van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en
verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens
hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte
te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM),
"Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of
Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration"
(HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal
Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing"
(RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of
Housing" (TH).
Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige
behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole
uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat.
Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is
as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die
leerders.
'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is
ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >-
en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande
kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis,
vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die
'. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars
gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing
vir hierdie probleme daarstel.
49
Sciaino, Maria. "PRESUPPOSITIONS IN MORAL EDUCATION DISCOURSE: DEVELOPING AN ANALYTIC FRAMEWORK AND APPLYING IT TO MORAL EDUCATION TRADITIONS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4228.
Full textAbstract:
Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic framework was then applied to ten notable traditions: Catholic religious education, values clarification, Kohlberg's cognitive-developmental theory, five multicultural education traditions (Teaching the Exceptional and Culturally Different, Human Relations, Single-Group Studies, Multicultural Education, and Education that is Multicultural and Social Reconstructionist) reviewed by Sleeter & Grant, and Skinner's theory of behavior modification. This study presents the analytic framework in depth and offers a brief narrative of its application across traditions. The resulting synthesis offers a review of commonalities, differences, surprises, and finally, a proposal that an existing presupposition stands as the defining one in regard to differentiating among moral education traditions.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction
50
Bell, A. "The development of a conceptual framework for simulations in project management education." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/9260ba62-f056-48b2-912d-72df22311367/1.
Full textAbstract:
Project management is an experiential subject, and existing passive methods of teaching via lectures and seminars restricts learning to knowledge rather than leading to the deep understanding of the topic that the project management industry requires. Higher Education needs to produce competent graduates, i.e. those with both knowledge and experience. This research created and validated a conceptual framework to assist in the development of new project management simulations. The investigation confirmed that the use of simulations in the teaching of project management is a valid method of delivering experiential learning, and proposes a framework for how project management simulations can be created. The research commenced with a literature review, and a questionnaire was issued to project management lecturers to collect information on existing teaching methods and the current use of activities and simulations in the teaching of project management. From the literature and the questionnaire, a conceptual framework was created to assists in the development of new project management simulations. This framework was then tested by the creation of a new simulation. Finally, the conceptual framework was evaluated and validated by peers who have experience with project management simulations as project management lecturers. Following this validation the conceptual framework was further revised. The contribution to knowledge is threefold. Firstly the research provides a literature review into the use of simulations within project management teaching. Secondly the conceptual framework provides a starting point to other academics who are considering developing their own simulations, and finally the conceptual framework can be used to asses existing simulations. The results of the study show that the conceptual framework will greatly benefit academics when considering the development of simulations in project management teaching. This is important, because there is a growing need for student centred learning, and students who have a competence in their subjects as well as knowledge.