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Dissertations / Theses on the topic 'Research education'
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Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.
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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.
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Le, Roux Kim. "Research portfolio : environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.
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Rowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.
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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.
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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Tsang, Mo-chau. "Fire research & education centre." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982190.
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Tsang, Mo-chau, and 曾慕秋. "Fire research & education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982190.
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胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.
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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.
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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Wu, Yan-cheuk. "Marine education and research centre." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25944836.
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Baker, Tracy N. "The Impact of Undergraduate Research Participation on Research Self-Efficacy." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642999.
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<p> Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender. </p><p> The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to non-researchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic self-concept. </p><p> This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.</p><p>
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Poon, Hon-hung Anthony. "Research policies of official educational research bodies : selected case studies /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531817.
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Daniel, Benjamin L. "No Child Left Behind and its communication effectiveness in diverse communities /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Ngwane, Mandisa Sweetness. "Research portfolio." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003611.
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Ndiege, Caleb Omolo. "The need for research in education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/388.
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Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.
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Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions.
This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture.
The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.
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Kruse-Guth, Anne-Sophie I. "The effectiveness of a multicultural awareness day program /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Carroll, Elizabeth A. "Inclusion : a view from students and teachers /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Hale, Travis L. "Becoming an educator: identity, music education, and privilege." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38794.
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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Frederick Burrack<br>This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?
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Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.<br>Includes bibliographical references (leaves 63-64).<br>Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from other disciplines are taught in an attempt to redress the research deficiencies of a professional education. This investigation begins with a different premise: the operations of design, central to an architect's intellectual and operational repertoire, should be the catalyst for developing research methods specific to architecture. Further, these methods should be accompanied by a knowledge base which expresses the operations of design. A modified educational paradigm consisting of methods, knowledge, and the building of abilities through 'thoughtful performances', structures an experimental curriculum. Each attribute becomes a dimension for substantiation and assessment. Student engagement and entanglement within this locus reveals the potential directions of design research education. The subsequent analyses of the student work indicates four major trends: Intersubjectivity the need for common understanding; Transparency- the effortless application of methods, Emergence- acknowledgment of form's evolution; and Apprentissage- French for learning which occurs from within apprenticeship. Given these attributes, and the subsequent imperative to redefine architectural research, we formulate a paradigmatic architectural researcher, the "Architect Scholar' and speculate on an educational program designed to foster these characteristics within students.<br>by Joseph Press.<br>M.S.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Holzbaur, U. D. "Linking research education and education for sustainable development via projects." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/325.
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Published Article<br>One of the main tasks of universities is to prepare students for an academic or
professional career, and to make them responsible members of society by giving
them the motivation and skills to create a better future. Education for Sustainable
Development is a core feature of education in a university of the 21th century and
in society. In a university, it has two aspects: firstly, to educate students and to
help future academics to contribute to sustainable development, secondly, to
contribute to sustainability and to spread education for sustainable development
in the community. We consider examples of successful cooperation between the
university and its stakeholders via projects that are relevant for education for
sustainable development. We analyse the success factors and the educational
and sustainability impacts of these projects.
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Hilli, Pia Elisabet Angelique. "Educating professionals and professionalising education in research-intensive universities : opportunities, challenges, rewards and values." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25110.
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This study describes what higher education institutions (HEIs) that are known for their research excellence are doing to implement current student and teaching oriented higher education (HE) policies in England and Wales. Pressures to reach increasingly higher levels of excellence in both teaching and research challenge existing structures and mechanisms in these researchintensive universities (RIUs). Options for overcoming challenges are discussed by bringing together perspectives of different stakeholders. This thesis is based on analysis of documentary and empirical data to gain insight into perspectives and experiences of stakeholders of the implementation of current HE policies in England and Wales. Documentary data consisting of publicly available material about HE policies has been analysed by an interpretive analysis of policy, and papers about research have been systematically reviewed. The contents of interviews with academics in four RIUs have been analysed in case studies. This study contributes to existing research on ‘professionalism’ (see, for example, Kolsaker, 2008), ‘effective teaching’ (see, for example, Hunter & Back, 2011), and ‘evaluating teaching quality’ (see, for example, Dornan, Tan, Boshuizen, Gick, Isba, Mann, Scherpbier, Spencer, Timmins, 2014). This study also complements The UK Higher Education Academy’s (HEA) research in this area including Gibbs’ report on quality (2010) as well as earlier work on reward and recognition (2009). Key findings give insight into a troublesome relationship between teaching and research activities, which is at the core of many of the challenges RIUs are facing. Findings showing academics strong interest in their students, teaching, and research highlight their engagement in the development of these key activities. These support recommendations for development processes in RIUs involving organisation wide engagement to build parity of esteem between research and teaching to achieve aims to reach their full potential in terms of excellence in HE.
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Shihako, Mathilde. "Research portfolio." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003612.
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This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.
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Blue, Levon, Peter Grootenboer, and Mark Brimble. "Exploring the financial literacy education practices in a Canadian Aboriginal community : A case study." Thesis, Griffith University Queensland, 2016. https://research-repository.griffith.edu.au/handle/10072/367797.
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Countries around the world, both developed and emerging, agree that financial literacy education (FLE) is of critical importance, with current economic times having led to an opportune moment for financial education. The 2008 global financial crisis (GFC), increasingly complex financial markets, and widespread growth of alternative or predatory financial services are all valid reasons for FLE. At present FLE is considered an essential 21st century life skill for individuals to acquire. Opportunities to teach individuals how to make simple financial decisions about money management and exposure to financial dilemmas an individual might face are some of the approaches used. Ensuring that individuals manage their personal finances effectively so that they have adequate funds to enable a comfortable retirement tends to be the dominating push of FLE. Indeed, this conventional FLE approach is often packaged as easy to acquire skills and knowledge that individuals are expected to follow to effectively manage their finances. The conventional approach also operates from a deficit perspective where assumptions are made about what an individual can or cannot do based on their financial circumstances. Moreover, the social structures that exist to ensure that both poverty and extreme wealth co-exist are not exposed. Therefore, caution should be taken when viewing education as the sole solution to the world’s economic problems as there are other factors to consider such as socio-economic status (SES), gender, culture and behaviour.
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Tecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.
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<p> This research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students’ perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district’s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students’ grade point average did improve compared to students from the previous school year in the same district.</p><p>
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.
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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation.
The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project.
The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.
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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Groth, Randall Howard. "Research activity in major research universities and fields of science." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185052.
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The primary purposes of this study were to (1) verify the criteria for selection of variables that are measures of research activity; (2) replicate for 1987 the development of a composite measure of research activity index (RAI) for the top 100 research universities in the United States; (3) cluster the top 100 research universities according to the Carnegie Foundation's classifications and rank each university by its respective RAI within the cluster; (4) evaluate the strengths and weaknesses of the RAI and compare the results to those of previous studies; (5) pilot the development of a component Fields of Science and Engineering Research Activity Index (FSERAI) for the top 100 research universities in two specific fields of science (physical and social sciences) and rank the universities according to their respective component FSERAIs; and (6) examine a productivity quotient for each of the top 100 research universities. A review of the literature provided the eleven variables used in the development of the composite RAI. The statistical instrument used to develop the Research Activity Index Score (RAIS) was a subroutine of factor analysis known as principal components analysis. The RAI scores were produced for each institution and ranked in descending order. Ultimately, two comparisons were made. First, the RAIs for the year 1987 were compared with previous RAIs for the years 1980 and 1985. Second, the RAIs for the years 1980 and 1985 were recalculated exclusive of the personnel variables unavailable for the year 1987. Institutions were then clustered according to Carnegie Foundation classifications and were ranked by their respective RAIs within each category. The same basic design, used to produce the composite RAI, was used to produce the composite FSERAI. Of the seventeen variables initially gathered, eight were used in the derivation of the component FSERAI. Ultimately, 48 institutions were ranked in the physical sciences and 67 were ranked in the social sciences. Lastly, a relative productivity index for each of the top 100 research universities was produced.
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Colyn, Wendy May. "Action research : an exploration." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.
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Johnston, Katelyn McKenzie. "Describing the Efficacy of Research Videos in Extension Education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606899095291283.
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Wu, Zhengyu. "Information technology in chemistry research and education /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164552.
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Yuncu, Onur. "Research By Design In Architectural Design Education." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610061/index.pdf.
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Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach.
In the literature on research by design, this transformation is often related with Donald Schö<br>n&rsquo<br>s conceptualization of &ldquo<br>reflective practice.&rdquo<br>The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo<br>reflective practice&rdquo<br>is investigated in a broader context relating it to its sources in the concepts of &ldquo<br>tacit knowledge&rdquo<br>and &ldquo<br>action research.&rdquo<br>A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo<br>s elaboration of knowledge generation in action and the concept of phron&<br>#275<br>sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework.
The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.
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Moon, Barbara Jean. "Craft theory in research on teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0022/NQ51901.pdf.
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Juškevičienė, Anita. "Research on Web 2.0 Technologies in Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132607-89122.
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Although in practice and in many sources of literature the need for the application of Web 2.0 tools in education is highlighted, however there is lack of clear methods how these tools could be applied in learning for a higher learning quality, and there is a lack of e-learning systems that implement personalised Web 2.0 tools selection. In the work, personalised Web 2.0 tools selection method is presented. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created (this method takes into account student’s learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools) and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.<br>Personalizuotos mokymosi aplinkos kūrimas parenkant besimokančiajam tinkamas internetines priemones yra sudėtingas ir aktualus šių dienų uždavinys. Dabartinis besimokantysis turėtų pats imtis iniciatyvos, būti atsakingas už mokymosi procesą, mokėti pasirinkti tinkamas mokymosi priemones, tačiau parama mokymosi metu irgi yra labai svarbi, nes abejotina, ar besimokančiojo savarankiškai pasirinktos priemonės padės įgyvendinti siekiamų mokymosi tikslų ir veiklų optimaliausiu būdu.
Disertaciniame darbe išnagrinėti rekomendavimo sistemų ir jose naudojamų vartotojo profilių tipai, rekomendavimo būdai, šių sistemų taikymo galimybės personalizuotam mokymuisi, mokymosi proceso ir antrosios kartos saityno priemonių sąveika, pagrindinės savybės. Pateikiamas antrosios kartos saityno priemonių komponavimo mokymosi procese metodas parenkantis tam tikram besimokančiajam priemonę atsižvelgus į mokymosi tikslus, norimą įgyvendinti mokymosi veiklą, teikiamą pirmenybę mokymosi turiniui bei bendravimo formai. Nagrinėtoji dalykinė sritis aprašyta ontologijoje, o pasiūlyto metodo etapai įgyvendinti žiniomis grindžiamos rekomendavimo sistemos prototipe. Sukurtoji sistema rekomenduoja tam tikrą mokymosi stilių turinčiam besimokančiajam visas jos žinių bazėje esančias internetines priemones, kuriomis naudodamasis besimokantysis gali atlikti nurodytą mokymosi veiklą.
Pasiūlytą metodą įvertino parinkti ekspertai – buvo įsitikinta metodo kokybe, t. y. tikslumu, tinkamumu ir našumu (laiko atžvilgiu)... [toliau žr. visą tekstą]
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Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.
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Conn, Ian Brian Edward. "Governing higher education : research pooling in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24477.
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Research pooling refers to a new form of collaboration between higher education (HE) institutions in Scotland under the auspices of the Scottish Funding Council (SFC) in which research resources in specific areas are shared, or pooled, across Scotland with the aim of enhancing research competitiveness. This thesis is a study of research pooling as a policy initiative. It suggests that the policy initiative warrants examination because it is a highly innovative policy that introduced new structures, relationships and practices in HE in Scotland. Moreover it did so through a collaborative policy process that appears at odds with the recent highly competitive and selective framing of policy in Europe and the UK. The thesis contrasts research pooling with policy solutions pursued in England and argues that it offers a distinctive approach to developing and sustaining world-class research in the global knowledge society, and (post-RAE 2008) has the characteristics of a successful policy development that attracted widespread support. This prompts a number of questions addressed in the thesis about the development of the policy in Scotland, including the importance of the specific policy context, the significance of the timing of the policy development; and questions about why it developed so quickly. In more general terms, the thesis also considers the significance of the development of research pooling policy for our understanding of the steering of research and higher education in globalising contexts. Thus the thesis is informed by literature on globalisation, particularly that which is attentive to the interaction between the global and local. It also engages with the policy imperatives of building global knowledge societies and economies, and the 'travelling' policies they engender. It considers the significance of embedded factors in the 'local' Scottish context; and how these play out in academic culture and in tension with managerialism. Finally the thesis connects to the theme of governance of research and higher education through consideration of aspects of the operation of policy networks and policy communities. The methodology of the thesis is interpretive and works with the idea of a policy 'narrative' that allows the actors to 'speak' for themselves, constructing a narrative of the process of policy formation as they wish to present it. The methodology assumes that each of the actors represented in the data is mobilising particular resources in order to promote and maintain their individual and collective interests. Thus, the analysis interprets these narratives with attention to the work they do in protecting and maintaining power. Semi-structured interviews with sixteen actors from Scottish Government, SFC, universities and other HE bodies generated data that were then analysed as 'interpretations of interpretations'. The approach illuminates the 'assumptive worlds' of policy-makers, and their emergent networks in the context of post-devolution policy for HE in Scotland. The analysis of the data suggests that research pooling, as a policy initiative, contrasts with much recent policy in HE in the UK, as it works with the grain of academic culture and appeals to ideas of self-determination, autonomy and sovereignty within the academic community. 'Hard' forms of managerialism and governance were rejected in favour of 'soft' governance, drawing people into the policy process, and the policy network was characterised by trust relationships and high levels of personal commitment. This may be seen as a highly developed form of network governance. It also highlights the significance of cultural and political context in the translation of global imperatives into local contexts.
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.
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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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Ryan, Elizabeth M. "Boys in education: An action research project." Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.
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Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area.
The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study.
The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education?
- Would a curriculum intervention program support the personal development of adolescent boys?
The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5).
Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys
- that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys
- that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.
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Calderone, Carli E. "Stem Cell Research: Science Education and Outreach." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1268751337.
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Oancea, Alis Elena. "Criticisms of Education Research in the 1990s." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508427.
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Lee, Heesook Ms. "The Relationships Between Research Training Environment, Researcher Identity Formation Process, and Research Activity Among Counseling Doctoral Students." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2335.
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Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.
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McNeil, Isabelle. "General education, aesthetic education and value awareness : rationale for a phenomenological research." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24095.
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Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made.<br>It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation.<br>This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.
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Crow, Sonia. "The integration of nursing education within higher education : an exploratory study." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297852.
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Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Poon, Hon-hung Anthony, and 潘漢雄. "Research policies of official educational research bodies: selected case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955885.
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Lin, Ji-Siang, and 林己翔. "Character Education into Physical Education Teaching Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ps47mp.
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碩士<br>國立東華大學<br>體育與運動科學系<br>102<br>Abstract
This study investigated curriculums that incorporating physical education teaching into character education in order to improve children’s abilities in practicing character education. This is an action research, and the subjects were fourth-grade students in an elementary school in Taipei. Research methods included literature review, data compiling, and analysis of practical teaching and teacher-student interactions.
The findings were as follows:
1. Learning efficacy of character education into physical education teaching
(1) Learning efficacy regarding “team cooperation”: during activity processes,
children learn to solve problems by teamwork and cooperate to reach goals collectively.
(2) Learning efficacy regarding “respect”: children can learn about appropriate
emotional expressions in groups, and avoid disputes and conflicts between each other. (3) Learning efficacy regarding “self-discipline”: children can notice their personal
behavior, learn to restrain their misconduct, and let personal behavior meet the group norms.
2. Researcher’s reflection and development
(1) Teaching practices and professional development: after continuous
“reflection-introspection,” the researcher could ponder and contemplate the teaching process and discussed observed events with peers.
(2) Reflection on teaching activities: The researcher probes into curriculum design to make the physical education teaching simpler and pleasurable while teaching.
(3) Understanding the influence of character education on children: children adopt
positive learning spirits and learn to respect others, self-discipline, obedience, and teamwork, instead of learning from mistakes.
3. Efficacy of curriculum design in character education
(1) Physical education teaching can bring positive behaviors in children: by virtue of ball games, children learn to respect and cooperate with each other, and develop
rule-abiding and obedient attitudes.
(2) Physical education teaching is students’ favorite activities: physical education can make traditional teaching skills more pleasurable, thus inciting students’ learning motivation and increasing their learning efficacy.
Keywords: physical education teaching, character education, action research
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Lu, Hung-Ling, and 呂虹霖. "Research on Education-Job Mismatch inTaiwan’s Higher Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/63z5p9.
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博士<br>國立政治大學<br>教育學系<br>107<br>Purpose: This research aims to explore the situation of education-job mismatch in Taiwan’s higher education, to analyze predictable personal factors, and to provide specific suggestions. Subjects: It targeted 2,081 people with higher-education academic background draw from the database titled TEPS-B in 2015. Design/methodology: This research used ISCO-08, ISCED-97, and UCAN as standards for calculating the ratios of overeducation, undereducation, and jobs unrelated to the field of study. In addition, it applied the chi-square test to analyze the difference of background variety items in education-job mismatch. It also used logistic regression to testify “real” education-job mismatch and attempted to determine predictable factors for identifying background variables in Taiwan’s higher education. Findings: The education-job mismatch in Taiwan is a “real” mismatch, and 29.2% participants cannot make good use of what they have learned in their working fields. The rate of overeducation is 44%, which is higher than that in developed countries, and 32% participants were engaged in work that does not require higher educational qualifications. Furthermore, people who live in northern Taiwan, and those who have children tend to have a qualification mismatch. In addition, men and those employed in the private sectors are more likely to be engaged in jobs unrelated to their field of study. Research limitations: ISCO-08 recognizes that “professionals” in the second major category, must possess a master’s degree . However, having a bachelor’s degree and relevant licenses can work as a professional in Taiwan. So, it recommended that future researchers take the obtainment of qualifications as referential measures. Practical implications: Policymakers should take measures to resolve theovereducation problem in Taiwan’s higher education such as: first,the high rate of engaging in work that does not require higher educational qualifications; second, those who are equipped with higher education backgrounds encounter difficulties in utilizing their skills practically. Originality/ value: Previous studies on education-job mismatch in Taiwan have used “worker self-assessment” or “realized matches.” This research used “job analysis” which are international standards for measurements, and helpful for further future applications of international comparison.
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Liu, Chen-Lan, and 劉珍蘭. "Trend of Information education research." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14393974025549852376.
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碩士<br>國立高雄師範大學<br>資訊教育研究所<br>94<br>With the development of information technology, information technology affects our daily lives gradually. The education is no exception. Education is combined with technology form the early computer assisted learning to the latest Internet-based learning, so we found the subject and direction of information applications in education bring new applications with new information technology. This paper refers to the past studies are explored dimensions of information education and classification framework of other territory to summarize the classification framework of information education. In this paper, we surveyed 2694 articles published between 1977 and 2005 in four international journals. Each article was classified according to our classification framework. Finally, we analyzed classified data by using Multidimensional Scaling, cluster and diversity index. The result provides researchers with a profile of major trends of information education. In this paper, we find that information technology and education have considerable influence on the trend of information education. Besides, we also find that the themes of information education have more diversity as time goes by.
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Howell, Alexandra Louise. "Fynbos: research & education centre." Thesis, 2015. http://hdl.handle.net/10539/17577.
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This document is submitted in partial fulfilment for the degree: Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2014.<br>‘Unless someone like you cares an awful lot,
nothing is going to get better,
it’s not.’
(The Lorax, Dr Seuss)
How can architecture play a role to make us understand and realise the vulnerability of Fynbos? The Western Cape is the habitat for one of the six species of the floral kingdom, Fynbos. This botanical treasure is in danger of becoming extinct. There are thousands of types of Fynbos, each endemic to a specific region within the Western Cape and it is important to raise awareness of this unique species as creating a familiarity and deeper personal connection with the plant can help to protect this endangered flora.
I propose a Fynbos Research and Education Centre set in Clanwilliam, a historical area within the Cederberg Mountain Range. The centre will be created to allow a deeper understanding of Fynbos and to this effect, aims to educate people about Fynbos so as to give them a better knowledge about sustainable living and the value of this plant species. It will be a place of calm and learning and the landscape will have a fundamental effect on the form. A vital part of the work to be carried out by this centre will be research into methods of conservation as well as into possible medical and cosmetic uses inherent in this species.
Looking to plant structure, organic architecture and the analogy of nature, and its influence on architecture from both the geology of the region and the natural landscape setting, to discover what this then means for the architecture of the centre. The idea of Nature’s constant generation and degeneration, life coming from death and the influence of ruins on architectural imaginations will be fundamental in this building. Fynbos is endangered but this centre will aim to prevent it from becoming a memory and perhaps once it has been saved the structure will be left for nature to take over once again.
The relationship between Fynbos and the landscape will shape and determine the architecture and materiality. Organic rammed earth walls will rise out of the sandstone formations which are the foundation of the Cederberg, to create this centre. The walls, made up of the very sand that sustains the Fynbos will exemplify it as at one with nature. As fire reignites life within the Fynbos seeds which lie dormant beneath the soil, so too can the building and the garden ignite passion to save this species, incorporating various design mechanisms into the architecture representing fire and its giving of life, in the case of the Fynbos, or preventing destruction in terms of the building.
The creation of an education centre, restaurant and research facility will encourage a steady stream of visitors to Clanwilliam throughout the year. This will help to build tourism and eco-tourism to the town and surrounding areas, giving a much needed economic injection by creating job opportunities. Importantly, it will also increase awareness and exposure to the Fynbos species, with the building encouraging the visitor to linger and get involved with the plants and site and to develop a deeper affinity with this dwindling flora.
This thesis aims to take its visitors on a journey, by means of architecture, creating a human experience and therefore a connection with their surroundings, exploring and uncovering the landscape of the Cederberg and its local identity and heritage, creating a bond forged by a new understanding.
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LEE, SHINE-LIN, and 李欣霖. "XunZi Life Education Thought Research." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/83762101290457370676.
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博士<br>逢甲大學<br>中國文學系<br>104<br>Xunzi Confucian heritage, based on the culmination of Qin thought, to absorb and respond to the doctrine of one hundred, Exhibition which opened to the ceremony at the core of life education. Its doctrine comprehensive previous theory, get rid of the "destiny" of the myth, emphasizing the human-centered, return to rational thinking, learning life illustrates significant Confucian thought. In the late Warring States period is an important period of social change, philosophers how to govern the peoples livelihood, social care, national unity, etc., have put forward their point of view, but also the times Xunzi respond, it is to observe the phenomenon from development, he humanity has seen the trend may be evil, so you need to etiquette to be transformed, creatively put forward the "resistance from pseudo," "rites and emphasizing law", habits, etc. life Education Thought. Xunzi large Qingming heart of life excluded wake proposed gift - Heart - management areas discussed rationally explain freedom on the people-oriented, full of ritual over a full HUMANITIES reasonable world. In this paper, mining "fusion of horizons" interpretation method, cited ancient and modern, East and West, both inside and outside, Heaven and other viewpoints, history and theory with the times "intersubjectivity", the primitive method to explore the world and the patriarch, the king of the division, etc. Wang has targeted visits, Internal and External construct their ideas, but also on Confucianism provides a reasonable direction of education, and "two thousand years, are also Xunzi" Xunzi also noted the impact theory, a vast and far-reaching.On this illustrates significant dialogue with modern academic, re-opened Xunzi Life Education and diversified care. Architecture is included Xun Studies in philosophy, society, nature, education, health, counseling and religion ... and so oriented to life science culvert financial one, in the probe on each oriented in order to carry out Xunzi life education essential meaning and theory value and establish new Xunzi sight.