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Dissertations / Theses on the topic 'Learning agency'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Taylor, Teresa Brooks. "Agency Training 101." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3640.

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Abu, Alqumboz Moheeb Abed. "Challenges to interorganisational learning in learning networks : implications for practice." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/challenges-to-interorganisational-learning-in-learning-networks-implications-for-practice(a449165f-f826-4f1c-afd6-378c4e0f0afd).html.

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Research on organisational learning (OL) was mainly positioned within the psychological and sociological domains. Past and extant research on OL focused on the behavioural, cognitive and intuitive perspectives in addition to a growing track of research grounded on social theory. So far, a countless number of research studies attempted to address inter-organisational learning (IOL) from various perspectives. However, the lack of understanding of how IOL occurs in networks can be observed due to the social tensions that are created at the inter-organisational level such as free-riding and knowle

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Wang, Isobel Kai-Hui. "International Chinese students' strategic vocabulary learning : agency and context." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58842/.

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During the past thirty years, a large body of second language research has targeted vocabulary learning strategies (VLSs) from a cognitive perspective and most of this research tends to treat them as de-contextualised phenomena. In order to develop and broaden the scope of the current VLS research, I explore strategic vocabulary learning from both cognitive and sociocultural approaches and focus on its dynamic, complex and contextually situated nature. The present study, based on a multiple-case study design, investigates the processes of strategic vocabulary learning of six Chinese students w

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Ndlebe, Pamella Panphilla. "Workplace Learning: Understanding financial sector institutions as learning environments." University of the Western Cape, 2019. http://hdl.handle.net/11394/6979.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>The objective of the research is to understand the learning affordances offered at Insure Company, a large financial sector institution in South Africa and to explore how employees exercise their agency in responding to these opportunities for learning. The study draws on the concept of co-participation (Billett, 2004: 03) to explore how learning at work is shaped through learning affordances in the workplace on the one hand and engagement with these learning affordances on the other. Drawing on data gathered through intervi

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Noonan, James. "Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663230.

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Professional development (PD) is seen by a broad cross-section of stakeholders — teachers, principals, policymakers — as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD’s effectiveness remain uneven. In this thesis, I focus in-depth on professional development experiences that teachers identify as their most powerful and ask what these experiences could suggest toward improving PD design, policy, and research. Specifically, drawing on

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Kimber, Kay D. "Technoliteracy, teacher agency and design: Shaping a digital learning culture." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36677/1/36677_Digitised%20Thesis.pdf.

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Despite educational directives advocating the integrated use of technology, some staff remain resistant to the adoption of computer-mediated classroom practice. As resistance is sometimes akin to lack of confidence or understanding, this thesis sought to illuminate the nature of work for teachers and students in a digital environment. It reports on a descriptive and interpretive case study on the classroom experiences of teachers and senior secondary school students in two humanities subjects where technology use was integrated with literacy practices for learning (technoliteracy). Findings su

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Griffin, Stephen. "Learning to learn : consultancy, internal agency and the appropriation of learning theory in English schools." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37933.

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In the years following the 1988 Education Reform Act schools have been subject to a range of policy interventions that have been aligned to a market ideology. These have limited the impact of local authority governance whilst opening up the possibilities of collaboration with commercial providers of learning materials. More recently there has been a significant growth in the development of, and interest in, new educational theories of learning to learn – many of them have drawn upon recent discoveries in Neuroscience. This interest has spawned a range of responses in the field of commercially

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Gardiner, Paul Dominic. "Teaching playwriting: dramaturgy, creativity, and agency." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12069.

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This thesis reports on the findings of my study into playwriting pedagogy in NSW secondary schools. Utilising a comparative case study approach, the phenomenological study aimed to gather data on the experience of teachers and students engaged in playwriting pedagogy for the New South Wales Higher School Certificate Drama examination. The research, initially focusing on the impact of performance theory on the teaching and learning experience, revealed the need to attend not only to dramaturgy, but also to the related concepts of agency, creativity, engagement and the teacher-student dynamic.

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Knight, Janine. "Learner agency in online task-based language learning for spoken interaction." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/664231.

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L'objectiu d'aquest estudi és explorar la relació entre el poder de decisió i d'acció de l'alumne (learner agency), els recursos en pantalla (botons de navegació, instruccions escrites per a tasques) i la creació de significat en tasques de comunicació sincrònica mitjançant ordinador (CSMO) orientades a fomentar la interacció oral. El projecte es basa en l'estudi de casos i s'analitzen tres tasques dissenyades per a l'aprenentatge de llengua (intercanvi d'opinions, joc de rols i buits d'informació) en dos conjunts de dades (dotze casos). Es tracta d'unes tasques fetes en una universitat en lín

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He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a pro

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Angelone, Lauren. "Theorizing Subjectivity, Agency and Learning for Women in New Digital Spaces." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306853494.

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Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.

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This study is a qualitative examination of second language (L2) learning processes by four advanced learners of Japanese in the community of a summer intensive full-immersion program in the United States. Using L2 socialization theory as a theoretical framework, this study conceives of L2 learning as a process of social participation in a community of practice and examines L2 learning processes by four learners, focusing on the dynamic interplay between the affordances of the social community and the agency of the individu

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Vitanova, Gergana. "Gender and Agency Practices in a Second Language." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029525438.

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Gilbert, Melissa Kesler. "Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1814.

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Thesis advisor: Sharlene Hesse-Biber<br>Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service-learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The

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Matthews, Michael Thomas. "Learner Agency and Responsibility in Educational Technology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6532.

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Though the topic of learner agency has received relatively little discussion in the literature of educational technology, it is nevertheless a significant and actually omnipresent concern of both scholars and practitioners. Through the journal-ready articles contained herein, I show how theories of learning and certain practices of instructional designers reflect implicit positions on the agency of learners. I also discuss agency in more concrete terms as the responsibility for learning that is shared with learners in instructional design contexts. In addition, I provide practical suggestions

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Rahaman, Andrew. "The Influence of an Action Learning Process on Transformative Learning and Leadership Behavior in a Government Agency." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557500.

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<p> This phenomenological study examined how 10 leaders from one government agency described their experience in an action learning process that focused on the open-ended question and no group dialogue and how this experience resulted in transformational leadership behaviors. This study used Mezirow's (1991) transformative learning theory, transformational leadership theories (Bass, 1985; Kets de Vries, 1994; Sashkin, 1988; Yukl, 2010; Burns, 1978; Kouzes & Posner, 1987; Tichy & Devanna, 1986), and a modified action learning process modeled after Marquardt's (2004) framework as the con

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von, Duyke Katherine S. "Students' autonomy, agency and emergent learning interests in two open democratic schools." Thesis, University of Delaware, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595010.

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<p> This study investigates the relationship among students' autonomy, agency and emergent learning interests in two open democratic private K-12 schools. Surprisingly, I find that these innovative schools sometimes promote sometimes suppress student agency. I suggest that we need a new means to define education, as our current means seems to constrain even innovative projects.</p><p> I begin by tracing the historical path of liberal arts education down two paths for student agency. Historical classical liberal arts education concerned itself with the student as a thinker, while modern conv

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Hosseini, Saeideh. "Iranian Immigrant Women’s Gender Identities, Agency, and Investment in Second Language Learning." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510770475232966.

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Lincoln, Robert. "Multi-agency collaboration against domestic violence learning from a 10-year effort /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r_lincoln_012409.pdf.

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Turnbull, Margaret D. "Student teacher professional agency in the practicum : myth or possibility? /." Curtin University of Technology, School of Humanities, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13892.

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This thesis investigated professional agency for student teachers in their final practicum of the Auckland College of Education Bachelor of Education (Teaching) early childhood pathway. Professional agency is an element in the matrix representation of the philosophy of the degree programme. Relevant to this study a working definition of professional agency with regard to the practicum was articulated through a consultative process with early childhood colleagues and final year student teachers who were not involved in this investigation. Six student teachers volunteered to engage in this resea

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Dwyer, Richard Gregg. "Informal learning in the police subculture: a case study of probationary special agents of a federal criminal investigative agency." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38629.

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Brown, Helen. "'Technology transfer' through high technology corridors : a study of multi-agency partnership learning." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431472.

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XIE, Yan Bin. "Creation of principal-agency relationship value : social capital and dynamic learning capability perspectives." Digital Commons @ Lingnan University, 2008. https://commons.ln.edu.hk/mkt_etd/6.

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In this 'age of turbulence' (Greenspan, 2007), businesses, in response to challenges of globalized competition, escalated customer expectation, and disruptive technological innovations, find innovative value propositions (Slater, 1997) critical for survival and sustained competitiveness. In lined with relationship marketing that suppliers need target valuable custome r to establish long-term relationship for survival in fierce competition (Gronroos, 2000), scholars (e.g. Walter, Ritter & Gemunden, 2001) looking from supplier perspective identify direct and indirect value as two dimensions for

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Fluckiger, Beverley. "Children’s cross-cultural literacy experiences in three worlds: Enacting agency." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367536.

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The literacy experiences of a small group of culturally-diverse children were examined in this study. The experiences, too, were diverse – and influential. The children, five girls aged four – five years, attended the same Preschool, in an inner suburb of a large city in Australia. Data were gathered at home, during the last two months of the preschool year and, for three of the children, during writing sessions in the first six months of Year One. Vygotskian ideas on meaning-making were integrated with other perspectives on development, literacy learning and teaching from a sociocultural,

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Petersen, Petra. "Appar och agency : Barns interaktion med pekplattor i förskolan." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265324.

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This study explores young children's use of digital tablets in Swedish preschool environments, with special interest in how the use of digital tablets may affect children's agency. A multimodal, design theoretical approach was used, combined with sociology of childhood, to highlight the dynamics between children's agency and the affordances provided by the digital tablets. Two video ethnographic substudies were conducted within two separate preschool settings, including preschools where children use digital tablets to communicate in a minority language. In order to take into account as many mo

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King, Donna Therese. "Teaching and learning in a context-based chemistry classroom." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31231/1/Donna_King_Thesis.pdf.

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Many current chemistry programs privilege de-contextualised conceptual learning, often limited by a narrow selection of pedagogies that too often ignore the realities of students�e own lives and interests (e.g., Tytler, 2007). One new approach that offers hope for improving students�e engagement in learning chemistry and perceived relevance of chemistry is the context-based approach. This study investigated how teaching and learning occurred in one year 11 context-based chemistry classroom. Through an interpretive methodology using a case study design, the teaching and learning that occurred d

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Goës, Ingelöv. "Alternative Identities and Foreign Language Learning." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1223.

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My D-essay has the working title “Alternative Identities and Foreign Language Learning”. I have chosen this area because I have noticed a certain reluctance among Swedish students to use the foreign language English in English classes. They often seem embarrassed to express themselves in a language which is not their mother tongue, but they seem less embarrassed when they are allowed to act somebody else. These two observations converge into a focus of discussion on the matter, which will be supported by a minor study of my own, by extracts from other people’s essays on the matter, and by an o

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Fluckiger, Beverley, and na. "Childrens cross-cultural literacy experiences in three worlds: Enacting agency." Griffith University. School of Cognition, Language and Special Education, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070814.144647.

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The literacy experiences of a small group of culturally-diverse children were examined in this study. The experiences, too, were diverse and influential. The children, five girls aged four five years, attended the same Preschool, in an inner suburb of a large city in Australia. Data were gathered at home, during the last two months of the preschool year and, for three of the children, during writing sessions in the first six months of Year One. Vygotskian ideas on meaning-making were integrated with other perspectives on development, literacy learning and teaching from a sociocultural,

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Miller, Josephine L. "An ethnographic analysis of participation, learning and agency in a Scottish traditional music organisation." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14286/.

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The aim of this thesis is an ethnographic investigation of social and musical participation, learning and agency in a traditional music organisation in Scotland. I documented the activities of an established group and related my findings to wider scholarship. In previous studies of the transmission of traditional music, little attention has been given to the structures and practices of community-based groups which set out to create environments for learning and making music. This thesis uses a case study approach to research how competence is acquired and employed in one large charitable organ

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Szpiro, Daniel A. "Evaluating the agency and learning-based prescriptions for post-investment review of capital projects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31103.pdf.

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Morton, Shirley T. "Socialization-related learning, job satisfaction, and commitment for new employees in a federal agency." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38548.

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Räisänen, S. (Sari). "Changing literacy practices:a becoming of a new teacher agency." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526208480.

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Abstract The general aim of this research was to explicate what kind of a process ‘doing things differently’ in the context of literacy practices is from the teacher agency perspective. The research was based on development work on literacy practices, which I as a teacher-researcher conducted in a Finnish first grade classroom during one school year. I based the new literacy practices on the concepts of a broad conception of text and the communicative view of language presented in the Finnish national core curriculum 2004. The new practices mirrored the affordances of ‘new literacies’ involvin

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Alcock, I. K. "lifelong learning, structural socio-demographic factors, and personal agency-a study of adults in Wales." Thesis, University of Exeter, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535857.

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Hofmann, R. J. "Ownership in learning : a sociocultural perspective on pupil engagement, collaboration and agency in the classroom." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604142.

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The idea of personal involvement and significance in learning, frequently referred to as ‘ownership of learning’, is often taken for granted as something positive and unproblematic that individual learners can ‘have’. Building on a post-Vygotskian perspective, this study asks how we can understand ownership in a way that grounds it in socially embedded notions of learning and agency and in concrete classroom practice. The first part focuses on identifying and examining discourses of ownership in the literature and their theoretical underpinnings and pedagogical implications. It highlights the

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Huyse, Huib. "Workplace and organisational learning in development aid : a case study of a Belgian development agency." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7058/.

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This thesis investigates workplace and organisational learning over the period 2000-2010 in a Belgian development agency (VVOB), involved in the implementation of educational development projects. It explores some of the structural causes of the perceived learning deficit at the project and the agency-wide level, and links it with similar findings in other development agencies. For the project level, two case studies in Zimbabwe (ZimPATH and St2eep) were selected in which the project's management invested significantly in team learning. These practices were put against the learning support act

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Lush, Peter J. I. "The sense of agency in hypnosis and meditation." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73686/.

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The sense of agency is the experience of being the initiator of our intentional actions and their outcomes. According to higher order thought theory, a representation becomes conscious when there is a higher order state about it. Thus conscious experience, including that of intentions, is metacognitive. The experience of involuntariness characteristic of hypnotic responding may be attributable to the formation and maintenance of inaccurate metacognitive higher order states of intending. Conversely, the practice of Buddhist mindfulness meditation may develop accurate metacognition, including hi

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Hoben, Kelly Anne. "AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211980552.

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Mandikonza, Caleb. "Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4410.

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This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this

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Newell, Jeremiah. "The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027.

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In a post Race to the Top and No Child Left Behind environment, state education agencies (SEA’s) play an increasing role in influencing the policy and practices of schools and districts. Yet, the challenges of SEA’s are monumental. American students continue to be outperformed by their international peers. Schools and districts across America are struggling to make any headway on the persistent achievement gaps for poor and minority students. The system is in crisis, and the solutions are unknown. To meet this challenge of imagination, ingenuity, and learning, SEA’s must pivot from a predomina

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Hart, Janelle Marie. "Contextualized Motivation Theory (CMT) : intellectual passion, mathematical need, social responsibility, and personal agency in learning Mathematics /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3393.pdf.

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BULL, ELIZABETH, and Maren Fokuhl. "Factors for Organisational Learning enabling Sustainability Transitions : A case study exploring a Public Service Agency in Scandinavia." Thesis, Malmö universitet, Malmö högskola, Institutionen för Urbana Studier (US), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18439.

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The growing interest in sustainability amounts pressure on organisations to operate in more environmentally friendly ways, sparking the need for radical sustainable change. The purpose of this study is to discover what factors and conditions facilitate and hinder organisational learning for sustainability transitions (ST), a topic that has caught recent academic attention and thus needs further interdisciplinary research. The conceptual framework derives inspiration from the Four Factors of Learning for ST whilst the Competing Values Framework and the Three Loops of Learning are used as additi

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Aiello, Michael. "Postgraduate international students as globalised lifelong learners : an exploratory study." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4428/.

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This study provides a theoretical and methodological contribution to ongoing debates relating to the purpose and nature of international higher education. It does so by examining globalisation, lifelong learning and postgraduate international study through the voice of the individual student. The voice of the student is under represented in the literature and this research contributes by providing an in-depth, longitudinal study focusing on the student voice. The experiences of international postgraduate students within one English university from 2009-2014 provide the research context. Their

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DeLoria, Julie Elizabeth. "A Comparative Study of Employee Commitment: Core and Contract Employees in a Federal Agency." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29324.

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This study examined commitment levels of two groups of employees: core government employees and contract employees who directly supported the Federal Government. The sample included 85 government employees and 131 contract employees. The research identified each group's level of commitment to various work entities. These included: immediate government office, government organization, employer, and occupation. The focus was on affective commitment, i.e., an employee's emotional attachment to, and desire to maintain membership with, a work entity. A measure was also taken for socialization-

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Trodd, Lyn. "Professional learning for Children's Centre leaders." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10430.

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This thesis investigates the experiences of Children’s Centre leaders of the National Professional Qualification in Integrated Centre Leadership (NPQICL) who find themselves in a newly developed role and lacking a professional identity. Its aim is to explore the developing professional identities of NPQICL participants from their own perspectives, focusing on ways in which their professional identities are developing and how, correspondingly, these might be better supported on the NPQICL. Clarification of core ideas embedded in these aims theoretically and conceptually reveals that professions

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Douglas, Anastasia Jane. "Identities and agency in transition : moving from special school to further education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/26754.

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This thesis draws on the experiences of 21 young people transitioning from a special school for students with labels of moderate learning difficulty, to further education college. Taking a disability studies approach, that is, viewing disability as a social and political response to human diversity, I examine some social processes through which student identity and agency meanings may be negotiated during transition. Times of change offer circumstances of opportunity in which new identity and agency meanings may be improvised and tested in various forms. Some students found emergent ways to su

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Evans, Linda Anne. "Professional learning from the inside - teachers as agents of school improvement: a principal's case study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82028/4/Linda_Evans_Thesis.pdf.

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This study considered the relationship between professional learning, teacher agency and school improvement. Specifically, it explored the principal's role in supporting teacher agency in their professional learning. It found that, with appropriate pressure and support from principals, school improvement for the betterment of student learning is attainable through teacher professional learning that is based 'within' a school. Particularly, it ascertained that schools need to give greater attention to the allocation of time for teacher professional learning, specifically: time before, during an

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Spence, Natalie Ann. "Designing for Epistemic Agency: How university student groups create knowledge and what helps them do it." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/22348.

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Abstract:

How do university students create knowledge together? Collaborative projects are part of most tertiary undergraduate programs but in-depth studies of student work outside classrooms are rare. My interest is in shared epistemic agency—how knowledge is collaboratively created. There is, naturally, a social aspect—dialogue, team roles and relationships. There is also materiality to collaboration; the objects that students create and use as thinking tools and to organise work. Sociomaterial theories of knowledge creation, putting shared objects at the centre of social learning, underpinned this st

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Trawick, Amy R. "Senses of selves adult intermediate readers' identity, agency, and literacy learning in an adult basic education setting /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1488Trawick/umi-uncg-1488.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Heidi B. Carlone; submitted to the School of Education. Includes bibliographical references (p. 286-304).

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