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Pau, Custodio Isabel. "La novel·la com a context en l’educació científica." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/461304.
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La tesi La novel·la com a context en l’educació científica planteja una aportació en el camp de la didàctica de les ciències experimentals des de la perspectiva de l’alfabetització científica. La proposta parteix de diverses aproximacions didàctiques, com són l’ensenyament de les ciències en context o a partir de qüestions sociocientífiques, així com de recerques on s’analitza l’ús de narratives en l’educació científica. Específicament, la finalitat de la recerca és analitzar la potencialitat de la novel·la com a context en l’educació científica. Finalitat que es concreta en tres objectius: 1) Dissenyar un instrument per tal d’analitzar novel·les per ser usades com a context en l’educació científica 2) Analitzar la novel·la com a context en l’educació científica a partir de la participació en un club de lectura 3) Analitzar la novel·la com a context en l’educació científica a partir de la interpretació que fan els alumnes d’un fragment d’aquesta. Per respondre a aquests objectius s’utilitzen diferents mètodes tots de caràcter qualitatiu i interpretatiu. Per respondre al primer objectiu, es fa una recerca en relació als criteris per seleccionar novel·les a la classe de ciències a partir d’una revisió bibliogràfica i entrevistes a diversos professionals. Paral·lelament s’analitzen les característiques d’un conjunt de novel·les juvenils relacionades amb les ciències. Per a respondre al segon i al tercer objectiu, es dissenyen dues activitats centrades en dues novel·les juvenils diferents que s’implementen respectivament entre els alumnes de 3r i 1r d’ESO d’un centre de secundària de la província de Barcelona. En tots dos casos s’analitza el discurs dels participants. En el segon objectiu, l’anàlisi se centra en la mobilització de continguts científics i aspectes ètics durant el club de lectura així com en la percepció que en tenen els propis participants. En el tercer objectiu, l’anàlisi se centra en l’ús i avaluació de proves que realitzen els alumnes tant en l’activitat escrita i individual com en els debats orals i en grup. Els resultats del primer objectiu proposen un instrument d’anàlisi anomenat graella ANUCEC, que incorpora tant criteris científics com literaris en el seus requisits. A més a més, planteja l’anàlisi de la novel·la mitjançant tres dimensions -continguts científics subjacents, naturalesa de la ciència i aspectes ètics- definides cada una d’elles per diversos criteris i patrons. Els resultats del segon objectiu mostren que la participació en el club de lectura ha permès el pas d’una immersió afectiva a una immersió cognitiva tot capacitant els estudiants per discutir i reflexionar sobre la temàtica de la novel·la, en relació als trasplantaments d’òrgans, des d’una visió sociocientífica. Els resultats del tercer objectiu mostren que una activitat en la qual s’evidencien les diferents interpretacions que permet un mateix text promou que els alumnes justifiquin les seves posicions i discuteixin sobre l’ús i l’avaluació de les diferents proves. Es conclou que les potencialitats de la novel·la com a context en l’educació científica es concreten en permetre que la immersió en la temàtica científica es faci a partir d’activitats pròpies d’un lector literari, que es doni una immersió afectiva espontània en la temàtica, una immersió cognitiva si aquesta es promou mitjançant activitats específiques i una varietat d’interpretacions que promouen la reflexió i el debat. A més a més, s’identifica la necessitat de realitzar una anàlisi en profunditat per poder dissenyar les activitats adients per fer-ne emergir les potencialitats esmentades.The doctoral thesis Novels as a context in science education contributes to research in the field of science education from a scientific literacy perspective. The proposal is based on several didactic approaches, such as context-based education and socioscientific issues, and on the existing research about using narratives to teach and learn science. Specifically, the purpose of the research is to analyse the potentiality of novels as a context in science education. This purpose is divided into three objectives: 1) Designing an instrument in order to analyse novels to be used as a context in science education 2) Analysing novels as a context in science education through a book club dynamic 3) Analysing novels as a context in science education through students’ interpretations of a novel fragment. Both qualitative and interpretative methods were used to achieve these objectives. To answer the first aim, we explored the criteria to select novels for science class through a bibliographic review and interviews to several professionals. Simultaneously we analysed the features of some young-adult novels related to the sciences. To answer the second and the third aim, we designed two activities focused on two different young-adult novels. These activities were performed by two groups of secondary school students (12 and 14 years old respectively) from a high-school in the province of Barcelona. In both cases we analysed the participants’ discourse. In the second objective the analysis was focused on the mobilisation of scientific contents and ethical concerns during the book club as well as on the participants’ own perception of the book club. In the third aim, the analysis was focused on the use and evaluation of evidence, both in written and oral activities. First aim results are set on an analysis instrument called ANUCSE grid, which incorporates both scientific and literary criteria in its requirements. In addition, it suggests analyzing the novel by means of three dimensions —underlying scientific contents, nature of science and ethical concerns. Each of these dimensions contains several criteria and patterns. Second objective results show that participating in a book club has allowed readers to switch from an affective immersion to a cognitive immersion. This cognitive immersion lead students into an argumentation and a reflection on the novel science topic, related with organ transplantation, form a socioscientific view. Third objective results show that an activity where different interpretations of the same text are expressed promotes that students justify their positions and argue about the use and evaluation of evidence. The research concludes that the potentialities of using a novel as a context in science education are: a) it allows for scientific immersion to be promoted by literary activities b) it promotes spontaneous affective immersion in the scientific subject c) it promotes cognitive immersion by some specific activities d) it promotes reflecting and discussing on the scientific topic through debating about the variety of text interpretations. In addition, it identifies the need to make an in-depth analysis in order to be able to design the suitable activities to promote the potentialities mentioned.
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Hunt, Sylvia. "Educating the domestic reader, literary allusion as educative device in Maria Edgeworth's novels of manners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56407.pdf.
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Church, Dearbhaile Brona. "New directions : a novel approach to educating for capability in post-compulsory humanities education." Thesis, University of Newcastle Upon Tyne, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576648.
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Is it possible to educate for capability as a goal, not a by-product, of education? This thesis addresses this research question by presenting a model to support the implementation of a person-centred approach to teaching and learning in post-compulsory humanities education. This is based on a new methodological framework employed within the Project module in the Philosophical Studies programme at Newcastle University. Here, learners apply a project-based, context-driven approach to develop an understanding of conceptual themes set out in lectures within the context of a personal interest (the Project). The model puts the learner at the centre of the process and develops students' knowledge and understanding of course content alongside the development of individual competences; that is, a capacity for learning. The model is based on my own experience of the methodology as a learner and tutor, as well as practical research and delivery. It draws on Problem-Based Learning theory to offer a vocabulary to support dialogue between students and tutors to enhance the learning experience. The model of Project Practices seeks to bridge the gap between the personal and private with the academic and theoretical, by supporting a dual approach to learning. It may be used to enhance the delivery of the context-driven methodology and its effectiveness in supporting skills development alongside knowledge acquisition by acting as a planning and dialogue tool. It may also offer the potential to apply the object-based context driven project methodology in other educational contexts or levels where appropriate. Placed within the context of the growing literature on this subject, this thesis offers one alternative to traditional approaches to teaching and learning which is grounded in and responds to the increasingly complex nature of life and work in the twenty-first century. This model responds to the research objective by integrating a person-centred approach to teaching and learning alongside traditional delivery methods in order to educate for capability. It offers an original model to support person-centred learning alongside traditional delivery methods within Higher Education.
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Besora, Mascarella Max. "Ficcions acadèmiques. Un estudi crític sobre la Literatura de la Universitat." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668500.
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L‘objecte d‘aquesta tesi és l‘anàlisi de les relacions entre la institució universitària i les anomenades novel·les de campus o novel·les acadèmiques, un gènere literari procedent del món anglosaxó, que té el seu origen a la societat victoriana del segle XIX. Tanmateix, l‘auge d‘aquestes obres coincideix amb la democratització de les universitats occidentals, a mitjans del segle següent. Hi ha nombroses aproximacions crítiques a aquestes ficcions acadèmiques, però no solen plantejar-se la qüestió del perquè de la seva existència. En aquesta recerca pretenem anar més enllà de la simple classificació atès que, després d‘haver ampliat històricament la visió d‘aquesta producció tot cercant-ne les bases i les causes, ens hem adonat que remunten al moment en què s‘imposa un propòsit fonamentat i reglat d‘ensenyament. Si alguna cosa ha caracteritzat aquest tipus de ficcions, davant el poder institucional de l‘acadèmia, ha estat la seva funció contrahegemònica, mitjançant la sàtira, la ironia, la mofa adreçada cap a l‘ideal d‘educació constituït com a sistema en cada societat.
Així, doncs, la nostra intenció era d‘aclarir quina mena de pensament crític han vehiculat aquests textos al llarg de la història respecte al món acadèmic, i com aquestes actituds han anat variant paral·lelament a la creació de la universitat i la seva expansió durant els segles. I la perspectiva que proposem és la de la mirada, a partir de la universitat, cap a la mateixa institució a través del filtre d‘unes ulleres enfocades segons la graduació de la creació literària. Per això, hem centrat la nostra atenció cap a les zones on la ficció i el discurs acadèmic es superposen, s‘alimenten recíprocament i interfereixen de manera constant. Amb l‘esperança de fer visible la interacció de tensions i debats encara avui molt vius al voltant del control de l‘educació, entre el saber acadèmic i el literari.
L‘estructura del nostre treball es basa en la lectura conceptual, progressiva i històrica d‘aquesta disputa, en les formes diverses en què es realitza: des de l‘Acadèmia platònica i la seva continuació al món llatí, passant per l‘Edat Mitjana, el Renaixement, la Il·lustració i la Revolució Industrial, fins a arribar als ateneus dels nostres dies. I, malgrat la centralitat assumida, per moltes raons que anirem examinant, dins el territori anglosaxó, hem volgut fer un esforç per registrar i estudiar les formes amb què aquest gènere literari s‘ha estès, en els últims vint anys, a d‘altres països com ara l‘Índia, Sud- àfrica, Austràlia, Argentina, Espanya o Catalunya mateixa, i explicar-ne els motius i les
motivacions i finalitats que han empès uns escriptors ja consolidats a assumir aquest nou repte creatiu.In this thesis we will see how academic fictions (known also as campus novels) are more than a modern Anglo-Saxon literary genre that had existed since the emergence of the first institutionalized system of education, that is, Plato‘s Academe. From our point of view academic fiction works as a critical device against Western higher education and our research scrutinizes the interrelation of literary and academic or theoretical discourses, both thematically and performatively (through literature that ―does‖ theory). The research may include historical and sociological approaches to different periods and cultures and also a comparative approach between academic and literary texts. History, Cultural Studies and Comparative Literature will be our main disciplines and the tool-box for our research. To illustrate our point we will establish a connection between Aristophanes‘ The Frogs and the Socratic-Platonic thought; medieval universities and the appearance of the Goliards; Tomas Hardy‘s Jude the obscure or the English workers with the intellectual class of the rising English universities. Ida’s Journey by Ricardo Piglia, and the implications of industrial capitalism on the institution, among many other literary examples. Our research explores hybrid modes of writing that result from the intermingling of literature and theory. Through the study of academic fictions, novels written by theorists, and related theoretical writings, our research stimulates critical reflection on the past, present, and future of the university and the Humanities in particular, our roles as academics and our shifting position in society By means of the foucaultian concept of power-knowledge, we will trace a historical- sociological approach to see how there is a counter-hegemonic literary element in every period in the history of university education, which calls into question the games of truth and education of the university institution. This will allow us to show the relations between university as a close space and the external world across politics, economics and social issues and also to explain the main reason and the existence of academic fictions across history.
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Baumann-Birkbeck, Lyndsee. "Development, Implementation and Appraisal of Virtual Simulations for Pharmacy Education." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/409152.
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Simulation lends itself to an outcomes-based learning model. Such models have become favoured for education of health professionals, as they can help fill gaps in clinical knowledge, increase safety and offer improved patient outcomes. In particular, there has been an upsurge in the use of technology-enhanced simulations, such as virtual patients, facilitated by the increasing availability of technology. However, a number of issues regarding use of simulations for education have been noted. These include cost, software availability, adaptation to the desired curriculum, ability to edit/personalise, and feasibility, particularly in terms of usability. In addition to these issues, there remains no clear consensus on how to best describe and report on these tools or, in fact, to measure the outcomes associated with their implementation. As such, this thesis explored current gaps in the research, and studied the creation, implementation and reporting of simulation-based interventions which focused on subjects pertaining to pharmacy curriculum. It also provided commentary on pedagogical considerations for the design of such interventions and discussed novel methods of measuring engagement and learning outcomes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Pharmacy & Med Sci
Griffith Health
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Jackson, Mary. "Forgotten Things: A Historian's Tale." Otterbein University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbnhonors1620458342340454.
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Santos, Filipe D. Saavedra. "Education and the boarding school novel : examining the work of José Régio." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10251.
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This thesis is centred on the work of Portuguese writer José Régio (1901-1969). He was a teacher-writer and, arguably, the most philosophical of Portuguese school novel authors.
In his novel ‘A Drop of Blood’ (1945), Régio shows interest in the formation of the artist as the special object of education – the ‘marked man’ –, whose sensitivity distances him irremediably from the crowd. He adopted the radical individualism of Nietzsche not in order to be ‘for’ or ‘against’ this or that schooling model but to exemplify the perpetual clash, inherent in mankind, between the individual and the group, the artist and the non-artistic person, the young and the adult, the son and the father and the self and the world.
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Shave, Anne Elise. "Education in the novels of Anne and Charlotte Brontë." Thesis, University of Canterbury. English, 1997. http://hdl.handle.net/10092/7116.
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Charlotte and Anne Bronte were both educators and it is not surprising that education plays a prominent part in their fiction. It is more surprising that students and educators, who presumably share an interest in the processes and purposes of education, have not attempted, in previous studies, to provide a comprehensive coverage of the Brontes' approach to educational issues or to examine the function of teaching and learning interactions within their novels. My thesis traverses this relatively unexplored territory.
My argument is divided into six parts. First, I outline some of the educational issues of particular significance at the time the Bronte sisters were writing, including school conditions, content of curricula for girls and boys, and "the governess problem". In chapter two I consider the authors' responses to these contemporary issues and raise points of contrast between Anne and Charlotte's approaches to similar subjects. Anne's moral emphasis and desire to affect change is compared with her sister's ambiguous and often contradictory attitudes towards social issues. Next, the close connection between education and power (and characters' exploitation of this feature of education) is explored from several perspectives. I comment on the imbalance of power between the sexes that educational differences contributed to in early-Victorian society and demonstrate that those most desirous of educational power in the Brontes' work are often the most oppressed. Chapters four and five examine the ways in which education contributes to the central heterosexual relationships in the novels, and focus most closely on Charlotte's preoccupation with relationships between masters and pupils.
Finally I compare Anne and Charlotte's treatment of education in order to make some observations about their attitudes towards writing itself. I argue that the sisters' understandings of "truth" in fiction, the recurring conflict between reason and emotion in Charlotte's novels, and Anne's Christian world-view, contribute to the differing approaches to education - and, indeed, a vast number of other issues - within their fiction.
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Encinar, Prat Laia. "Aprenentatge informal en docència del professorat universitari novell." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673818.
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La docència és una de les funcions que desenvolupa el professorat universitari, però la formació reglada que reben entorn aquesta és escassa. A més, el professorat novell, que es troba en l'etapa inicial del seu desenvolupament professional, es caracteritza per l'inici de la construcció de la seva identitat docent, el contrast de les seves expectatives amb la realitat i les inseguretats vers la docència. Aquestes circumstàncies comporten la necessitat d'explorar l'aprenentatge informal en docència del professorat universitari novell a les universitats de l'àrea metropolitana de Barcelona. La recerca contempla dos objectius generals. El primer d'ells és analitzar l'aprenentatge informal del professorat universitari novell en docència, tot comprenent els motius pels quals es realitza aquest aprenentatge, les competències docents que s'han adquirit a través d'aquest, les vies d'aprenentatge informal utilitzades i la influència dels elements organitzacionals en aquest fenomen. El segon objectiu general té el propòsit de dissenyar un model per impulsar l'aprenentatge informal en docència en el si de les organitzacions universitàries que inclogui uns principis d'intervenció, unes propostes institucionals i unes estratègies d'acció. La metodologia de la recerca es basa en un disseny mixt, combinant tècniques de recollida de dades quantitatives i qualitatives. En primer lloc, s'ha aplicat un qüestionari a professorat universitari novell de les universitats públiques i privades de l'àrea metropolitana de Barcelona. Seguidament, s'han realitzat entrevistes a docents novells que han permès aprofundir qualitativament en les dades quantitatives obtingudes prèviament. A partir d'aquests resultats, s'ha elaborat un model de foment de l'aprenentatge que ha estat validat posteriorment per caps de Departaments universitaris i persones expertes en la temàtica mitjançant grups de discussió. Els resultats possibiliten la comprensió del fenomen de l'aprenentatge informal en docència del professorat novell a les universitats participants, tenint en compte les diferents variables que hi intervenen. A més, també s'aporta un model de foment de l'aprenentatge, que pot servir d'orientació a les universitats a l'hora de promoure el desenvolupament de competències docents del professorat novell.La docencia es una de las funciones que desarrolla el profesorado universitario, pero la formación reglada que reciben acerca de ésta es escasa. Además, el profesorado novel, que se encuentra en la etapa inicial de su desarrollo profesional, se caracteriza por el inicio de la construcción de su identidad docente, el contraste de sus expectativas con la realidad y las inseguridades entorno la docencia. Estas circunstancias conllevan la necesidad de explorar el aprendizaje informal en docencia del profesorado universitario novel en las universidades del área metropolitana de Barcelona. La investigación contempla dos objetivos generales. El primero de ellos es analizar el aprendizaje informal del profesorado universitario novel en docencia, comprendiendo los motivos por los que se realiza este aprendizaje, las competencias docentes que se han adquirido a través de él, las vías de aprendizaje informal utilizadas y la influencia de los elementos organizacionales en este fenómeno. El segundo objetivo general tiene el propósito de diseñar un modelo para impulsar el aprendizaje informal en docencia en el seno de las organizaciones universitarias que incluya unos principios de intervención, unas propuestas institucionales y unas estrategias de acción. La metodología de la investigación se basa en un diseño mixto, combinando técnicas de recogida de datos cuantitativos y cualitativos. En primer lugar, se ha aplicado un cuestionario a profesorado universitario novel de las universidades públicas y privadas del área metropolitana de Barcelona. Seguidamente, se han realizado entrevistas a docentes noveles que han permitido profundizar cualitativamente en los datos cuantitativos obtenidos previamente. A partir de estos resultados, se ha elaborado un modelo de fomento del aprendizaje que ha sido validado posteriormente por jefes de Departamentos universitarios y personas expertas en la temática mediante grupos de discusión. Los resultados posibilitan la comprensión del fenómeno del aprendizaje informal en docencia del profesorado novel en las universidades participantes, teniendo en cuenta las diferentes variables que intervienen en él. Además, también se aporta un modelo de fomento del aprendizaje, que puede servir de orientación a las universidades a la hora de promover el desarrollo de competencias docentes del profesorado novel.
Teaching is one of the functions performed by university professors, but the formal training they receive for it is rare. In addition, novice professors, who are in the initial stage of their professional development, are characterized by the beginning of their teaching identity construction, the contrast of their expectations with reality and insecurities towards teaching. These circumstances lead to the need to explore informal learning in teaching of novice university professors in universities in the metropolitan area of Barcelona. The research has two general objectives. The first aims to analyze the informal learning about teaching of novice university professors, understanding the reasons for this learning, the teaching skills acquired through it, the strategies of informal learning used and the influence of organizational factors on this phenomenon. The second general objective is to design a model to promote informal learning in teaching within university organizations, including intervention principles, institutional proposals and action strategies. The research methodology is based on a mixed design, combining quantitative and qualitative data collection techniques. First, a questionnaire was applied to novice university professors from public and private universities in the Barcelona metropolitan area. Subsequently, interviews with novice professors were conducted to delve qualitatively into the quantitative data previously obtained. Based on these results, a learning promotion model has been developed, which has after been validated by heads of university departments and experts through focus groups. The results make it possible to understand the phenomenon of informal learning about teaching of novice professors in the universities selected, taking into account the different variables involved. In addition, a model for promoting learning is also provided, which can be a guide for universities in fostering the development of teaching skills for novice professors.
Universitat Autònoma de Barcelona. Programa de Doctorat en Educació
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MCCLELLAN, ANN KRISTYN. "MIND OVER MOTHER: GENDER, EDUCATION, AND CULTURE IN TWENTIETH CENTURY BRITISH WOMEN'S FICTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983561751.
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Deardorff, Philip. "Novice Teachers' Stories Represented As a Graphic Narrative." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271802/.
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The issue of alternative certification teacher training has greatly affected art education over three decades. As a result of training through alternative certification, many art educators enter the profession unprepared and unable to cope with the realities of teaching. This study attempts to understand and represent the experiences and struggles of four alternatively certified art teachers, including myself. By reading these stories, others within the education community can empathize with and provide support for struggling novice teachers. This creative thesis uses a graphic novel format to represent participants' stories. By combining text and imagery, the graphic novel format provides different meanings, interpretations, and insights into the teachers' lives. This medium offered a unique and rich perspective on the stories of what it is like being an alternatively certified art teacher.
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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.
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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.Ed. D.
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Hill, Cecily Erin. "Formal Education: Early Children’s Genres, Gender, and the Realist Novel." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.
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Alexander, Vera. "Transcultural representations of migration and education in South Asian anglophone novels." Trier Wiss. Verl. Trier, 2004. http://deposit.d-nb.de/cgi-bin/dokserv?id=2893895&prov=M&dok_var=1&dok_ext=htm.
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Alexander, Vera. "Transcultural representations of migration and education in South Asian anglophone novels." Trier Wiss. Verl. Trier, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2893895&prov=M&dokv̲ar=1&doke̲xt=htm.
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Stone, James Clement. "The evolution of civil war novels for children /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788252963.
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Johannessen, Lindsey. "Incorporating graphic novels into social studies based instruction an effective means of determining quality graphic novels." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/442.
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It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will attempt to answer the question: What is an effective means of determining quality graphic novels? Following my adaptation and creation of rubrics established for determining the needs and qualities of graphic novels, I was able to establish and analyze several social studies content related graphic novels appropriate for the elementary social studies curriculum. This investigation into social studies graphic novels provided 18 graphic novels for possible use in the elementary social studies curriculum, 5 of which were deemed quality via the established rubrics. Furthermore, the investigation proved that the books deemed quality provided more than what was established as necessary within the rubrics. The additional information found within those texts was referred to as a postlude. One strong conclusion from this study is the large void of graphic novels that teachers might link with the social studies curriculum so as to enhance elementary social studies instruction.B.S.
Bachelors
Education
Elementary Education
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Tonegato, Nicholas G. "Are Graphic Novels Just for Boys? A Study on the Interests of 5th Grade Students in Reading Graphic Novels." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1335289180.
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Dallacqua, Ashley Kaye. "Engaged in Graphic Novels with Fifth Graders." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290088200.
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Horton, Nathan. "A novel approach to science." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/NHortonPartI2006.pdf.
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Roy, Somali. "Evaluating novel pedagogy in higher education : a case study of e-proofs." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14623.
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This thesis is a single case study of the introduction and evaluation of new resources and new technologies in higher education; in which e-Proof was chosen as a single case. E-proofs are a multimedia representation of proofs, were created by Alcock (2009), and aimed to help undergraduates to read proofs for better proof comprehension. My thesis aimed to investigate whether the impact of reading such technology-based resource, e-Proofs, on undergraduates proof comprehension was better compared to reading written textbook proofs and if so, then why (or why not). To evaluate the effectiveness of e-Proofs, I used both qualitative and quantitative methods. First I measured undergraduates satisfaction, which is a most common research practice in evaluation studies, by using self-reporting methods such as web-based survey and interviews. A web-based survey and focus-group interviews showed that undergraduates liked to have e-Proofs and they believed that e-Proofs had positive impact on their proof comprehension. However, their positive views on e-Proofs did not evidence the educational impact of e-Proofs. I conducted an interview with Alcock for better understanding of her intentions of creating e-Proof and her expectations from it. Next, I conducted the first experiment which compared the impact of reading an e-Proof with a written textbook proof on undergraduates proof comprehension. Their comprehension was measured with an open-ended comprehension test twice immediately after reading the proof and after two weeks. I found that the immediate impact of reading an e-Proof and a textbook proof were essentially the same, however the long term impact of reading an e-Proof was worse than reading a textbook proof (for both high and low achieving undergraduates). This leads to the second experiment in which I investigated how undergraduates read e-Proofs and textbook proofs. In the second experiment, participants eye-movements were recorded while read- ing proofs, to explore their reading comprehension processes. This eye-tracking experiment showed that undergraduates had a sense of understanding of how to read a proof without any additional help. Rather, additional help allowed them to take a back seat and to devote less cognitive effort than they would otherwise. Moreover, e-Proofs altered undergraduates reading behaviours in a way which can harm learning. In sum, this thesis contributes knowledge into the area of reading and compre- hending proofs at undergraduate level and presents a methodology for evaluation studies of new pedagogical tools.
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Phelps, Valarie L. "Pedagogy of Graphic Novels." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1065.
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Graphic texts, or graphic novels, have spent many years on shelves with comic books about superheroes and adventurers. They officially gained notoriety in 1992 with Art Spiegelman’s Maus, and at this time, critics and scholars began to take notice. However, graphic novels have not been fully adapted by academia. Graphic novels have the ability to offer new levels of instruction and learning in upper-level classrooms.The following is a study in the multitude of uses of graphic text in academia. Chapter 1 looks at the history of graphic text to understand the present and future of graphic novels. Chapter 2 focuses on literacy issues to develop a basis for the use of graphic novels in the classroom. Chapter 3 offers a method of using graphic novels to broaden a students’ understanding of plays. Chapter 4 moves on to a study of graphic novels as works of literature. Through this look of historical data and an analysis and discussion of the modern form of graphic novels, we will come to the conclusion that graphic novels can be useful assets in the classroom when they are taken from the shelf of comic books and used to their full potential.
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Greenfield, David. "Beyond Super Heroes and Talking Animals| Social Justice in Graphic Novels in Education." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636592.
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The primary goal of this study was to investigate, document, and understand the reasons that educators who use graphic novels in their classrooms choose to use them, rather than traditional text. Secondary goals were to identify the classes they teach, and to identify commonalities and shared best practices. Interviews were scheduled, to provide the with data about learning objectives, students? reactions, the books they use, types of assignments, the criteria that they use to define the critical elements for success in their classes, as well as the instructors? own relationships with graphic novels. The phenomenological methodology was determined to be the most appropriate method to understand the teacher?s experiences, and allowed the interview subjects to share and expound on their experiences, thoughts, feelings, images, and memories that described a baseline for the practice of using graphic novels in formal learning environment. The findings of the study were interesting, but not completely conclusive. The primary reason for using comics and graphic novels is teach and promote visual literacy, an important, and a critical skill in contemporary society. Another commonality is high level of student engagement and in the material. Although there are similarities among the other findings, including the encouragement of a love of reading, they actually illustrate the lack of standards and best practices and are based upon the preferences and practices of each individual teacher. The lack of standards also is seen in the teachers approach to using the genre to teach social justice, which ranges from a direct approach to addressing the issue through appropriate titles and assignments, to a more subtle and nuanced one, where individual panels are used rather than a complete book.
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Bayer, Eliane Luz. "The theme of education through conflict in the early novels of George Eliot." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/handle/123456789/106078.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Florianópolis, 1979.Made available in DSpace on 2013-12-05T19:08:18Z (GMT). No. of bitstreams: 1 321911.pdf: 1620390 bytes, checksum: 0bb5b723c653ef4b6bffeefa10e130d8 (MD5)
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Weiland, Cleighton J. "Oh, The Places You Will Go! An Exploration of the Experiences of Classroom Teachers Educating a Student Identified as Emotionally Disturbed." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1605716492987463.
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Champagne, Rosaria Margaretha. "Crimes of reading : incest and censorship in Mary Shelley's early novels /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148777503417871.
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Mannironi, Giacomo. "Libri disonesti : education and disobedience in the eighteenth-century Venetian novel (1753-1769)." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71050/.
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The dissertation centres on representations of disobedience in four defining Venetian novels published between 1753 and 1769: La filosofessa italiana; L’avventuriere, L’omicida irreprensibile and I zingani. The research sees disobedience as embodying cultural changes that occurred in Venetian society during the eighteenth century, in particular among the élite. Disobedience is understood as any behaviour demonstrated against figures of secular authority (as in the parent-child relationship). It is, however, instrumental to interpretation of the text at multiple levels. First, it functions as a narratological device that triggers the development of the plot; second, it informs the didactic aims of the novel, by giving examples of behaviour performed by figures of authority, or subordinates. Third, it embodies changes experienced by readers in their contemporary life, offering a way to mediate conflicts through fiction. The dissertation investigates this function in relation to the élite, a heterogeneous group of high-income individuals from different classes. This group is identified as a privileged addressee of the novel. The dissertation investigates the centrality of Venetian élites from two different angles. In the first part, the analysis focuses on publishing activities, cultural consumption, and the development of the Venetian book market. It shows how the emergence of the novel is closely related to the economic transformation of the market, and the role played by the urban élite, that had become a target audience for new cultural products such as the novel. The relationship between literary representation and Venetian élites is further demonstrated through the analysis of the four novels. Alongside the analysis of disobedience from a literary perspective, the thesis adopts the topos to highlight cultural and social issues involving Venetian élites, such as the clash between generations; the reshaping of education; and the shift in social attitudes which transfers value from status to to wealth. The research argues that, through the representation of disobedience, novels set limits of acceptable behaviours, mediating between individual needs and social requirements, and suggesting possible solutions to existing conflicts. The dissertation stands at the crossroads of history (in particular Venetian history), literary criticism, and history of the book. This interdisciplinary approach makes an original contribution to the literary debate on the eighteenth century Italian novel and offers an innovative perspective from which to look at the emergence and development of this genre in the eighteenth century.
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Erdogan, Armagan. "Encountering the foreign : the educative effect of the foreign in George Eliot's novels of English life." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/73387/.
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This thesis investigates the ways in which the encounter of the self with the other enlarges both individual characters and English life in George Eliot's fiction. The role of the foreign in her novels of English life gradually increases in general from novel to novel, and hence the chapters of my thesis are chronologically structured, and each chapter is devoted to one particular novel. The Introduction consists of a brief history of George Eliot's own awakening through her foreign experiences, as her letters and journals reveal. In addition, critical and theoretical background material, particularly Foucault and Habermas, is briefly introduced. Chapter One is devoted to the first indications of the foreign in Scenes of Clerical Life. Chapter Two considers the foreign in terms of sympathy in the rural world of Adam Bede. The next chapter examines the attitudes of the dominant culture towards the foreign in The Mill on the Floss. Chapter Four centres on different forms of the alien inserted into English life in Silas Marner, 'Lifted Veil' and 'Brother Jacob'. Chapter Five focuses on the ambiguous representation of Harold Transome's anglo-oriental identity, and English attitudes towards the Orient in Felix Holt. The last two chapters study Middlemarch and Daniel Deronda, in which the encounter with the foreign is experienced beyond the borders of England. Chapter Six introduces the conflict between the conditions obtaining 'here-now in England' and those in the metropolitan city of Rome. In the last chapter, a synthesis of various encounters, which connects England to Europe and the Orient, is examined. My thesis concludes by appreciating the complexity of identity, and the broader horizons achieved by the encounter with the foreign in George Eliot's novels of English life.
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Ross, Henry Arnett. "HEALTH INFOR[M-ED]: Black College Females Discuss a Virtual Reality (VR) Platform for Sexual Health Education and Training." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5769.
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Background: College settings are likely environments for Black women to contract STIs (including HIV) or experience unintentional/unwanted pregnancies. Effective prevention strategies for this population include dialogue and activities that focus on gender, maturity, cultural barriers, personal strength, and information needs. However, technological advancements (including virtual reality) and innovation are limited in prevention efforts.
Methods: Four 90-minute focus group sessions were conducted in a convenience sample of Black college females (ages 18 years or older) and a research-intensive public institution in the southeast. A series of surveys were distributed during each audio-recorded focus group session. A mixed-method approach to data analysis was based on applications of the Health Belief Model constructs to three principal research questions: (1) Q1: How do Black college females perceive the importance of sexual risk topics? (2) What are the experiences and attitudes of Black college females regarding the use of VR for education and training versus video game entertainment (i.e. “gaming)? and (3) Among Black college females, what sexual risk topics are considered most relevant to a VR education and training platform?
Results: Each of four study cohorts enrolled between 2-6 participants each (n=15). Participant ages ranged from 18-48 (x̅=28.6, σ=9.2) years within age groups of 18-24 years (60%, n=9), 25-34 years (26.7%, n=4), and 35 years or above (13.3%, n=2). The majority of participants (86.7%, n=13) were enrolled as full-time students, and resided in various off-campus locations (73.3%; n=11). Assessments of sexual risk topic importance were reported based on aggregated Survey 1 Lickert scale values. The majority of participants equally viewed the topics of HIV and STI status as important, mostly important, or very important. Other notable concerns include sex with drug/alcohol use, risk of intimate partner violence, and sexual communication (e.g. partners and peers. Despite the lack of formal virtual reality knowledge, the majority of participants reported experience with VF technology via “gaming” (e.g. SIMS). They also concluded that a virtual reality platform for sexual health education and training should involve comprehensive approaches to HIV/STI and unintentional pregnancy via use of barrier methods, including birth control, as well as facilitation of sexual communication.
Discussion: This research represents a unique approach to the identification of sexual health risk importance for HIV/STI transmission, as well as unintentional pregnancy, in Black college females. Although a successful demonstration of feasibility, this research is formative in nature – results should be interpreted as preliminary. However, methods and concepts presented in this thesis hold the potential for scientific contribution in prevention research, clinical practice, and other fields of study.
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Silva, Percival Tavares da. "Origem e trajetória do Movimento Amigos de Bairros em Nova Iguaçu (MAB) - 1974/1992: (Relação vanguarda-base-massa: práxis política e educativa)." reponame:Repositório Institucional do FGV, 1993. http://hdl.handle.net/10438/9018.
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Submitted by Julie_estagiaria Moraes (julie.moraes@fgv.br) on 2012-01-16T18:39:23Z
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Dans ce travail nous Associations de Quartiers de la (MAB) entre 1974 et 1992. étudions le municipalité Mouvement des de Nova Iguaçu En cherchant à refaire l'histoire de ce mouvement, notre préoccupation est d'analyser et donc de mieux comprendre le processus pOlitico-éducatif et éducatif-politico et les relations de pouvoir: la relation entre la direction du mouvement, sa base et la masse. Nous analysons comment ce mouvement s'est constitué et comment il a cherché son chemin pour se présenter comme contre-hégémonie populaire. Le premier et le deuxiême chapitres mettent en lumiêre l'histoire du mouvement comme processus pOlitico-éducatif et éducatif-politico contre-hégémonique, entre 1974 et 1992. Nous cherchons alors à reconstituer la genêse du mouvement et sa 'crise d'identité'. Le troisiemechapitre cherche à expliciter un ensemble-de questions relatives aux relations de pouvoir à L'intérieur du mouvement (direction-base-masse) ainsi que son caractere pOlitico-éducatif et éducatif-politico dans le processus:de construction de la contre-hégémonie populaire. Dans notre conclusion nous tirons quelques enseignements à partir de la Praxis de ce mouvement et nous indiquons quelques pistes pour une pratique vraement démocratique du politico-éducatif et éducatif-politico des mouvements sociaux.
O presente trabalho estuda o Movimento de Bairros no Município de Nova Iguaçu, o MAB, entre 1974 e 1992. Ao recuperar a história desse movimento a preocupação é analisar e compreender o processo político-educativo e educativo- político e as relações de poder nele estabelecidas: a relação direção(vanguarda)-base-massa, analisar este Movimento na sua constituição, em seu processo e em seus descaminhos de gestão da contra-hegemonia popular. O primeiro e segundo capítulos enfatizam a história do Movimento, enquanto processo político-educativo e educativo-político contra-hegemônico entre 1974 e 1992. Busca-se reconstituir neles a gênese do Movimento e da sua 'crise de identidade'. O terceiro capítulo busca explicitar um conjunto de questões relativas às relações de poder intra-Movimento (direção base- massa) e ao caráter político-educativo e educativo-político neste/deste Movimento no seu processo de construção da contra- hegemonia popular. Conclui-se o trabalho apontando alguns ensinamentos a partir da práxis neste e deste Movimento e indicando alguns pressupostos para que a práxis político-educativa e educativo-política dos Movimentos Sociais seja verdadeiramente democrática.
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McElwee, Johanna. "The Nation Conceived : Learning, Education, and Nationhood in American Historical Novels of the 1820s." Doctoral thesis, Uppsala University, Department of English, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6226.
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This study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person.
After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: Hobomok (1824) and The Rebels (1825) by Lydia Maria Child, The Prairie (1827) by James Fenimore Cooper, and Hope Leslie (1827) by Catharine Maria Sedgwick.
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Sawyer, Octavia Cathryn. "Reinventing Virtue: Sensibility and Sentiment in the Works of Maria Edgeworth." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2845.pdf.
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Waterbrook, Anna, Gail Pritchard, Allison Lane, Lisa Stoneking, Bryna Koch, Robert McAtee, Alice Min, et al. "Development of a novel sports medicine rotation for emergency medicine residents." DOVE MEDICAL PRESS LTD, 2016. http://hdl.handle.net/10150/615113.
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Musculoskeletal complaints are the most common reason for patients to visit a physician, yet competency in musculoskeletal medicine is invariably reported as a deficiency in medical education in the USA. Sports medicine clinical rotations improve both medical students' and residents' musculoskeletal knowledge. Despite the importance of this knowledge, a standardized sports medicine curriculum in emergency medicine (EM) does not exist. Hence, we developed a novel sports medicine rotation for EM residents to improve their musculoskeletal educational experience and to improve their knowledge in musculoskeletal medicine by teaching the evaluation and management of many common musculoskeletal disorders and injuries that are encountered in the emergency department. The University of Arizona has two distinct EM residency programs, South Campus (SC) and University Campus (UC). The UC curriculum includes a traditional 4-week orthopedic rotation, which consistently rated poorly on evaluations by residents. Therefore, with the initiation of a new EM residency at SC, we replaced the standard orthopedic rotation with a novel sports medicine rotation for EM interns. This rotation includes attendance at sports medicine clinics with primary care and orthopedic sports medicine physicians, involvement in sport event coverage, assigned reading materials, didactic experiences, and an on-call schedule to assist with reductions in the emergency department. We analyzed postrotation surveys completed by residents, postrotation evaluations of the residents completed by primary care sports medicine faculty and orthopedic chief residents, as well as the total number of dislocation reductions performed by each graduating resident at both programs over the last 5 years. While all residents in both programs exceeded the ten dislocation reductions required for graduation, residents on the sports medicine rotation had a statistically significant higher rate of satisfaction of their educational experience when compared to the traditional orthopedics rotation. All SC residents successfully completed their sports medicine rotation, had completed postrotation evaluations by attending physicians, and had no duty hour violations while on sports medicine. In our experience, a sports medicine rotation is an effective alternative to the traditional orthopedics rotation for EM residents.
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Waltenberg, Fabio Domingues. "Análise econômica de sistemas educativos : uma resenha crítica da literatura e uma avaliação empírica da iniqüidade do sistema educativo brasileiro." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/12/12140/tde-24062004-101332/.
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Esta dissertação de mestrado consiste de uma resenha crítica da teoria econômica da educação no que se refere à análise de sistemas educativos, e de um estudo empírico do desempenho do sistema educativo brasileiro, com ênfase em indicadores de iniqüidade. Procura-se apresentar a evolução e o estado atual do debate relacionados aos seguintes assuntos: demanda por educação, oferta de educação (insumos monetários e não-monetários), arranjo institucional do sistema educativo, arranjo institucional sócio-econômico (em que se insere o sistema educativo), e os produtos do sistema educativo. Por fim, por meio da análise estatística de uma base de dados internacional (PISA 2000), apresenta-se um estudo empírico que visa a avaliar o desempenho do sistema educativo brasileiro, especialmente seu grau de iniqüidade.This MA dissertation thesis consists of a critical survey of the economics of education literature concerning educational system analysis, and of a study of the performance of the Brazilian educational system, with an emphasis in equity measurement. I discuss the evolution and the current state of the debate on the following subjects: demand for education, supply of education (monetary and non-monetary inputs), educational system institutional framework, socio-economic institutional framework (in which the educational system is imbedded), and the output of the educational system. Finally, by means of a statistical analysis of an international database (PISA 2000), I present an empirical study aiming at assessing the Brazilian educational system performance, especially its degree of inequity.
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Rodgers, Randi Jean. "Representations of women, identity and education in the novels of Tsitsi Dangarembga and Kopano Matlwa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85705.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis explores the representation of women, identity and education in the works of Tsitsi Dangarembga, Nervous Conditions (1989) and The Book of Not (2006), and Kopano Matlwa, Coconut (2007) and Spilt Milk (2010), through the lens of postcolonial studies. The arguments presented deal with the complicated factors associated with the formation of new identities in independent Zimbabwe and post-apartheid South Africa. I focus on how African women are represented in the texts taking place at particular socio-historical moments, including implications and interpretations of the literal and cultural shift from the indigenous, rural or segregated environments to Western, urban and racially mixed ones. My argument outlines the ways in which the stories are allegorically the stories of the fledgling democracies from which they emerge. I explore the texts in terms of symbolics of food, language, accents, family, academic settings, and the liberating and limiting elements associated with each. The authors present a complicated reality for the women of the novels, one where education is prioritized although somewhat to the detriment of traditional values and norms. The representation of women in the novels varies, leaving few successful role models for navigating workable identities for the characters as mothers, wives, and autonomous individuals. The novels offer interesting imaginaries for the future of their respective countries. The texts promote education tempered with a respect for home cultures and racial reconciliation.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die uitbeelding van vroue, identiteit en opvoeding in die werke van Tsitsi Dangarembga en Kopano Matlwa vanuit die oogpunt van postkoloniale studies. Die voorgestelde argument hou verband met die ingewikkelde faktore van identiteit-vorming in 'n onhafhanklike Zimbabwe en 'n post-Apartheid Suid-Afrika. Ek fokus op die uitbeelding van swart vroue in hierdie tekste wat gedurende spesifiek sosio-historiese oomblikke plaas vind. Dit sluit in die gevolge en interpretasies van letterlike en kulterele verskuiwings vanaf inheemse, landelike en gesegregeerde omgewings tot Westerse, stedelike en veelrassige omgewings. My argument sit uit een hoe hierdie vroue se stories as allegorieë vir die jong demokratiese lande waaruit hul na vore kom, beskou kan word. Ek verken die tekste ook in terme van die simboliek van voedsel, taal, aksent, familie en opvoeding, en fokus verder op die bevrydende en beperkende elemente van elk. Die skrywers bied 'n ingewikkelde werkliheid vir vrouens in die romans aan, een waar opvoeding 'n prioriteit is, maar ietwat tot die nadeel van tradisionele waardes en norme. Die uitbeelding van vrouens in die romans wissel en bied min suksesvolle rolmodelle aan waarvolgens die karakters identiteite soos moeder, vrou en selfstandige individue kan vorm. Die tekste bevorder wel die verkryging van 'n volledige opvoeding, maar nie tot nadeel van tradisionele kulture, of die moontlikheid van rasseversoening nie. Beide die romans bied 'n interessante blik op die toekomste vir die onderskeie lande dur hierdie uibeelding van die vroulike karakters.
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Matthews, Casey Posey. "Making sense of the gutters: How advanced-level English teachers use graphic novels." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623955126547402.
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Belinha, Bárbara Sofia Alves. "Modelos de gestão e reforma educativa: estágio na Escola Domingos Capela." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/12334.
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Mestrado em Administração e Gestão PúblicaO presente trabalho propõe-se divulgar as transformações mais significativas e mais recentes da legislação portuguesa respeitante à matéria da educação. Neste trabalho pretende-se analisar a existência, ou não, de reformas descentralizadoras na educação portuguesa, bem como a coerência da legislação face ao modelo de governação e gestão vigente (Nova Gestão Pública). Por fim realiza-se uma análise do impacto do novo decreto-lei nº 137/2012 na Escola Domingos Capela.
The main focus of this study is analyze the most recent and significant transformations of the Portuguese Education Legislation and compare those changes with the characteristics of New Public Management. Finally, it will be present a brief reflection about the impact of the new Decree-Law nº 137/2012 in the Domingos Capela School.
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Tuomaala, Seidi. "Behaviorism versus Intercultural Education in the Novel Purple Hibiscus : A Literature Study of Education in Purple Hibiscus from a Swedish EFL Perspective." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19099.
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The aim of this essay is to analyze two different educational paradigms, which I refer to broadly as the behavioristic way of learning through imitation versus intercultural education, as these are depicted in the novel Purple Hibiscus by the Nigerian writer Chimamanda Ngozi Adichie. The analysis focuses on how the narrator Kambili´s learning, identity and personal development are differently affected by these two contrastive approaches to education. After the analysis, examples of how the novel can be taught in intercultural, communicative EFL classrooms will be given. In the analysis theories of mimicry and imitation, and identity will be used as well as understandings of the terms intercultural education and behaviorism. The analysis shows that Kambili´s father Eugene represents behaviorism in the novel, whereas Kambili´s aunt Ifeoma symbolizes intercultural education. At home, Kambili learns to imitate her father´s behavior and values. In Ifeoma´s house on the other hand she encounters a kind of intercultural education, where critical thinking and questioning are encouraged. The thematization of contrastive educational and developmental paradigms in the novel is relevant to the comprehensive goals of Swedish upper secondary schools, which promote intercultural learning, as well as critical thinking and reflection on learning processes. Reading literature in the EFL classroom at this level may promote these broad educational objectives as well as the achievement of more specific, language- and culture-based learning outcomes. For many Swedish EFL students, Purple Hibiscus may represent difference, and therefore it is a suitable novel to include in intercultural education, as the students are encouraged tounderstand and reflect on different perspectives. By discussing the novel in groups, the education becomes intercultural because everyone becomes active participants and everyone´s voices are heard.
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Mendes, Márcia Cristiane Ferreira. "Memórias e Práticas Educacionais da Educadora Argentina Pereira Gomes: o seu legado no cenário educativo da Paraíba (1916- 1962)." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/4699.
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El estudio aquí presentado tuvo como objetivo investigar, históricamente, la memoria de las prácticas educacionales de la profesora Argentina Pereira Gomes, reportándose al marco temporal de 1916-1962, período correspondiente a los años de su actuación docente en la capital de Paraíba. Se adoptó una metodología que se mantuvo ligada al empleo de la Historia Oral, específicamente, la tercera Geração dos Annales, la Nueva Historia Cultural, por tratarse de una investigación biográfica. Para fundamentar la investigación se recurrió además a las fuentes bibliográficas de Burke (2010), Avelar (2007) y Nóvoa (1995). El corpus documental fue compuesto por fuentes secundarias y primarias recolectadas en los acervos del Instituto Histórico y Geográfico Paraibano (IHGP), en la Fundação Espaço Cultural (FUNESC), Fundação José Américo y en el Arquivo das Escolas Extintas, de la Primeira Região de Ensino. En la FUNESC, hubo una dedicación especial a las lecturas del periódico A UNIÃO, órgano de la prensa oficial de Paraíba. En IHGP y en la Fundação Casa de José Américo de Almeida, se trabajó con las lecturas de las revistas Era Nova, Manaíra y Revista do Ensino, correspondiendo a los años de 1916-1962. Al examinar las prácticas educacionales de la profesora Argentina Pereira Gomes, proporcionadas por las fuentes orales e impresas, se hizo posible discurrir también sobre su origen, y su formación educacional que la referida educadora estaba insertada y los cambios ocurridos en la sociedad conforme las renovaciones políticas del país, específicamente con la publicación del Manifesto dos Pioneiros da Educação Nova en 1932. Tales percepciones también pudieron ser vistas a partir de sus publicaciones en la Revista do Ensino, con fechas de 1932 y 1937, revista mantenida por el gobierno del Estado de Paraíba, y que la misma discute sobre las nuevas metodologías de enseñanza propuestas por la Escola Nova, contrariando a la enseñanza tradicional que estaba puesta. Por fin, se comprende la dedicación de Argentina Pereira Gomes a la educación brasileña, dejando un fuerte legado, revelado a través de la memoria de ex alumnos, familiares, amigos, en sus publicaciones en revistas y en los periódicos donde mencionan su trayectoria educacional.
O estudo aqui apresentado objetivou investigar, historicamente, a memória das práticas educacionais da professora Argentina Pereira Gomes, reportando-se ao marco temporal de 1916-1962, período correspondente aos anos de sua atuação docente na capital da Paraíba. Adotou-se uma metodologia que manteve ligada ao emprego da História Oral, especificamente, a terceira Geração dos Annales, a Nova Historia Cultural, por se tratar de uma pesquisa biográfica. Para fundamentar a pesquisa recorreu-se também às fontes bibliográficas de Burke (2010), Avelar (2007), Thompson (1992), Meihy e Holanda (2007) e Nóvoa (1995). O corpus documental foi composto por fontes secundárias e primárias coletadas nos acervos do Instituto Histórico e Geográfico Paraibano (IHGP), na Fundação Espaço Cultural (FUNESC), Fundação José Américo e no Arquivo das Escolas Extintas, da Primeira Região de Ensino. Na FUNESC, houve uma dedicação especial às leituras do Jornal A União, órgão da imprensa oficial da Paraíba. No IHGP e na Fundação Casa de José Américo de Almeida, trabalhou-se com as leituras das revistas Era Nova, Manaíra e Revista do Ensino, correspondendo os anos de 1916-1962. Ao examinar as práticas educacionais da professora Argentina Pereira Gomes, proporcionadas pelas fontes orais e impressas, possibilitou-se discorrer também sobre sua origem, e sua formação educacional na Parahyba do Norte, o que contribuiu para perceber o contexto educacional que a referida educadora estava inserida e as mudanças ocorridas na sociedade conforme as renovações políticas do país, especificamente com a publicação do Manifesto dos Pioneiros da Educação Nova em 1932. Tais percepções também puderam ser vistas a partir de suas publicações na Revista do Ensino, datado de 1932 e 1937, revista mantida pelo governo estado da Paraíba, e que a mesma discute sobre as novas metodologias de ensino proposto pela Escola Nova, contrariando ao ensino tradicional que estava posto. Por fim, compreende-se a dedicação de Argentina Pereira Gomes à educação brasileira, deixando um forte legado, revelado através da memória de ex-alunos, familiares, amigos, nas suas publicações em revistas e nos jornais onde mencionam sobre sua trajetória educacional.
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Morgan, Sheila, and University of Lethbridge Faculty of Education. "Grainview : a novel about a teacher's experience on a Hutterite colony." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/68.
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Grainview: A Beginning Teacher's Experiences on a Hutterite colony in novel form. Hutterite colonies dot the Canadian prairie landscape like grain elevators. Where did they come from? What do the people called Hutterites believe? Accalia McConnell was bright, feisty, newly graduated teacher. Her first teaching assignment was on an Alberta Hutterite colony. As her first seven years of teaching unfold, "Caley" is continuously confronted with new challenges, contradictions, and compromises necessitated when two divergent cultures collide in one small classroom. The Hutterian life is ostensibly based on the biblical interpretations of their erstwhile leader. Jakob Hutter, who seized communal life has defied probability and flourished over their four hundred year history. However, in contemporary society the technological advances threaten one of the basic tenets of Hutterian life: isolaton. When the Hutterites emigrated to the West it was negotiated that the colony members were to be educated in local curricula. This price of admission presented the dilemma of maintaining traditional ways in the face of modern advancements. The flashpoint for this cultural collision is the classroom of Caley McConnell. As the anecdotal stories of education in the schoolhouse unfold, Caley is forced to cotinuously balance the myriad of viewpoints surrounding her: those of the superintendent, the preacher, Daniel the domineering farm boss, the illegitimate child, runaways and Caley's own set of values. These stories intertwine numerous challenges that inexorably lead to a breaking point. In searching for an understanding of Hutterian culture, Caley ultimately discovers herself.xix, 118 p. ; 28 cm.
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Arovah, Novita Intan. "Exploring the effectiveness and the feasibility of a social cognitive theory-based physical activity intervention in type 2 diabetes patients in Yogyakarta City Indonesia." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118193/2/Novita%20Intan%20Arovah%20Thesis.pdf.
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This thesis evaluated the effectiveness and feasibility of a low contact pedometer-based physical activity intervention which involved social cognitive theory-based support through text messaging and workbook activities for type 2 diabetes patients in Indonesia. The findings showed that the provision of pedometers improved physical activity at levels sufficient to improve glycaemic control. However, to achieve recommended and long-term improvements, the findings suggest that additional supports may be warranted. In conclusion, the intervention offers a low-contact physical activity program that may be feasible to offer at hospitals constrained by limited resources.
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Cameron, Paula. "A little ground to stand on : Nova Scotia women's narratives on authority and education." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81481.
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In this thesis I ask: "What are Nova Scotia women's narratives concerning authority in their education? Does 'shyness' come into play in these educational narratives? What are the ways in which these women accepted and/or resisted authority?" This research grows from my position as an academic initiate, and my experiences of "growing up girl" in Nova Scotia. Using a qualitative feminist methodology, I interviewed three women who moved through the Nova Scotia educational system. Here I situate their stories in relation to scholarly work on authority and the context of class, race, and gender in Nova Scotia, and explore the strategies the women undertook to enact agency in their educational lives. These narratives provide rich perspectives on power, agency, and authority as they are lived in local contexts, and point to a need for more educational stories to be told by women of all backgrounds in Nova Scotia and beyond.
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Cheng, Sau-lan, and 鄭秀蘭. "Case studies of integrating affective education with Chinese novel teaching based on the transactional model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48329848.
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本研究以一組香港初中學生為對象，透過建構小說教學融合情意教育的理論，設計有助青少年發展正向情意質素的閱讀教學課程作為干預策略，並結合質性和量性的研究方法，一方面以內容分析探討學生閱讀小說後的多篇相關寫作中反映的情意反應，瞭解這些反應在不同情意範疇的傾向；另一方面以個案研究結合敘事探究的方法，深入地探討這些情意反應的廣度與深度，和哪些元素與交流模式為本的中文課堂互動，對學生在課堂刺激下所產生的情意反應有關鍵作用；再輔以問卷分析，瞭解學生對交流模式的取態，和交流模式對學生情意發展的影響。
研究結果顯示學生以交流模式閱讀三本指定小說產生了情緒、審美、心靈、道德、人際、社會等多面向的情意反應，而以審美和心靈範疇的反應最多。此外，學生的情意內化程度平均介於「賦值」和「價值建構」之間。研究亦發現學生對交流模式的學習活動十分認同，對具有綜合策略的學習模式如「讀者劇場」的認同程度尤其明確。
綜合整個研究，可見學生的不同的先存經驗包括成長背景、性格特徵、閱讀經驗、社會文化的影響等，很大程度上影響著學生對文本的反應傾向和深度，但交流模式有助學生豐富其「接受圖式」，加強閱讀中「想像、詮釋、反省、感悟」等文藝心理活動，以致學生會調整其先存的「回應結構」，從而更能與小說滲透在不同情意範疇的「召喚結構」產生「同構」關係，因此有助促進學生的情意發展。
本研究填補了中國語文與文學教育融合情意教育在研究上的缺乏，和彌補了情意教育及相關研究在定義、範疇釐定、評量架構等方面的困難，透過建構源自Rosenblatt 的學生/讀者作為情意主體和文學作品情意內涵對應的「交流模式」，與修訂Krathwolh 等的情意評量模型，形成理論架構和研究工具，有效地探討少年學生以交流模式閱讀小說的細微經驗。研究者透過探究這些經驗的脈絡，以情意發展的視角予以詮釋、論述，呈現學生在研究過程中創造的意義——主體如何與小說交流通感而建構自我的意象。透過詮釋學生的自我敘說和情意成長經驗，研究者更得以進一步瞭解社會、教育的某些面貌，從而在語文和情意教育的本體論、知識論和方法論等層面提出反省和建議。
Little research has been done on affective education imparted in Chinese language education in Hong Kong. To fill the gap, this research intends to find out whether the affective quality of teens would be positively affected if reader-response protocol could act as a channel between the students and the text. Evaluation standards of affective domains and internalization levels derived from Krathwohl, Bloom & Masia (1964)’s “Affective Taxonomy” and Martin & Reigeluth (1999)’s affective stance have been constructed to categorize and assess students’ affective responses. On the other hand, “The Sun Set” by Shu Xiang-cheng, “The Lubing Flowers” by Zhong Zhao-zheng, and a translated novel “The Heaven Shop” by Deborah Ellis have been prescribed as reading materials for the students. The affective elements in these novels were figured out as tools for assessment and pattern matching. A reading group involved 13 Form two students was formed and an instructional programme was conducted within a school year. Students were expected to be able to have transactions with the text through instruction protocol and extended activities developed from the Transactional Model based on Rosenblatt’s reader-response theory.
Data collected from different sources included students’ writings, drawings, in-depth interviews and questionnaires. Qualitative and quantitative methods comprised of narrative inquiry case studies, content analysis and questionnaire analysis were applied to examine students’ affective responses after reading the assigned novels. The research seeks to understand the depth and the breadth of students’ responses, the inclination of these responses in different affective domains, and what factors play key roles in stimulating students’ affective responses when interacting with Transactional Model-based reading lessons.
Research results reveal that after reading the prescribed novels, students made positive affective responses in different domains consisted of emotional, aesthetic, spiritual, moral, interpersonal and social, mostly in aesthetic and spiritual domains. Their affective development tended to lie between “valuing” and “organization” internalization levels. It was also discovered that students strongly agree with learning activities developed from the Transactional Model, especially integrated strategies such as readers-theatre.
It was found that the existing experiences of students significantly influence the inclination and depth of their responses to the novels. However, the Transactional Model could broaden their receptive schema, and encouraged their psychological activities when reading novels. In this way, students adjusted their responsive structure, making it isomorphous with the evocative structure of the novels, which permeated the different affective domains. As a result, reading experiences of involved students were internalized and affective development was enhanced to a satisfactory extent.
This research addresses the gap between integrating Chinese language and literature education with affective education. The outcome of the research is expected to benefit Chinese language curricula by building an example showing how language learning can enhance students’ positive character building and affective growth. By interpreting students’ self narratives and affective development experiences, the researcher could delve deeper into the circumstances of the society and education, hence reflections and suggestions in terms of ontology, epistemology and methodology of Chinese language and literature education could be provided.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Njiru, Henry Muriithi. "Eco-Techno-Cosmopolitanism: Education, Inner Transformation and Practice in the Contemporary U.S. Eco-Disaster Novel." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429560750.
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Dunn, Hamish. "Democratising fundoscopy: Using novel technology and education to make the ocular fundus accessible beyond ophthalmology." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29364.
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Fundoscopy is an invaluable clinical examination, offering a direct view of the neurovascular system, yet it remains rarely and poorly performed by non-eye health practitioners. The technical challenges of viewing the fundus with the traditional ophthalmoscope mean that critical information is overlooked in current practice, to the detriment of patients. This thesis explores whether fundoscopy by non-eye health experts can be improved using novel technologies and optimised education.
Part 1 reviews the historical context and existing literature on fundoscopy. Part 2 describes three studies focussed on fundoscopy use and education across a spectrum of medical training. Smartphone fundoscopy was demonstrated to improve the ease of use, usability and diagnostic accuracy of fundoscopy for medical students. Additionally, e-learning modestly improved fundus interpretation. Part 3 describes four studies in which portable, digital fundoscopy tools and screening protocols were implemented in Emergency Departments in metropolitan and regional NSW, tertiary-hospital diabetic clinics, and amongst neurology inpatients. Clinically important prevalences of otherwise-missed, blinding and life-threatening pathology were detected in all settings. The detection of pathology and normalcy was enhanced, resulting in significant improvements in patient outcomes across a spectrum of medical contexts. Specialist telemedicine diagnostic support was required for optimal diagnostic accuracy.
In conclusion, the ocular fundus has always held a wealth of clinical findings with implications outside ophthalmology, and the proliferation of novel fundus-imaging technologies, alongside better-targeted education, promises to unlock the clinical riches of a non-invasive view of the neurovascular system. This thesis helps to quantify the current and potential future value of fundoscopy; direct efforts to democratise fundoscopy, and; better integrate it into clinical practice beyond the ophthalmic clinic.
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Jugler, Tanner. "PILOT STUDY: A NOVEL APPROACH TO CASE‐BASED INSTRUCTION OF MEDICAL STUDENTS USING SIMULATION EDUCATION." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/528206.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.This pilot project explores medical student preference regarding simulation education in case based instruction (CBI) compared with the traditional Power Point lecture CBI. The study population consisted of volunteer first, second, third, and fourth year medical students. The subjects were randomized into control (traditional CBI) and intervention (simulation CBI) groups and preference data was collected via pre‐ and post‐survey administered before and after the activity. Preference was limited to enjoyment of learning activity and opinion of benefit on exams of the learning activity. T‐tests were applied to the data in order to determine statistical significance. Enjoyment of the simulation activity was determined to be higher post‐simulation activity in the intervention group compared to the control group. While opinion that simulation CBI may be beneficial in regard to exam scores and knowledge retention was above neutral for the two groups, this study did not determine a significance in opinion between the control and intervention groups. The study results suggest that students who have experienced a simulation CBI enjoy them more compared to the traditional CBI and are more in favor of changing the current model of case‐based instruction.
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Joshi, Swaroop Ravindra. "CONSIDER: A Novel, Online Approach to Conflict-Driven Collaborative-Learning." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500511662959839.
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Takahashi, Thiago Seiji. "A potencialidade dos quadrinhos na educação corporativa: gibis impressos, digitais e Graphic Novels." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-14012016-100117/.
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As histórias em quadrinhos foram definidas como arte sequencial e costumam ser popularmente associadas como um veículo de comunicação voltadas para o entretenimento. No entanto existem histórias em quadrinhos que são destinadas ao uso na educação, na transmissão de informações e na construção de conhecimentos específicos para o aperfeiçoamento profissional e humano. Este projeto teve como objetivo analisar a potencialidade dos quadrinhos na educação corporativa no Brasil, com recorte em São Paulo. Para atingir esse objetivo, o trabalho abordou algumas definições básicas sobre histórias em quadrinhos, suas características e alguns eventos importantes durante a sua evolução histórica. Realizou-se também um levantamento das produções e publicações de quadrinhos corporativos em São Paulo identificando os principais autores e as editoras desse segmento. Para averiguar a potencialidade dos quadrinhos na educação corporativa, este estudo foi sustentado por duas premissas: a primeira se referiu ao reconhecimento dos quadrinhos como linguagem autônoma e a segunda foi constatar a existência de profissionais especializados em atender o mercado de produção dos quadrinhos corporativos no Brasil. Além disso, foram verificados os métodos de produção, distribuição e utilização dos quadrinhos nos programas de educação de algumas corporações. A hipótese principal deste estudo foi que o uso estratégico dos quadrinhos pode contribuir positivamente para a comunicação no ambiente corporativo. Os resultados demonstraram que os quadrinhos têm sido utilizados por grandes corporações como SEBRAE, ABNT, Metrô SP, Petrobrás, Telefonica, O Boticário, SENAI, Votorantim e outros. Existe no Brasil uma produção regular e bem organizada de quadrinhos corporativos realizada por estúdios, autores e editoras especializadas. Essas produções ocorrem, pelo menos, desde 1994. A maior parte desses quadrinhos foram distribuídos dentro de empresas ou em ambientes mais restritos. No entanto, também houve algumas publicações que foram distribuídas e comercializadas em livrarias publicados no formato Graphic Novel. Verificou-se também que alguns quadrinhos corporativos têm sido publicados em suportes digitais, como foi observado no caso do convênio entre o SEBRAE e a ABNT. De acordo com os resultados coletados nesse estudo, a potencialidade do uso dos quadrinhos na educação corporativa foi associada, principalmente, em auxiliar nos processos da conscientização, compreensão e memorização de ideias e informações. A sua aplicação estratégica através de tiras e cartuns também facilitou e beneficiou a apresentação de ideias ou conceitos durante aulas/palestras e em textos de natureza mais complexa. O uso dos quadrinhos também possuiu o efeito de conseguir romper com o excesso de formalidade na comunicação com os funcionários em algumas empresas, ampliando o seu interesse e envolvimento com os programas de educação. Além disso, alguns elementos usados nos quadrinhos como a concepção de personagens e o humor gráfico também se mostraram como elementos de grande potencial para auxiliar o desenvolvimento de programas de educação corporativa.Comics were defined as sequential art and commonly associated as a communication vehicle aimed for entertainment. However some comics are used to transmit information, give support to education programs and help to improve the knowledge building about specific themes related to the human and professional development. The main objective of this project was to analyze the potential use of comics in corporate education in Brazil, focused in São Paulo state. To reach this object, this study described some basic definitions of comics, their characteristics and some important events occurred during its historical evolution. Moreover, a bibliography survey of comics productions and publications of corporate comics in São Paulo was also done and the main authors and publishers of this segment were identified. To investigate the potential use of comics in corporate education, this study was supported by two premises: the first one referred to the recognition of comics as an autonomous language and the second was to verify the existence of specialized professionals who support the production of corporate comics in Brazil. In addition, methods of production, distribution and utilization of comics in some corporate education programs had been also checked. The main hypothesis of this study was the strategic use of comics can contribute positively to improve the communication activities in the corporate environment. The results showed that comics had been used by important corporations like SEBRAE, ABNT, Metrô SP, Petrobrás, Telefonica, O Boticário, SENAI, Votorantim and others. In Brazil, there is a regular and well-organized production of corporate comics which is made by studios, authors and specialized publishers. These productions have occurred at least since 1994. The majority of these comics were distributed within companies or in restricted environments. On the other hand, there were also some publications which were distributed and sold in bookstores published in Graphic Novel format. Interestingly, some corporate comics had been published in digital media, as it was verified in the case of covenant between SEBRAE and ABNT. According to the results, the potential use of comics in corporate education was associated mainly to assist the processes of awareness, understanding and memorization of ideas and information. The strategic application of comics through comic strips and cartoons also facilitated the comprehension of ideas or concepts showed in classes/lectures and in texts with specific contents that were difficult to understand. The use of comics also showed the effect of breaking with excessive formality in communication between instructors and employees in some companies, resulting in the increase of employee\'s interests in the activities of the education programs. Furthermore, some elements used in the comics like the design of characters and graphic humor also showed a great potential as elements to assist the development of corporate education programs.
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Mims, Pamela J. "Teaching Comprehension through Grade Aligned Adapted High School Novel via an iPad." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/170.
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The purpose of the presentation is to summarize and describe the results from a single case design study that measures the effects of an iPad application containing a grade aligned adapted high school novel on the listening comprehension of high school students with significant disabilities. Results of the study indicated a functional relation between the use of the application and gains in vocabulary, comprehension, and engagement. This session will also highlight the use of technology to promote grade aligned standard instruction in the context of use within the inclusive classroom. . a) effectively use an iPad application featuring adapted grade level aligned fictional text to promote listening comprehension for students in the high school setting b) discuss ways to implement grade-aligned access to ELA skills for students with significant disabilities in inclusive settings
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Keserauskaitė, Vaiva. "Auklėjimo romano variacijos: Lauros Sintijos Černiauskaitės „Benedikto slenksčiai“ ir Romualdo Granausko „Duburys“." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120831_092438-06292.
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Bakalauro darbe lyginamuoju aspektu nagrinėjami du lietuvių autorių (Lauros Sintijos Černiauskaitės „Benedikto slenksčiai“ ir Romualdo Granausko „Duburys“) grožiniai kūriniai, didžiausią dėmesį kreipiant į auklėjimo romano žanro variacijas juose.Moksliniuose darbuose išsamiai pateikta Bildungsromano teorija, tačiau apskritai trūksta mokslininkų platesnio grožinių kūrinių aptarimo, detalesnės jų analizės auklėjimo romano aspektu. Šiame bakalauro darbe aptartos ir esminės auklėjimo romano ypatybės (kanonai), ir minėtu požiūriu smulkiau išanalizuoti bei tarpusavyje palyginti du grožiniai kūriniai.There in the final bachelor work have been examined in comperative aspect two Lithuanian authors‘ (Laura Sintija Černiauskaitė „Benedikto slenksčiai“ and Romualdas Granauskas „Duburys“) novels focusing on parenting novel genre variations in them.Work theme – parenting novel variations: Laura Sintija Černiauskaitė „Benedikto slenksčiai“ and Romualdas Granauskas „Duburys“.