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Renner, Samantha R. "Exploring Food Literacy Education during Nutrition Counseling for Patients with Diabetes: In-depth Interviews with Registered Dietitians/Registered Dietitian Nutritionists." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627666350644364.
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Mattebo, Robin. "Citation needed : the perceived credibility of Wikipedia among high education students." Thesis, Uppsala universitet, Medier och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-209053.
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This thesis is called “Citation needed – the perceived credibility of Wikipedia among higheducation students”. The purpose of this thesis is to discover the opinions about the credibilityof Wikipedia among high education students. The assumption is that students are aware ofbeing source criticizing and do not directly cite Wikipedia in academic works. The main research question is: what are the views of the perceived credibility of theinformation on Wikipedia among high education students? The theoretical framework is made out of previous research specific related to Wikipediabut also theories around memory creation, assessment of sources and credibility. The method used is qualitative, with semi-structured interviews. The material consists ofinterviews with nine participants. Their answers are transcribed and presented in themes andthen analyzed. The main results are that the perceived credibility of the information on Wikipedia amongthe students is that it is fairly credible and their views of the encyclopedia are that it is fastupdated and neutral. They also believe that Wikipedia isn’t for academic usage so in allaspects the students do not make a thoroughly assessment of the encyclopedia’s credibility. Further implications are that Wikipedia would be ruined if anyone tried to make itacademic. Wikipedia fulfills an educational tool for the public even though it is not alwayscorrect. It is important to be reminded that Wikipedia contains errors but no other source iscompletely flawless either. In that sense it would be smarter to start a new encyclopedia, ifthere is such a need, perhaps open for professors only and would in the end only containvetted information, however mostly/only in academic fields. The length of the thesis is 56 pages in total and approximately 21 000 words. Keywords: Wikipedia, encyclopedias, source criticism, credibility, Nationalencyclopedin,students, in-depth interviews.
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Voges, Taryn-Lee Warner. "Defining and clarifying the role of clinical supervision according to physiotherapists at a higher education institution." University of the Western Cape, 2017. http://hdl.handle.net/11394/6282.
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Masters of Science - Msc (Physiotherapy)<br>The roles of doctors and nurses in clinical supervision and clinical education
are well defined in literature. However, the role of the physiotherapist in clinical education
has not been clearly defined. This could be because the understanding of a clinical supervisor
varies from discipline to discipline.
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Marlow, Kelsey A. "Clinical Interviews of Shape Understanding in a Dynamic Geometry Environment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492506014768381.
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Akinsuli, Olusegun. "Nigerian Cancer Survivors' Perceptions of Care Received From Health Care Professionals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2631.
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Cancer patients worldwide receive care from multidisciplinary teams, and patients
sometimes have little or no knowledge about the different treatment options available, making communication with their care providers an important influence in how they perceive their care. Patient satisfaction with care is an important factor in determining survivorship. The increasing prevalence of cancer worldwide has become a huge public health issue. The World Health Organization has warned that the potential gains from combatting infectious diseases in Nigeria might be lost because of the increasing prevalence of cancer. The purpose of this grounded theory study was to obtain the perceptions of 30 cancer survivors in Nigeria about their care in federally funded hospitals to improve cancer care in the country. Through a constructivist grounded theory (CGT) approach, data from 30 in-depth interviews with the cancer survivors were analyzed. Data analysis included open coding, selective coding, theoretical coding, and memo writing. Three themes emerged from the data analysis: positive perception of care (P), service improvement (S), and good care experience (G), all of which were cyclically related to form the PSG substantive theory, which indicates that better health care to cancer patients will improve preventative and curative cancer care services in Nigeria. This theory was validated by relating it to 3 theories in the literature as recommended in CGT research. The implication for positive social change is that the results might provide information that can help health care professionals to improve how they communicate with, relate to, and care for cancer patients and their families in Nigeria and other countries.
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Uecker, Jeffrey Hunter 1950. "How teachers evaluate a curriculum developed in-house: Focused interviews with six teachers." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282194.
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Over the years the field of evaluation has developed many models for evaluating curricula. These models suggest that teachers ought to be concerned about testing and measurement, technical quality, objectives, equity, and the views of stakeholders (Guba & Lincoln, 1989). The curriculum and teacher change literatures (Doyle & Ponder, 1977; Fullan, 1982; Hawthorne, 1992), on the other hand, have suggested that teachers are guided by a different set of concerns: student learning and classroom management, the amount of work involved, the pressure and support provided, the fit of the new curriculum with the teacher's system of beliefs, its clarity and explicitness, and so forth. Those studies, however, were based on curriculum innovations which were developed outside the school and implemented from the top-down. The purpose of the present study was to investigate the evaluative framework teachers used when they evaluated a curriculum developed within their own department. Focused interviews were conducted with six high school mathematics teachers. The teachers had been involved to varying degrees in the development of their own Pre-algebra course in which they replaced the textbook with an activity-based curriculum. The study found that the teachers, in general, considered those criteria suggested by the change literature to be of greater importance for evaluation than those suggested by the evaluation literature. The study also found that the teachers' views of the importance of the individual evaluation criteria was not uniform, but that the teachers' views were mediated by the degree to which they had participated in the development of the curriculum. A model of the teachers' evaluative framework was developed, but further research is needed to illuminate the role of the teacher participation. This study is of particular interest to those concerned with curriculum development, implementation, and evaluation.
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Nyarambi, Arnold, and L. Zagumny. "Triangulation of Document Analysis, Interviews, and Key Consultations in Investigating Post-Genocide Rwandan Special Education: A Methodological Analysis." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8255.
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Huang, Tao. "Reforming Industrial Design Education in Mainland China for Sustainability." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27012.
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Industrial Design in China seldom addresses the issue of sustainability in mass production. Failure to incorporate sustainable design as a core principle will result in long term environmental and economic loss for both business and society. This research studies the current Industrial Design educational system in Mainland China and proposes a new educational framework to engage sustainability as a design objective.
This study adopts the philosophical perspectives of constructivism, sustainable design theory, critical pedagogy, and systems thinking. Literature related to sustainability is collected and organized and overlaid with educational constraints identified through the interviews with educators, students, and practitioners of Industrial Design in four major cities of Mainland China. Using the grounded theory approach, from these two sources a new educational framework is proposed. The educational framework categorizes courses in a four year undergraduate Industrial Design educational program into four domains: ecological literacy, artistic, technological, and professional. Suggestions for the appropriate timeline, content, and pedagogical approaches for curriculum are also provided. The proposed framework was then critically reviewed Chinese educators that served as feedback for the final proposition.<br>Ph. D.
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Businge, Patrick Rusoke. "Education, disability and armed conflict : a theory of Africanising education in Uganda." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18009.
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Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.
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Eyber, Carola. "Rhetorics of transformations : a discursive analysis of interviews with teachers." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/20043.
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Bibliography: pages 146-160.<br>This study examines haw teachers at two former white Model C schools construct educational changes rhetorically. The discourse analytic approach of Wetherell and Potter (1992) is employed to interpret interview texts in which teachers talk about desegregation, school governance and finance. Specific constructions of 'race ', culture and language and their function as signifiers of sameness, difference and otherness are critically discussed. Two interpretative repertoires are identified. Good Educational Practice contains the concepts of standards, values and naturalness. It is demonstrated how these are used as argumentative strategies to contain and restrict changes taking place at the schools. Managerialism draws on financial and business principles such as entrepreneurship and efficiency to propose a particular view of how educational change should be managed. Connections are made between the effects of these discursive constructions and social practices at the school.
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Silvey, Jonathan K. "The Importance of Flexibility and Adaptability in Writing Centers: Interviews with Three Writing Center Directors." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1396865452.
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Garud, Pranav. "Challenges to sustainabilityeducation in Swedish construction programmes : Using sustainability evaluation of university programmes and interviews with programme directors in Swedish universities." Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-422298.
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Construction is an investment intensive industry which has been notoriouslyknown to be cost and time ineffective. Further, the construction industry isknown to be the world’s largest resource utilizer and the largest polluter.Hence sustainability in construction is necessary.Since Higher Education Institutes (HEIs) are one of the most importantstakeholders in construction, this research aims to determine the sustainabilityaspects taught in Swedish construction programmes. On comparing the aimsand outcomes of all construction courses to the United Nations SustainableDevelopment Goals (SDGs), this research found that Swedish constructioneducation programmes lack political and social sustainability in theirconstruction curricula. Further, this research investigates the challenges toimparting sustainability education due to present research andpedagogical/teaching methods. Data to investigate the results was collectedthrough interviews with programme directors from various SwedishUniversities.The findings of this research show a connection between practical application,research and traditional education. Further, the factors affecting research andpedagogy are also inter-related and convoluted. A large cause and effectnetwork arising due to the interplay of the factors is addressed in thediscussions section. This thesis finds that sustainable development inconstruction requires development of sustainability evaluation methods as wellas combined efforts from various stakeholders and professions.
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Ali, Mohammad. "Boyshondhi Shikka is Obligatory for Religious and Medical Reasons: Bangladeshi Imams' perceptions about Adolescent Sexual and Reproductive Health Education: An In-depth Interview Study in Bangladesh." Thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352627.
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Aim: The aim of this thesis is to explore Bangladeshi Imams’ perception about adolescent sexual andreproductive health education known in Bangla as Boyshondhi Shikka to shed light on Islamic rulings inthis education. Background: Despite of adolescent sexual and reproductive health (ASRH) education is a religious and cultural taboo in Bangladesh, there was no study investigates Bangladeshi religious leaders’ view on this education. Method: In-depth interviews with eight Bangladeshi Imams. Imams as the religious leaders who lead the Friday special prayer called Jummah and performing religious ritual around health and illness, and providing health-based message. The data were analyzed by qualitative content analysis. Findings: Four themes were made: 1) Boyshondhi Shikka is not Western Education: is a natural andnecessary part of their own religion and society 2) Boyshondhi Shikka is fard (Obligatory) for religion and medical reasons: prevent from sin and diseases, 3) Medically-based Sexual health and family planning education encourage premarital sex and 4) Boyshondhi Shikka is supported by Sharia, but should respect religious modesty. Conclusion: While some Imams stated that Boyshondhi Shikka should conform to their interpretation of Sharia; should stress religious modesty, should be given by religious teachers, separate class for girls and boys, the most important finding of this study was that half of the Imams believed adolescents ’sexual and reproductive health education was obligatory for religious and medical reasons. This finding suggests that some Imams may be willing to help, rather than fight, the building of a basic Boyshondhi Shikka.
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Todt, David Earl. "An Investigation of the Environmental Literacy of Teachers in South-Central Ohio Using the Wisconsin Environmental Literacy Survey, Concept Mapping and Interviews." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213800148.
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Karlsson, Linda. "Conditions of Dance in Morocco : Interviews and observations of Adults and Children involved in Dance activities in Marrakech." Thesis, Stockholm University, Stockholm University, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28333.
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<p>The overall purpose of this study was to deepen our knowledge about dance in general and about</p><p>dance activities for children in particular, in Morocco. Consequently, we attempted to gain insight and</p><p>understanding of the social and political premises to dance in this context. We further intended to</p><p>study how children were involved in dance activities. A qualitative study was carried out during a stay</p><p>of eight weeks in Marrakech. Data was mainly collected through participant observations in the field</p><p>of dance and children and adults were interviewed. In addition, a quantitative based opinion survey</p><p>was carried out among seven dance teachers.</p><p>The results showed that in spite of the fact that traditional folk dancing is frequently practiced in the</p><p>Moroccan culture, there was a difficulty for the art of dance to gain ground. The access to dance</p><p>activities was limited due to insufficient political and economical support and also because of the</p><p>social conceptions prevailing in the Moroccan society. However, dance was highly valued by children</p><p>that took part in dance education. Both children and dance teachers expressed that dancing enhanced</p><p>the children's self esteem, emotional communication and aesthetic experiences. In the light of the</p><p>theory of multiple intelligences the respondents foremost referred to the personal intelligence as being</p><p>promoted by dancing. The perspective of the child did not receive much attention in governmental</p><p>policies. The access to dance activities for children was much relying on the cultural and economic</p><p>capital of the family. Among people involved in the general field of dance, the knowledge on dance</p><p>showed broad and despite the obvious challenges they were eager to continue their work for the art of</p><p>dance.</p><p> </p>
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Board, Barbara A. "An Examination of the Nature and Experience of Community Collaboration in Extension Education for At-Risk Populations in Virginia." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27901.
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For several decades, a growing realization has evolved that a single entity often cannot address complex issues. Collaboration has been touted as an effective approach to addressing such issues and is generally defined as multiple parties jointly identifying problems, developing a shared vision for addressing those problems, and sharing resources and responsibilities for a determined solution.
In spite of the growing literature regarding collaboration, the predominant focus has been on advocacy, leaving a void in the literature concerning the processes and behaviors involved in establishing community collaboration. In essence, the importance of collaboration is widely recognized; how to collaborate is not as noted. Therefore, it is essential to examine the experience of community collaboration. The purpose of this study was to investigate a collaborative community experience in the context of extension education for children, youth, and families at risk in four localities in Virginia. The following research questions were addressed: a) What has been the nature and experience of collaboration for Extension Leadership councils (ELCs) involved with children, youth, and families at risk (CYFAR) projects; b) What has contributed to successful collaboration in Extension education with the CYFAR projects; and c) What have been the challenges to collaboration for the CYFAR projects?
The qualitative case study design utilized in-depth face-to-face interviews with seventeen community representatives in the selected localities involved in the experience. The interviews were tape-recorded and transcriptions were analyzed to determine themes, patterns, and common ways of thinking. Findings, which revealed that ELCs were primarily involved in situation analysis, illuminated the following perceived contributions to successful collaboration: having a process for involvement, addressing a need, commitment of those involved, leadership, and paid staff. Challenges to collaboration were identified as lack of time to commit, lack of understanding of collaboration, and pre-existing ways of thinking and acting.
The results have implications for Cooperative Extension understanding how ELC involvement can occur in programming and the collaborative nature of their educational process with the community. The findings will also contribute to human service providersâ understanding of contributions and challenges to collaboration and to the emerging body of knowledge on collaboration.<br>Ph. D.
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Frye, James. "Voices of Summer: Interviews with Middle School Students Repeating Academic Courses in Summer School." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2148.
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As the needs of society changed, states faced increasing pressure from the federal government to raise educational standards. States adopted rigorous standards, however many students failed to meet defined proficiency levels, necessitating summer school attendance or grade retention. Factors associated with academic failure have been extensively documented in the academic literature. The factors identified in the research can be organized into six categories, including motivation, age and ability, withdrawal from school, parents and guardians, school practices, and teacher practices. The purpose of the current study was to explore middle school students’ perceptions of factors which contributed to the academic outcomes necessitating enrollment in academic courses in summer school, and what factors they believe could have made a positive impact. This study focused on the following research questions: How did middle school students, enrolled in one or more academic courses in summer school, perceive (1) academic outcomes and to what these were attributed, (2) the relationship among ability, effort, and outcome, (3) sources and levels of motivation, (4) sources and levels of school bonds, (5) interactions and relationships with school personnel, and (6) the role and level of involvement of adults in their academic lives? A qualitative, ethnographic design, with detailed descriptions of the methodological considerations and rich, thick narrative, was used to explore the research questions. Seventeen middle school students, repeating academic courses in summer school, were interviewed. Emergent themes were identified from inductively coded interviews. The analysis revealed that participants primarily accepted responsibility for academic outcomes but also identified distractions as a contributing factor. Teachers were seen as playing a role in both creating and removing distractions. Participants perceived work ethic as positively correlated with intelligence, and perceptions of ability tended to be related to duration of exerted effort. Negative social bonds were perceived as adversely affecting participants’ academic performance, and participants reported few positive interactions or relationships with school personnel. Negative consequences were the primary means used by adults to motivate participants, and too little, too late characterized active adults engagement in participants’ academics. Perceived levels of effort exerted and concern exhibited by an adult paralleled academic outcomes.
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Hitt, Peter D. P. "Teacher perceptions of management in schools : a qualitative study involving interviews with a selection of primary, secondary and independent school teachers in Lothian Region." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19850.
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Adams, Laural L. "Theorizing Mental Models in Disciplinary Writing Ecologies through Scholarship, Talk-Aloud Protocols, and Semi-Structured Interviews." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404717469.
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McKeehen, Shannon R. "Engaging Peer Response in First-year Composition: Writers, Readers, and Rapport." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1618484899241983.
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Strand, Malin. "Discourses on Lgbtq Topics in the English Language Teaching in Upper Secondary Education in Sweden." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-28777.
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This essay looks at the discourses on lgbtq topics in English language teaching aimed at upper secondary schools in Sweden. The purpose is to find out how the discourses are created by analyzing a set of textbooks as well as interviewing teachers. The method employed in this study is critical discourse analysis supported by queer theoretical perspectives. Together these frameworks help to show how the social relationships that affect lgbtq people are affecting the educational setting in English. The study finds that a separate set of discourses appear to affect textbooks and teachers. The textbooks in this study appear to be affected by discourses that favor non-lgbtq people while the teachers in this study appear to be affected by discourses that favor lgbtq people.
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Andersson, Karin. "A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.
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The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.
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Puna, Repeta. "Ko Marouna te toa the effects of the Cook Islands public sector reform on the delivery of education : a thesis submitted to Auckland University of Technology in fulfillment of the requirements for the degree of Master of Philosophy (MPhil), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/415.
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The effects of the public sector reform impacted on all aspects of public services including the performance of the economy. Central to this argument was the re-organization of the operations of the public service from the traditional administration system to the new public management (NPM). Education, a critical service in any economy was not spared. Literatures around the application of NPM (a derivative of market principles and practices) to education (which was value based) suggested that NPM was dangerous for education and could deplete the value system of education and replace that with a focus on accounting for money by individuals who were self-interested and who would seek to maximize their benefit with guile. Arguments against NPM suggested that the human factor was neglected and that education had led to chaos among professionals, stakeholders and students. However, those who argued for the introduction of NPM suggested that it had made the provision of education more efficient, effective and relevant to the needs to the clients. It held those working in the education sector accountable for the resources used and made the system more responsive to the needs of the clients of education. Education in the Cook Islands experienced many changes since western type education was introduced by the Missionaries in the late 1800s. Cook Islands people have always regarded education as a right and also believed their participation in education would improve their lives as well as positively contribute to economic growth. As the public sector reform was a global phenomenon, the currents of NPM also converged on the Cook Islands and affected the delivery of education. Those changes revolutionalized education in ways that was not commonplace in the Cook Islands. However, professionals and stakeholders within education made the most of the system and diverged some of the practices to suit the need, the environment and the culture of the Cook Islands people. Change also refocused education from teachers teaching to student learning reinforcing the dedication of many teachers and education administrators to ensure NPM served the best interest of their clients; the students, despite the workload placed on them. The challenge in this thesis was to understand how the NPM system affected education and how the Cook Islands education professionals worked within the system in their favour. The stories of teachers and Ministry of Education professionals demonstrated that there was no resistance to the application of NPM system in the Cook Islands. In fact, the system was embraced by the education sector suggesting it was a positive change from their previous system of traditional administration. Much of their system was inherited from New Zealand where the environment, layers of bureaucracy and economic status of the country was different. Instead, it appeared the Cook Islands took much of what others deemed as dangerous for education and turned it into a positive opportunity for the Cook Islands education. This thesis presents the story of the revolution in the Cook Island education system.
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Pratt, Justin M. "Undergraduate Students Teaching Chemistry in Informal Environments: Investigating Chemistry Outreach Practices and Conceptual Understanding." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami154203032638329.
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Walker, Catherine. "Bridging to new possibilities a case study of the influence of a bridging education programme : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Education (MEd), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/440.
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In the rapidly changing ‘knowledge economy’ where ‘innovation’ and ‘responsiveness’ are vital, tertiary education can be at a point transformation. Since the late 1990s the New Zealand government began to shift part of its tertiary education policy with an increasing focus on what is commonly called ‘foundation’ education. The shift was aimed at ensuring all New Zealanders are equipped for the knowledge economy and raising the skills of individuals. A variety of research and education programmes were launched, and existing foundation or bridging programmes strengthened through policy, research and educational endeavours. Bridging education programmes (a subset of foundation education) are designed to prepare non-traditional and under-prepared students for ongoing study at a higher level. This current research sought to identify the influence of a university bridging programme (Level 4) on students who progressed into further study at undergraduate level. The bridging programme commenced in 2003 providing a pathway for students into undergraduate health degrees. The key question for this thesis was: how does bridging education influence students? To determine the influence of the bridging programme, this research was based on a case-study of seven students who completed four or eight papers in the bridging programme. Participants were in ongoing study (for at least one year) in a Bachelor of Health Science (any major). The methodology was qualitative in design, drawing extensively on a case-study approach to research the influences of the bridging programme. The method of data collection utilised was individual semi-structured interviews with former bridging students to ascertain their perceptions, views and experiences of the influence of a bridging programme, both historically and currently. In examining this unique context, information on the influences of bridging education was explored and the importance of bridging education, from the participant’s perspective, understood more clearly. This thesis and the research within revealed that the influence of the bridging programme began at the participant’s time of enrolment and continued into their undergraduate study and their lives. The bridging programme influenced the way participant’s interacted with a range of factors including: the institution; their undergraduate programme; with educators and peers; and with family, friends and others in society. Equally, it is acknowledged that these factors influenced the participant’s, facilitating or impeding their ongoing learning. The participants also identified several challenges (financial and relational) related to the influence of tertiary study which they faced. The research revealed the programme influenced their ongoing success and continuation in undergraduate study. The programme provided an effective bridge into tertiary education (academically, emotionally and socially). Participant’s acknowledged the influence on their cognitive and meta-cognitive growth and development. The range of tertiary leaning skills and knowledge gained and/or enhanced was considerable. Close links between the academic skills taught in the bridging programme and required in undergraduate study were evident. Positive improvements in confidence, self-efficacy and motivation were also attributed to the influence of the programme. Holistic personal development occurred as the skills and knowledge gained and developed were transferred and extended from academia into other areas of the lives of former bridging students and thus further influenced their family, personal friends and society. The influence of the bridging programme has enabled new opportunities, ways of being and employment to become more than a dream, but a reality which the participants continue to move towards. Overall, it could be claimed that the influence of the bridging programme was holistic. A series of recommendations are provided for theory, policy and practice. The significance for social issues and action are discussed and avenues for further research outlined.
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Kelly, Suzette Anissia. "Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5247.
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The purpose of this interview study was to describe and explain perceptions, beliefs, and practices about technology among four teachers at a Jamaican infant school, by answering: What are teachers' perceptions and beliefs about the role of technology in young children's learning? What are the practices regarding technology among Jamaican infant school teachers? I used criterion sampling to identify participants for my inquiry. For data collection, I used semi-structured interviews, teachers' lesson plans, and my reflective journal. I applied a socio-cultural approach (Rogoff, 1990) for the data analysis to make sense of the teachers' perceptions and articulated practices. The findings indicated the teachers' appropriation of technology for knowledge building. The teachers also perceived technology as a tool of instruction to replace charts for curriculum content. The teachers believed technology augment children's readiness skills for first grade. The teachers' envisioned affordances of technology indicated their articulated practices for children's appropriation of technology. The findings also indicated the actual and envisioned barriers that challenged teachers' facilitation of the child as agent with technology in the Jamaican early childhood classroom. The findings indicate the importance of understanding the cultural context of teachers' practices with technology and provide implications for technological innovations in Jamaican classrooms. Information and communication technology for development (ICT4D) is a cultural activity to be explored with teachers, students, and their social partners in institutions of practice.
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Hitchcock, Kathryn. "Validity of a Food Literacy Assessment Tool in Food Pantry Clients." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535460317710244.
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Khabbazbashi, Nahal. "An investigation into the effects of topic and background knowledge of topic on second language speaking performance assessment in language proficiency interviews." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:359c8956-4561-43a8-a7ae-eba1e0dab51c.
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This study explores, from a test validity perspective, the extent to which the two variables of topic and background knowledge of topic have an effect on spoken performance in language proficiency interviews. It is argued that in assessment contexts where topics are randomly assigned to test takers, it is necessary to demonstrate that topics of tasks and the level of background knowledge that test takers brings to these topics do not exert an undue influence on test results. Otherwise, a validity threat may be introduced to the test. Data were collected from 82 Farsi speakers of English who performed on ten different topics, across three task types. Participants’ background knowledge of topics was elicited using self- report questionnaires while C-tests were used as a measure of general English language proficiency. Four raters assigned scores to spoken performances using rating scales. Semi- structured interviews were carried out with raters, upon completion of the rating process. A mixed- methods strategy of inquiry was adopted where findings from the quantitative analyses of score data (using Multi-Faceted Rasch Measurement, multiple regression and descriptive statistics) were synthesised with the results of the qualitative analyses of rater interviews and test takers’ content of speech in addressing the foci of the study. The study’s main findings showed that the topics used in the study exhibited difficulty measures which were statistically distinct i.e. topics, within a given task type, could not be considered parallel. However, the size of the differences in topic difficulties was too small to have a large practical effect on scores. Participants’ different levels of background knowledge were shown to have a consistent, systematic and statistically significant effect on performance with low levels of background knowledge posing the highest level of challenge for test takers and vice versa. Nevertheless, these statistically significant differences in background knowledge levels failed to translate into practically significant differences, as the size of the differences were too small to have a large impact on performance scores. Results indicated that, compared to general language proficiency which accounted for approximately 60% of the variance in spoken performance scores, background knowledge only explained about 1-3% of the variance. Qualitative analyses of data suggested lack of background knowledge to be associated with topic abandonment, disengagement from topic-related questions, and fewer opportunities for test takers to elaborate on topics. It was also associated with negative affective influence on test takers, particularly lower proficiency individuals. Taken together, the findings have theoretical, methodological and practical implications for second language speaking performance assessment.
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Abu-Shaqra, Baha. "Technoethics and Sensemaking: Risk Assessment and Knowledge Management of Ethical Hacking in a Sociotechnical Society." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40393.
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Cyber attacks by domestic and foreign threat actors are increasing in frequency and sophistication. Cyber adversaries exploit a cybersecurity skill/knowledge gap and an open society, undermining the information security/privacy of citizens and businesses and eroding trust in governments, thus threatening social and political stability. The use of open digital hacking technologies in ethical hacking in higher education and within broader society raises ethical, technical, social, and political challenges for liberal democracies. Programs teaching ethical hacking in higher education are steadily growing but there is a concern that teaching students hacking skills increases crime risk to society by drawing students toward criminal acts. A cybersecurity skill gap undermines the security/viability of business and government institutions. The thesis presents an examination of opportunities and risks involved in using AI powered intelligence gathering/surveillance technologies in ethical hacking teaching practices in Canada. Taking a qualitative exploratory case study approach, technoethical inquiry theory (Bunge-Luppicini) and Weick’s sensemaking model were applied as a sociotechnical theory (STEI-KW) to explore ethical hacking teaching practices in two Canadian universities. In-depth interviews with ethical hacking university experts, industry practitioners, and policy experts, and a document review were conducted. Findings pointed to a skill/knowledge gap in ethical hacking literature regarding the meanings, ethics, values, skills/knowledge, roles and responsibilities, and practices of ethical hacking and ethical hackers which underlies an identity and legitimacy crisis for professional ethical hacking practitioners; and a Teaching vs Practice cybersecurity skill gap in ethical hacking curricula. Two main S&T innovation risk mitigation initiatives were explored: An OSINT Analyst cybersecurity role and associated body of knowledge foundation framework as an interdisciplinary research area, and a networked centre of excellence of ethical hacking communities of practice as a knowledge management and governance/policy innovation approach focusing on the systematization and standardization of an ethical hacking body of knowledge.
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Meltz, Adrienne. "The understanding and practice of inclusive education in a Jewish community school in South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/32467.
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This qualitative study, pursued within a one–site case study, explores the understanding and implementation of inclusive education in an independent Jewish community school in Johannesburg, South Africa nineteen years post democracy. It analyses the phenomenon of inclusion in a school with a community ethos of care and belonging whose context is by definition exclusionary on grounds of a particular social category, religion. Because of its exclusionary agenda the school can be paradoxically positioned as inclusive on grounds of strong communal values. The school however, struggles with difference and diversity of a certain kind, despite its purportedly strong communal spirit and strong religious culture. This study set out to probe how stakeholders understood inclusive education in an attempt to explain how this influenced their practice of inclusive education.
Lewin’s theory of Planned Change and four belief systems were utilized to examine the understanding and practice of stakeholders at the school. The study suggested that the four belief systems influenced the way in which inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.
The main research question which guided the study was:
How has inclusive education policy been implemented in a mono-cultural community school in South Africa, with the three sub–questions being: 1. How do the various school stakeholders understand the concept of inclusion and what are their attitudes towards inclusion?
2. How is inclusive education managed at class, school and community level?
3. To what extent do their attitudes and understandings influence their practice of inclusive education?
It was conducted within an interpretative/constructivist research paradigm and utilized a case study design. It relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers.
The descriptions of the stakeholders’ understandings that emerged in this study highlighted how belief systems determined the action towards inclusive education and how despite the school being a community school, the community discourse did not prevail in the actions towards inclusive education, it was the individual beliefs which vied for dominance which determined inclusive action. This resulted in a qualified and fragmented inclusion and in some cases exclusion. The findings were linked to Lewin’s planned approach to change including field theoretical and group dynamic theories. The study concluded that the four belief systems influenced the way in which inclusive education was both understood and practised in this school and the study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.<br>Thesis (PhD)--University of Pretoria, 2013.<br>am2013<br>Education Management and Policy Studies<br>unrestricted
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Svegreus, Sandra. "Are we forgetting the gifted students? : How English teachers work with gifted students in Swedish upper secondary schools." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55230.
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The aim of this qualitative study is to investigate how upper secondary school teachers in Sweden identify and, if they do, support gifted students. Semi-structured interviews were conducted to collect data from seven upper secondary school English teachers in Sweden. The results show that the teachers are able to identify gifted students after they perform certain tests or tasks. All teachers state that it is important to give gifted students the necessary help and attention they need. The methods that were used to support the gifted students were to have flexible assignments that could be adjusted to the individuals’ needs or to provide the gifted students with extra assignments. The teachers state that they find it difficult to meet the needs of the gifted students due to lack of time and because the needs of struggling students are prioritized by the system. In conclusion, the teachers agree that education should be adjusted to all of the students’ different needs, including the ones of the gifted students. It has been reported by the participating teachers that they try to achieve this, yet they are concerned with the availability of their resources and time.
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Huang, Rong. "Using Student Response System in Higher education: teachers' perception of influential factors and challenges." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89386.
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Information and communication technologies have changed the traditional concept of education and improved existing educational methods. Student Response System is a new teaching system that combines technology and education. Student Response System encourages immediate feedback on teaching content, which not only improves student engagement, learning, and satisfaction but also enhances their understanding of course materials. The purpose of this paper is to study the reasons and motivations that affecting the use of SRS also the challenges that are faced by teachers from technology faculty at Linnaeus University. In this study, a qualitative research method is used to conduct a semi-structured interview with eight teachers who have the experience of using the Student Response System and collect data as well. Data analysis and identification of three major themes based onresearch questions and related literature. According to the interview results, the reasons why teachers use such a system is that it can promote students' participation, learning and provide timely feedback, but they still face problems such as insufficient software functions, network instability, teaching time constraints. The study may provide suggestions for improving teaching methods and help other Swedish universities and departments to use SRS better.Also software designers can get some advice.
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Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.
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Chamberlain, Allan J. "Aquaculture training in Ontario, an assessment through video interviews of students at Sir Sandford Fleming College, Lindsay and at the Rainy Lake Ojibway Education Authority, Manitou Rapids." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40466.pdf.
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Hadija, Zeljka. "Perceptions of advertising in online social networks : in-depth interviews /." Online version of thesis, 2008. http://hdl.handle.net/1850/5958.
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Meyer, Julia. ""The owl hugs me in the forest" : Children's Experiences and Educators' Perceptions of Learning in a Swedish Mini-Forest Garden." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158203.
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In recent years, there has been converging evidence on the relation between nature experiences and learning. Although outdoor experiences are not just seen as leisurely activities anymore, barriers, such as lack of resources or travel time can hinder the propagation of more outdoor educational programs. This study explores a relatively new outdoor educational setting that can help overcome these difficulties by decreasing the amount of resources, input and energy necessary to set up such measures: the educational forest garden. With lower maintenance in creating an environment that resembles an authentic ecosystem, the question remains if forest gardening can foster similar learning outcomes than those reported in other educational settings. A qualitative study in a Swedish mini-forest garden was employed to explore what types of learning are possible in this new type of setting. Interviews with two educators and eight children were conducted to find out what perceptions and experiences they communicate after spending time in the mini-forest garden. The educator’s ideas were compared with children’s accounts and observational notes on their behavior to see if there was a difference in perception and experience. Examples for learning were found in three different dimensions: cognitive, emotional and social. The explored categories were ecological literacy, language learning, attention; being comfortable outdoors, respect and care, awareness of surroundings, co-creation, teacher-student interaction, gender differences and free play and imagination. The findings indicate an overlap between teacher’s and children’s experiences and perceptions in almost all categories and similar beneficial learning outcomes with forest gardening to other outdoor educational endeavors. Along with the potential for self-development, forest gardening may be a new way to successfully teach in the outdoors with less input or resources. Although a small scale study that should not be generalized, the study gives insight to educators’ and children’s voices in a new outdoor educational setting and can help overcome the lack of children’s voices in research in general. At the same time, it adds to the limited amount of research on forest gardening and potentially helps to increase the popularity of forest gardening as a new outdoor educational method.
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O, Donnell Francis. "COED ADOLESCENT SOCCER PLAYERS IN A COMPETITIVE LEARNING MILIEU: AN ETHNOGRAPHIC ASSESSMENT OF GENDER ATTITUDES, PERCEPTIONS AND SPORT SPECIFIC COMPONENT TESTING." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4411.
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The history of association soccer dates back to the 1800's, and all indications are that prospects for the female athlete was scarce in all sports. The researcher has arranged an environment where young females can train with males in a soccer setting that has all the necessary elements for the athletes to learn, improve and compete with their own gender as well as opposite gender. The female group has been noticeable underachievers in this sport and is not aware of their potential. The research methodology is ethnographic in nature and study could easily be related to a traditional way to learn and develop in this sport. The method stresses the importance of reproducing procedures that were taught to the researcher. The employment of this method was to provide motivation and additional teaching resources to assist and enhance development of the research participant's potential. This was an ethnographic endeavor that accumulated several sources of data on 13 elite male and female athletes. Based on the data collected interpretations were made regarding their perceptions of the opposite gender. Ethnography was combined with descriptive statistics and employed to elicit and compile the data in the soccer specific testing components and the interviews. Merging techniques of observation (participant observation), field notes, video analysis, individual and group interviews were the sources of rich information for the researcher. This was a practical approach to bring out or discover any overt or covert trends, and to determine what possible barriers to learning would limit and reduce participation in the sport of soccer. The theoretical nature of the research, formal sociology is very much related to observational methods, choosing to gather data in a controlled and organized approach. The researcher's decision to tape the interview process and his preference to videotape events would thereby collect a complete and accurate account of the training progression subject matter. The results in the soccer specific testing indicated that the males were generally faster on sprint runs and had more endurance on the distance runs. However, a few of the females did better some of the males' scores in the aerobic and anaerobic events. The technical and tactical data indicated a slight improvement for the females when comparing pre and posttest results. Once more, the males were more advanced than the females. The psychological data showed the females progressed on the posttest scores. However, there was no overall male domination on the 20 categories. There are different areas on the inventory where females scored higher and other areas where the males would top the females. The interviews provided some enlightening information that confirmed aspects of male domination exist in sport and the feminist's role in sport as bringing attention to many gender issues, the positive and negative aspects of education and sport, the goals and motivation to participate in sport. Finally, the contrasting viewpoints between the American adolescent in this study and the English adolescent in Flintoff's (1993) dissertation and Flintoff and Scraton's (2001) study on physical education and gender issues. The most important finding was that learning had occurred in the training milieu. Learning was accomplished through the males' ability to facilitate the dynamics of attention and discipline required throughout the training sessions that were offered. The soccer specific test results indicated a much more motivated female group and the females' spring season was very successful; the team went undefeated in all competitions. The males in the study began to shed the superior attitude to one of more respect and tolerance of their female counterparts. The female differs emotionally from the male as the interview data illustrated and the co-education environment was both positive and productive, but there are limits to the inclusion of the female gender in the male training sessions. More planning would be necessary to assure that both groups develop. The study not only provided training and testing, but also made the participants more aware of many gender issues and how the research attempted to bridge the gap in sport between the sexes. If adopted, the psychological data could mean major benefits for the player who wants to know exactly what their strengths and weaknesses are; and when actions of strength are required and the capacity to work on weaknesses.<br>Ph.D.<br>Curriculum and Instruction<br>Education<br>Curriculum and Instruction
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Trysberg, Erik, and Catrin Svedin. "När tar man fram kondomen? : En studie om lärares attityder till UR och RFSU:s projekt för en bättre sexualundervisning." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12098.
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The debate in the media on a new Swedish sex education movie sparked our interest in this study. The twenty-eight minutes long movie “Sex on the map” is the first of it’s kind in twenty-five years. It is also part of a bigger sex educational project that contains, apart from the movie, a book about sex education, a documentary and a teachers guide. The project is a co-production between the Swedish Educational Broadcasting Company (UR) and the Swedish Association for Sexuality Education (RFSU). We were interested in how teachers received information about the project, and what their attitudes were towards it. In the starting phase of the launching of the project, UR and RFSU sent out a promotional box to all Swedish high school headmasters. This was a way to inform schools about the new educational material. Our finding’s showed that most of the respondents did not obtain the box. They recognized parts of the project but had not formed any attitudes towards it. Despite this, the teachers were positive and thought the material could be a great tool to develop and modernize Swedish sex education.
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Evans, Robert. ""Learning discourse" : learning biographies, embedded speech and discoursal identity in students' talk." Thesis, Open University, 2001. http://oro.open.ac.uk/19930/.
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The main research question of this study is: What discourses of learning and identity do students develop in relation to their individual learning histories, their experience of learning and of knowledge-acquisition in the HE environment, and how critically reflective are students of the positioning enacted through the dominant discourses of the HE environment with particular regard to institutional discourses of academic learning and knowledge? Rationale: The university is seen as a significant stage in the development of students' learning histories, of particular relevance for the students' perceptions of self, learning and knowledge. The role of discourses of knowledge acquisition and learning in talk - 'learning discourses' - is examined against the background of general study conditions for students poised between study and work. The case study: methodology and methods The dissertation, which is an example of computer-aided qualitative research, describes a small-scale ethnographic study of students at a German university. The researcher adopts a broadly ethnomethodological approach. The data was collected in a limited number of individual in-depth research interviews to construct a language corpus. Other data regarding the research site was collected via observation and from documentary sources. Data analysis: the interview transcripts were analysed using a mixture of conversation analysis; institutional discourse(s) analysis and narrative analysis. Results: the study provides evidence of the production of learning biographies in interview talk. Evidence is also produced in this study of the 'biographization' of students' talk. The coherence of students' discourse practices in relation to their experience of learning is underlined and the researcher argues that the student respondents negotiate the intrinsic difficulties of asymmetrical institutional talk by deploying a range of discourses, both institutionally-generated as well as individual discourses of resistance and opposition. The evidence of individual discourse practices provided by the data employed here is seen as a strong argument for a <b>low-inference</b> approach to data analysis. The results produced by analysis of the interview transcripts demonstrate the central importance of heteroglossic elements in talk, - here described as <b>'embedded speech'</b> and understood to function as a <b>’plausibility device'</b> - in the process of self-expression and the production of own discourse Relevance This research is seen as relevant for university learning strategies, for the appreciation of student self-perception, their discourses of knowledge and resistance to the prevailing 'human capital' discourses of learning, exam success and career orientation of HE study.
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Buréus, Emma. "Erfarenheter av musikundervisning i grundskolan : En intervjustudie av hur musikundervisningen i grundskolan skiljer sig mellan stadierna." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41925.
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Syftet med föreliggande studie är att undersöka hur musikundervisningen i årskurs 1-6 påverkar förväntningen på och inställningen till musikundervisningen i årskurs 7-9. I bakgrunden presenteras en genomgång av tidigare och nu rådande läroplaner för grundskolan samt granskningar och forskning som gjorts inom området. Data har samlats in genom kvalitativa respondentintervjuer med fyra individer i åldrarna 15-25. Intervjuerna har transkriberats, bearbetats och analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att respondenterna upplevt skillnader mellan musikundervisningen i årskurs 1-6 och 7-9, framför allt i tillgång till lokal och utrustning. Resultatet visar också att respondenterna upplever att musikämnet saknat progression genom grundskolan och det framkommer att undervisningen upplevts som mer seriös från den årskurs då betyg skulle sättas. Respondenternas upplevelser av grundskolans musikundervisning och vad som påverkat upplevelsen diskuteras slutligen i förhållande till den litteratur som presenterats.<br>The aim of the present study is to investigate how music education in grades 1-6 affects expectations of and attitudes towards music education in grades 7-9. The background presents a review of previous and current curricula for primary schools, as well as audits and research done in the field. Data was collected through qualitative interviews with four subjects aged 15-25. The interviews were transcribed, processed and analyzed from a sociocultural perspective. After analyzing the interviews, the results show that the respondents experienced differences between music teaching in grades 1-6 and 7-9, especially regarding access to locale and equipment. The results also show that respondents feel that the subject of music lacked progression throughout primary school, and it appears that music education is perceived as more serious in conjunction with the first school year in which the students’ work was officially graded. Finally, respondents' perceptions of primary school music education and factors affecting the experience are discussed in relation to the literature presented.
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Fry, Jane Carleton University Dissertation Sociology and Anthropology. "Health perspectives according to Yukoners: qualitative analysis of seventy-seven in-depth interviews." Ottawa, 1995.
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Friedrich, Florian. "Innovation in vocational education and training in England, Germany, and Austria : implications of practitioners' perspectives for policy development and college leadership." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2af191a3-c629-4c72-b158-558f00875f7f.
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This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on analytical strategies derived from grounded theory, two phases of interviews – the first with ten experts and the second with 62 VET practitioners at 20 colleges – were conducted in England, Germany, and Austria, with a focus on full-time VET (Further Education Colleges, Berufskollegs, and Berufsbildende Mittlere und Höhere Schulen) in the 16-19 age range. Classroom observation preceded semi-structured, 30 to 60 minute interviews with teachers. The study builds on previous research and existing frameworks such as Lipsky’s concept of ‘street-level bureaucracy’ and Flyvbjerg’s ‘critical cases’. However, it fills a gap in the literature by focusing on practitioner perceptions, motivations, professionalism, autonomy, work contexts, and own learning in relation to pedagogic innovation, whilst tracing relevant connections to educational policy, college management, and societal influences. Teachers are shown in multiple roles as inventors, designers, and implementers of innovation, facing nine categories of obstacles. Those include limited time and budgets, bureaucracy and lack of autonomy, problems with project planning and execution, and issues related to lack of support. In addition, this study provides a comparative investigation of practitioners’ interpretations of key terms (‘pedagogy’, ‘didactics’, ‘innovation’), revealing differences between England on the one hand, and Germany and Austria on the other, based on different degrees of autonomy and innovative focus. Based on such findings, the study details recommendations for college leaders and policy makers for facilitating pedagogic innovation, placing each in their respective national contexts.
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Vogt, Bettina. "Just assessment in school : - a context-sensitive comparative study of pupils' conceptions in Sweden and Germany." Doctoral thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68985.
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This thesis examines pupils’ justice conceptions regarding educational assessment. Due to the context-dependency of norms and values as well as of assessment, the study compares the justice conceptions of pupils in two different’socio-educational’ contexts: Sweden and Germany. The main interest of the study is to understand and to reconstruct pupils’ own relevance structures and what just assessment means from a pupils’ point of view. Here, the study aims to reach beyond the level of mere description by providing theoretical conceptualisations of pupils’ justice conceptions regarding assessment. Thus, the study´s methodological foundation is characterised by a combination of a context-sensitive comparative approach on the one hand, and on the other hand a pragmatist Grounded Theory approach. Data were mainly generated through focus group interviews with pupils attending the last year of the lower secondary level in the Swedish comprehensive school as well as in different school types in the German school system. In total, the sample consists of 95 pupils, who were interviewed in 21 focus group interviews. In addition, other sources of data were included, such as regulations and guidelines that supported a context-sensitive analysis of pupils’ conceptions. The theoretical conceptualisation that explains pupils’ justice conceptions is ‘meta-assessment’. ‘Meta-assessment’ refers to pupils’ evaluation of the assessment they experience in terms of justice and represents the shared, abductively derived and overlying analytical category regarding pupils’ conceptions. Pupils’ ‘meta-assessment’ is based on normative justice conceptions as well as on justice conceptions that are related to pupils’ situation and context-bound experiences with assessment. The first ones are about the ethico-moral character of pupils’ justice conceptions. The second shed light on the contextual conditions and consequences of the logics and practices underlying educational assessment as experienced by pupils on an everyday basis. This implies that just assessment from a pupils’ perspective needs to be understood in its wider contextual embedment; and in relation to teaching and learning in order to understand the complex interrelations of what just assessment ‘is’, and ‘should be’ from the perspective of those, who are mainly affected by it.
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Adebayo, Stephen. "Perceived impacts of Cloud Computing adoption on the role of an IT department of a higher institution in a developing country." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-87294.
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Cloud computing popularity has continued to be on the increase side, and it has been significant contributory factor to the of 24/7 365 days business culture of the digital 21st century where data and data centers are accessed via the internet through any connected device, anytime and from anywhere. Higher Education Institutions (HEI) or Tertiary Education Institution (TEI) are also among organisations, medium and large, that are tapping into this trend by gradually adopting this technology to reduce their high budgets in the prevailing face of financial shortage. This has particularly made the technology attractive to TEI in developing countries, and more of them are adopting the services being offered by cloud computing. The adoption of this technology however, affects the way and manner by which IT services are being delivered traditionally by the TEI IT or ICT departments. The objective of this study therefore, is to explore the adoption of this phenomenal technology and its impact on the role of traditional IT department in one of the tertiary education institution in the South Western part of Nigeria. The TOE framework adoption model was used to explore the adoption factors, and interviews conducted within the ICT department of the institution as part of the empirical findings process. In contrary to popular belief, no member of the IT staff has lost his or her job yet based on the adoption despite the impact on the skills and culture in service delivery of the department. IT staffs were encouraged to adapt to the change as quickly as possible with trainings given, and the ICT, thus the HEI have value added as most of the services are now available on a 24-hour basis to users, even while off campus and far remote, a dream very difficult and near impossible in the days of full traditional IT services delivery.
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Smith, Erin F. "Student perspectives on school camps : a photo-elicitation interview study." Lincoln University, 2008. http://hdl.handle.net/10182/719.
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First-hand narrative accounts of participants’ experiences during outdoor programmes are notably absent from the outdoor education literature. This thesis reports on an exploratory study which applied a creative qualitative approach called photo-elicitation interviews to gather student accounts about the ways in which they experienced an outdoor education programme known as ‘school camp’. A group of Year 10 (14-15 years old) students attending secondary school in Christchurch, New Zealand, participated in this study, and were provided with 27-exposure, disposable cameras on which they were asked to take a series of photographs to demonstrate what a residential school camp was like for them. Follow-up, individual photo-elicitation interviews with the 32 self-selected respondents (21 female, 11 male), revealed that school camp is primarily an enjoyable, social experience where students are able to spend time with their friends and develop their peer networks in a unique environment. From the perspective of these students, school camp primarily contributed to developing a greater understanding of others, while developing greater understandings of the self and the environment were less salient. A greater understanding of others was achieved primarily through the ways in which school camp created an enjoyable, novel, experience which allowed students to see their peers from a different, more ‘real’ perspective. Aspects of this novel experience which contributed to students’ social interactions included the residential nature of these camps and the absence of ‘urban’ features associated with teenage culture such as mobile phones, clothing and make-up. Interestingly, students’ camp experiences included little specific reference to the natural environment; a finding which challenges recent discourses advocating for a shift towards a more critical outdoor education aiming to promote human-nature relationships. The use of photo-elicitation interviews in this context is critically examined. Providing students with cameras was an effective way to engage young people in academic research and to capture important aspects of the outdoor experience from their perspective. To better assess the utility of the technique, it warrants further application in other outdoor education contexts. The inclusion of participant-generated photographs, however, raises several research ethics issues. This study contributes to the growing body of qualitative literature seeking to provide a more in-depth understanding of outdoor education and complements the quantitative studies which predominate in the field.
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Aloulaqi, Mohammed Saleh. "Research study on laddering technique in depth interviews on alcoholic beverage consumption and brand preferences." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2376.
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This research study will clarify with facts and evidence that drinking alcoholic beverages is a social problem in American society. It will also focus on indepth interviews using the laddering technique on a small sample of eight respondents.
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Niessen, Anne. "Die Bedeutung von Verarbeitungstiefe im Musikunterricht - Dimensionen von Unterrichtsqualität in einer Musikstunde." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-87532.
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In diesem Beitrag werden eine videographierte Musikstunde und Interviews, die mit den Schülerinnen und Schülern sowie mit der Lehrerin über die Stunde geführt wurden, in Beziehung gesetzt zu einem Modell „Dimensionen von Unterrichtsqualität“. In diesem Modell, das im Rahmen der TIMSS-Video-Studie entwickelt wurde, wird zwischen Angebot, Nutzung und Wirkung von Unterricht unterschieden. Deshalb wird das Lernangebot der videographierten Stunde mit Hilfe von Unterrichtsbeobachtung und von Äußerungen der Lehrerin erschlossen; Nutzung und Wirkung dieses Angebots werden durch eine Analyse der Schülerinterviews rekonstruiert. Im Ergebnis klaffen Angebot und Nutzung auseinander; Leistung, Verständnis und Motivation als erwünschte Wirkungen von Unterricht haben sich nicht in wünschenswertem Umfang eingestellt. In den Äußerungen der Schülerinnen und Schüler offenbart sich eine enge Verbindung zwischen der Angemessenheit des Anforderungsniveaus, ihrem Lernen und ihrer Motivation<br>This article relates a videotaped lesson of general music education to a model of teaching quality that was developed within the TIMSS Video Study. The model differentiates between teaching offers, the way students make use of them and students’ learning outcomes. The teaching offer is made accessible not only by video analysis but also by evaluating a teacher interview. Student interviews allow the reconstruction of both students’ usage and outcomes. The results reveal a big difference between the learning offers on the one hand and the students’ usage of those on the other hand. Achievement, comprehension and motivation were not accomplished as desired. The student interviews show a correlation between an adequate level of requirements, the learning process and motivation
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Hunter, Jeffrey C. "Student Engagement in a Computer Rich Science Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426713813.
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Ali, Sundas. "Identities and sense of belonging of Muslims in Britain : using survey data, cognitive survey methodology, and in-depth interviews." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2f83a760-1090-406a-bb59-5478c90c5954.
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The scope and principal arguments of the research in this thesis are as follows. This thesis is centered on exploring the identities and sense of belonging of Muslims in Britain. There is a strand of academic research which claims that Muslims in Britain are withdrawn from mainstream Britain because they live in segregated ethnic enclaves, participate in non-mainstream religions, and politically organize themselves via ethnically and religiously homogenous networks. This thesis attempts to go beyond such existing research and advance our understanding of the identities and sense of belonging of Muslims in Britain. Accordingly, the research questions that guide the thesis are: <b>1. What is the strength and relative importance of British identity for Muslims in Britain and what are its drivers? 2. What does ‘belonging to Britain’ mean to Muslims in Britain? 3. What do the identities, British, Pakistani, and Muslim mean to Muslims in Britain, and how easy do they find it to integrate these identities?</b> These questions are dealt with in three main empirical chapters, with the use of a multi-methods approach, combining survey data, cognitive survey methodology interviews, and in-depth qualitative interviews. The first empirical chapter presents regression results, from the Citizenship Survey and Ethnic Minority British Election Study, which confirm the strength of British identity for Muslims and present the various drivers that motivate it. These quantitative findings however do not tell us much about what ‘belonging to Britain’ really means for Muslims. The second empirical chapter delves further into this the concept. I ‘question’ the survey question ‘How strongly do you belong to Britain?’ through 30 cognitive interviews that are used to evaluate survey methodology. This exercise displays two key meanings of the question on belonging to Britain: a ‘cultural’ feeling (at ease) and an ‘affective’ feeling (feel attached). Most respondents interpreted the question as ‘cultural’, reflecting upon the practices, ethical values, and lifestyle that characterises a country. The third empirical chapter takes a look at the identities of Muslims, their national, ethnic, and religious identities through 61 qualitative in-depth interviews. The findings from the structured and unstructured identity questions help to understand the way Muslims in Britain relate to their British, Pakistani, and Muslim identities. The results from the structured identity question took a categorical view of identity as opposed to the themes that emerged from the unstructured identity questions and took a dimensional view of identity. These themes generated a six-group typology of identity with the groups: cultural, unambiguous, emotional, emergent, ambivalent, and none of the above. It was found that identities were not simply additive but were emergent and creative with processes of fusion and mesh. There were some tensions and contradictions in Muslims trying to integrate their different aspects of identity.
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Vorndran, Patricia. "Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/248450.
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Educational Psychology<br>Ph.D.<br>In response to increasing evidence of the need for better preparation for those teaching in higher education, more and more professional development programs are being established to provide faculty and future faculty with pedagogical expertise. The aim of this study was to inform the development and improvement of such programs by analyzing participants' experiences in a teaching in higher education preparation program and developing a conceptual model of motivation for teaching in higher education. Fifteen graduate student instructors who completed a teaching in higher education certificate program at a large, urban university were interviewed using a narrative approach. An initial model based on Personal Investment Theory (Maehr and Braskamp, 1986) was further elaborated on, with the resultant model highlighting the dynamic interplay of teachers' beliefs, purposes, self-perceptions and teaching strategies. The analysis using the model revealed four distinct profiles reflecting diverse motivations and experiences in the professional development (PD) program. These profiles were labeled "The Unchanged," "The Practice Seekers," "The Enlightened," and "The Integrated." The analysis using the model also revealed an array of themes that highlight similarities and differences in participants' construction of their PD experience. These similarities and differences provide insight into the motivational processes that facilitate the formation of teaching identity. Themes that emerged fell into five categories: diversity in self-perceptions, individual differences in component emphasis, variability in utilization of action possibilities, variability in alignment, and variability in change. This emergent model can provide a conceptual tool for future research, as well as a guide for evaluating and designing effective PD for graduate student instructors, and potentially faculty.<br>Temple University--Theses