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Dissertations / Theses on the topic 'Investors Knowledge and Education'

Author: Grafiati

Published: 7 June 2025

Last updated: 17 July 2025

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1

Murphy, Anne L. "Society, knowledge and the behaviour of English investors, 1688-1702." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/7830.

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The period between 1688 and 1702 witnessed remarkable changes in the nature of public and private investment in England. From 1688 a host of joint-stock companies emerged, offering investors the opportunity to commit their capital to projects ranging from the manufacture of paper to the search for sunken treasure. Prompted by the exigencies of the Nine Years' War, the state also employed innovative tactics to attract money, it sold annuities, floated lottery schemes and authorised the incorporation of the Bank of England in 1694 and the New East India Company in 1698 on the condition that thos

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2

Wadhwa, Anu. "Impact of corporate venture capital on knowledge creation in corporate investors /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8824.

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3

Norström, Per. "Technological knowledge and technology education." Doctoral thesis, KTH, Filosofi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144875.

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Technological knowledge is of many different kinds, from experience-based know-how in the crafts to science-based knowledge in modern engineering. It is inherently oriented towards being useful in technological activities, such as manufacturing and engineering design. The purpose of this thesis is to highlight special characteristics of technological knowledge and how these affect how technology should be taught in school. It consists of an introduction, a summary in Swedish, and five papers: Paper I is about rules of thumb, which are simple instructions, used to guide actions toward a specifi

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4

Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childre

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5

Auger, Dale Francis. "First Nations education, sharing of knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47884.pdf.

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6

Glass, Peter Ronald. "Spinoza on freedom, knowledge and education." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019750/.

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This thesis, through an examination of the Philosophy of Spinoza, represents a critique of the conception of freedom embodied in recent philosophy of education and the education system. In Chapter 1 I show that for Spinoza man's good is to realise his own nature; and this lies in becoming free, where we transcend our spatiotemporal circumstances. I distinguish between relative and absolute freedom. The former is where we become more free within the here and now. The latter involves participation in a realm that is untouched by the spatio-temporal. We can be free with respect to the content of

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7

Bocconi, Stefania <1973&gt. "Argumentative knowledge construction in higher education." Doctoral thesis, Università Ca' Foscari Venezia, 2010. http://hdl.handle.net/10579/1020.

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This thesis investigates the potential of Social Technologies to enhance argumentative knowledge construction processes. In particular, it focuses on the use of wikis, a major technology in the current Web 2.0 landscape. The importance of argumentative knowledge construction for both Higher Education and Life Long Learning lies in its very nature: in order to engage in academic discussions, learners need to be able to argue rationally, assessing the strengths and weaknesses of other people’s standpoints, and supporting their own positions with adequate grounds. The aim of this study is twofo

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8

Kim, Dae-Jin. "Relationships among content knowledge, pedagogical knowledge, and teaching performance of physical education student teachers." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231517059.

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9

Fi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.

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10

Harari, Nurit. "Relationships among student teachers content knowledge, experience, pedagogical knowledge, and teaching performance in volleyball /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633517256.

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11

Haines, Brenna. "Advanced Placement Statistics Teaching Knowledge Assessment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631362.

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<p> Advanced Placement Statistics Teaching Knowledge Assessment Increasing student enrollment in high-school level Advanced Placement (AP) Statistics courses necessitates the need for teachers who are knowledgeable in the subject-area. However, no benchmark has been established that describes the amount or types of teaching knowledge that is required, or even desirable, of AP Statistics teachers. More specifically, there does not exist a criterion of reference to determine if an AP Statistics teacher does or does not possess the content-specific knowledge necessary to teach the subject. Theref

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12

Salam, Umar A. "'Knowledge as development' : a critique of the knowledge economy." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:11b5f7f3-18e0-4d3b-9b4c-b03bf2cf251d.

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The aim of this thesis is to provide a theoretical critique of the Knowledge Economy discourse, the dominant discourse in which development is equated with the economic exploitation of knowledge. The nature of the critique is political in the sense that the problem with 'building a knowledge economy' as a model for development is that the accounts (such as they are) of how to go about doing so seem fatally undermined by their neglect of questions of power and politics - questions which this thesis will argue are essential to understanding the relationship between knowledge and development. The

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13

Hoffman, Jamie F. "Disability| Faculty knowledge, awareness, and perceptions." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574918.

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<p> Despite the vast research on students with disabilities, little is known about the perspectives of faculty in higher education. According to the literature reviewed, the overall experience of students with disabilities inside the classroom in higher education is negative due to faculty knowledge, awareness, and perceptions. Institutions of higher education are seeing an increase in the number of students with disabilities who are attending college. Students with disabilities have needs inside of the classroom that exceed a typical student in higher education. Faculty provides the support i

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14

Meshe, Rodriguez. "Sustainable and Responsible Investments Choice Among Private Investors : Some key determinants and the effect of limited knowledge and information." Thesis, KTH, Fastigheter och byggande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192143.

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Purpose – BecauseThe purpose of this thesis is to investigate what methods financial institutions use to inform and encourage their existing and potential clients to choose more sustainable and responsible investment alternatives. The thesis should also identify some key determinants of private investors’ choice of sustainable and responsible investments (SRI), with focus on the effect of limited knowledge and access to information about SRI has on private investors’ choice. Methodology – In this thesis, both qualitative and quantitative research methods are used to collect significant data. Q

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15

DeNardo, Kristin. "The Depths of Knowledge." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/133.

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This ethnography allows me to build relationships with my students and their families by looking beyond my own assumptions and biases. By looking at my schooling experience, teaching vision, students, classroom, and first year of teaching experience, I have been able to compare how my schooling influence my teaching visions. By using my teaching visions in my classroom, I can examine whether my visions were ideal, successful, or unsuccessful. Within the classroom, I was able to gain knowledge on three focus students. With these three focus students, I observed those students in the classroom a

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16

陳淑霞 and Shuk-ha Louisa Chan. "Student motivation in knowledge forum on fostering knowledge building communities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256594.

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17

Norström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.

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This thesis consists of two essays and an introduction. The main theme is technological knowledge that is not based on the natural sciences.The first essay is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. Knowing adequate rules of thumb is a common form of technological knowledge. It differs both from science-based and intuitive (or tacit) technological knowledge, although it may have its origin in experience, scientific knowledge, trial and error, or a combination thereof. One of the major advantages of

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18

McNamara, Olwen. "The construction of knowledge in mathematics education." Thesis, Manchester Metropolitan University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294592.

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19

Rieger, Susan R. "Characteristics of knowledge producers in teacher education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442855.

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20

Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing

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21

Boz, Nihat. "Interactions between knowledge of variables and knowledge about teaching variables." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/78995/.

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The purpose of this study is to find out Turkish prospective teachers' subject matter knowledge of variables and pedagogical content knowledge of variables and also the nature of the interactions between these two types of knowledge. One hundred and eighty four students participated in the study. Questionnaires were distributed to 2nd, 3rd, 4th year mathematics education faculty students of three different universities. The questionnaire included 16 fixed and open-ended questions about (a) the principal uses of variables, (b) the awareness about different roles of variables, (c) the flexibilit

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Aigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.

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23

Davidson, Vanessa. "“Facing both ways” an investigation of the mix of situated knowledge and formal knowledge in boat building." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30505.

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This study looks at vocational curriculum and pedagogy within the context of internal knowledge structures. Focused on a South African boat building qualification, to determine the nature of the qualification and the enacted curriculum with respect to the type of knowledge required in boat building labour processes. In particular the study focuses on the dual demands of innovation and reproduction in a global context. The study attempts to broaden two empirical studies done by Gamble (2004) and Coetzee (2011) into cabinet making and train driving respectively, and an HSRC commissioned study (2

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Clark, H. "Eugenics and sexual knowledge." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233461.

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25

Toward, Jeffrey Ian. "Metacognitive knowledge and skilled sport performance." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9751.

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This investigation sought to examine expert-novice differences in metacognitive knowledge about action and metacognitive skill functioning, as they relate to the performance of the basketball foul shot. Twenty-four female undergraduate students served as subjects in this investigation. Twelve of the 24 subjects were classified as basketball experts (Group one) and 12 as basketball novices (Group two). Classification as either an expert or novice was dependent upon the total number of seasons having played competitive basketball. Both groups of subjects performed three tasks, each designed to a

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26

Phann, Sambath. "Archaeology of (missing) knowledge." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241595.

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<p> In this study, I re-tell the life stories of two Khmer high school “dropouts,” Thom and Kevin. Through the collection and reflection of their life stories, I specifically discovered what led Thom and Kevin to “drop out” and uncover whether either had planned on pursuing or dreamt of a four-year postsecondary education in high school. Through interviewing, surveying, and participant-produced visual art, I offered glimpses into their everyday experiences and hopes and dreams for their futures. Based on the stories of Thom and Kevin and Khmer stories in the literature,

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27

Martinie, Sherri L. "Middle school rational number knowledge." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/281.

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28

Nivens, Ryan Andrew. "Content Knowledge of Elementary Pre-Service Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/238.

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29

Gibson, Twyla. "Plato's code, philosophical foundations of knowledge in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ50013.pdf.

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30

Lasso, de la Vega Ernesto. "AWARENESS, KNOWLEDGE, AND ATTITUDE ABOUT ENVIRONMENTAL EDUCATION: RESP." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2648.

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Over the last 30 years, environmental education has been part of the curriculum in Southwest Florida public schools. Curriculum objectives, such as, environmental attitude, knowledge, and awareness (AKA), have been investigated in the literature as ways to improve the overall behavior of future citizens toward the environment. The purpose of this study was to evaluate the aforementioned objectives among the following groups: environmental specialists, high school instructors, high school students, and the parents of the corresponding students in three Southwest Florida counties during the 2003

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31

Madelin, Richard. "Social processes and curriculum knowledge in further education." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315206.

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32

Kitshoff, Carine. "Knowledge of students in higher education regarding contraception." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5247.

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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: South Africa’s Department of Health has stated that knowledge about contraception and reproduction is generally poor, mentioning the substantial uncertainty and misperceptions concerning contraception (Department of Health, 2003:10). Students in higher education institutions are presumed to have a generally higher level of awareness of accessible methods regarding contraception and emergency contraception, but the request rate for the termination of pregnancy among stu

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33

Clements, Jane. "Difficult knowledge : possibilities of learning in holocaust education." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10007361/.

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Within the last two decades, the study in UK classrooms of the Holocaust narrative (that is, the twentieth century events whereby six million Jews and many others perished through Nazi policies) has developed considerably. Reasons given for this are not limited to its importance in European history, but include its use as a stimulus to pupils in considering wider social and moral issues. Both the literature on the subject of Holocaust Education and classroom practitioners cite rationales which include countering racism and encouraging active approaches to citizenship. This is despite existing

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34

Sheets, Ryan. "General Education Teachers' Knowledge of Response to Intervention." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375366706.

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LaBarre, Alison B. "Principal Perception Survey of Special Education Legal Knowledge." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490913055986824.

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Hall-Baker, Tre'Shawn. "Conflict, Knowledge, and Collective Bargaining in Public Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4631.

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Negative conflict in public school districts during collective bargaining impedes efforts towards creativity and student success. The purpose of this phenomenological study was to explore the experiences of conflict for participants in collective bargaining in California public school districts. Complexity theory and social construction theory were used as the conceptual framework for the research, and ideas related to conflict, social interactions, knowledge management, and collective bargaining were examined to gain an understanding as they related to the central phenomenon. The specific res

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Huxley, Lesly. "Rattling the "ivory cage" : exploring the implementation of 'Investors in People' in English higher education institutions." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/8bca2848-1aa1-46f2-942d-a80ae2d3dde5.

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The national 'Investors in People' (IiP) standard seeks to set a level of what it regards as good practice for aligning staff development and management with an organization's goals. This dissertation questions why some English universities adopt 'Investors'. Whilst many other education institutions have adopted the Standard since its launch in 1991, universities' adoption of 'Investors' has been patchy. Throughout the 1990s, the UK public sector has been urged by successive governments towards what is perceived as a new managerialism. As public service organizations, universities (which I hav

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Sheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.

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39

Rossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.

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The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddenss work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid

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Ghatak, Biswarup. "Knowledge and man in education : a study in the philosophy of education." Thesis, University of North Bengal, 2002. http://hdl.handle.net/123456789/47.

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Mabhala, Mzwandile A. "Embodying knowledge of teaching public health." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/5113a6b4-3b6a-4230-bff9-56516d7e0885.

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Recent UK health policies have identified nurses as key contributors to public health strategies to reduce health inequalities, on the assumption that all nurses understand and wish to contribute to the public health agenda. Following the policy shift, public health content within pre-registration nursing curricula increased. Public health nurse educators come from varying backgrounds, and some had limited formal public health training or involvement in or understanding of policy required to contribute effectively to it. However, their knowledge of this subject, their understanding and interpr

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42

Ponce, Ana F. "College Knowledge| How Immigrant Latino Parents Access Information." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560450.

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<p> Among ethnic groups in California, Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused on understanding the role parents can play and ways schools and educators can support immigrant Latino parents to improve these rates. </p><p> Framed with a <i>funds of knowledge</i> approach (Gonzalez, N., Moll, L., & Amanti, C.,2005), this mixed-methods qualitative and quantitative study was conducted in a public charter high school in a low income area of Los Angeles where the student body was primarily Latino. The missio

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43

Maxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.

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This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers kn

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Muckridge, Nicole A. "Adult Learners' Knowledge of Fraction Addition and Subtraction." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1509840626650748.

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45

St, Germain Lorraine. "Investigation of tacit knowledge in principal leadership." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280453.

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This study investigated how the tacit knowledge of novice and expert principals was demonstrated in problem-solving situations. Participant profiles were developed and contrasted using the transformational leadership dimensions identified by Leithwood (Leithwood and Steinbach, 1993, 1995). A phenomenological approach was selected as the primary theoretical perspective. The qualitative methodology employed the protocol developed by Nestor-Baker (2002), along with a comparative method of interpreting the data (Patton, 2002). Three expert and three novice principals were each interviewed twice to

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46

Young, Susan Heather. "Project Think: Transforming history into new knowledge." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3224.

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Project THINK was designed as a classroom project that combined the use of instructional multimedia technology, linked to the California History/Social Science standards, which engaged gifted middle school students in the design of these standards-based video materials.

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47

Sundell, Erik. "Helping students remember : catalytic knowledge and knowledge outlines with visual mnemonics." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265006.

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To recall educational content from a lecture or textbook is an efficient way to learn (Karpicke & Blunt, 2011), which is referred to as retrieval practice (Karpicke & Roediger, 2008). It is currently seldom used among students (Karpicke, Butler, & Roediger, 2009), even though it provides benefits such as reducing test anxiety (Agarwal, D’Antonio, Roediger III, McDermott, & McDaniel, 2014), longer lasting memories (Karpicke & Blunt, 2011), and also benefit future learning (Pastötter & Bäuml, 2014). But, in order for retrieval practice to work efficiently, the students mu

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48

Gamble, Jeanne. "Tacit knowledge in craft pedagogy : a sociological analysis." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/14963.

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Bibliography: leaves 201-218.<br>This thesis explores the relationship between tacit knowledge and a pedagogy that centres round a master-apprentice relationship, in order to locate tacit craft knowledge within a broader taxonomy of knowledge forms and their transmission practices. By its own definition tacit knowledge constitutes a unique class of phenomenon, namely that which is not presentable in language. It is thus a difficult concept to grasp and an even more difficult concept to represent in words. Evidence from a single qualitative case study on craft transmission practices m the insti

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Muller, Johan Pieter. "Splitting hairs : a sociological approach to educational knowledge." Doctoral thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11214.

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Bibliography: p. 189-214.<br>This thesis represents a series of investigations into the sociological study of symbolic forms. It seeks to address the question as to whether, in the informational or knowledge society of late modernity, all symbolic forms are necessarily isomorphic, or whether they will correspond with the new form of the division of labour and will therefore differ in form and social distribution. The symbolic forms examined here are those integrally involved in the production and reproduction of educational knowledge, that is, the curriculum, pedagogy, and educational research

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Nestor-Baker, Nancy Sue. "Tacit knowledge in the superintendency : an exploratory analysis /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191667184603.

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