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1
Lai, Yuen-ling, and 黎婉玲. "An investigation into the teaching of argumentative structure to Form 7 students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959465.
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Taylor, Cynthia Lynn. "Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/287.
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Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.
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Bolton, Reginald. "Why circus works: how the values and structures of circus make it a significant developmental experience for young people." Thesis, Bolton, Reginald (2004) Why circus works: how the values and structures of circus make it a significant developmental experience for young people. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/401/.
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Circus is increasingly being used as a developmental and remedial activity for children. However, it is in the paradoxical nature of circus that it operates in a way both mysterious and easily accessible. This thesis proposes that circus as education is more effective when both teacher and student have a better understanding of circus as an art form.
To explain this I first introduce six 'elements' of childhood, whose absence often seems to result in an incomplete personal maturity. I then conduct a wide exploration of both the real and the imagined circus, showing how these elements occur or are evoked there, and I establish a correspondence or 'homology' between the two entities - childhood and circus. The discoveries shed light on the aesthetic code of circus itself, leading to the conclusion that circus works as an artform because its essential composition recalls profound experiences of childhood.
I argue that contemporary Western childhood presents unexpected hazards, mostly involving passivity and over-protection. In other parts of the world, and in some Western populations, childhood has other problems, linked to deprivation, exploitation and physical danger. In either case, a child involved in circus activities has a chance to make good some deficits, by experiencing constructive physical risk, aspiration, trust, fun, self-individuation and hard work. My hope is that this dissertation will contribute some strength to the case for well-designed programmes of circus activities for young people, in both formal and informal settings.
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Bolton, Reginald. "Why circus works : how the values and structures of circus make it a significant developmental experience for young people." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060915.142429.
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Circus is increasingly being used as a developmental and remedial activity for children. However, it is in the paradoxical nature of circus that it operates in a way both mysterious and easily accessible. This thesis proposes that circus as education is more effective when both teacher and student have a better understanding of circus as an art form.
To explain this I first introduce six 'elements' of childhood, whose absence often seems to result in an incomplete personal maturity. Ith en conduct a wide exploration of both the real and the imagined circus, showing how these elements occur or are evoked there, and I establish a correspondence or 'homology' between the two entities - childhood and circus. The discoveries shed light on the aesthetic code of circus itself, leading to the conclusion that circus works as an artform because its essentialcomposition recalls profound experiences of childhood.
I argue that contemporary Western childhood presents unexpected hazards, mostly involving passivity and over-protection. I n other parts of the world, and in some Western populations, childhood has other problems, linked to deprivation, exploitation and physical danger. I n either case, a child involved in circus activities has a chance to make good some deficits, by experiencing constructive physical risk, aspiration, trust, fun, self-individuation and hard work. My hope is that this dissertation will contribute some strength to the case for well-designed programmes of circus activities for young
people,in both formal and informal settings.
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McComb, Bonnie Jean. "The effect of pictures in a visually structured lesson on the comprehension and recall of grade 5 and grade 7 social studies text." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26870.
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The effects of instruction integrating pictorial and textual components in a fifth and a seventh grade Social Studies lesson were investigated. Measures of recall were examined both immediately after the lesson and after a two week delay. Experimental instruction focusing on the integration of illustrations with the expository text was compared to the more conventional classroom procedure of focusing on the written text through guided silent reading. The fifth grade experimental group outperformed the conventional group on all measures of immediate and delayed recall. The seventh grade experimental group had higher scores than the conventional group on one delayed measure of recall, a short answer test. No particular reading ability level was benefited more than another by the experimental treatment in either grade. An examination of gender differences revealed that fifth grade females in the experimental group outscored males on one immediate measure of recall, a short answer test. Implications for instruction and further research are discussed.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Booker, Standra Nicole. "Leaving the Classroom: A Multiple Case Study on the Experiences of Black Women who Transitioned from Teaching to a Non-Teaching Role." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157654/.
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This qualitative multiple case study aims to describe the experiences of two Black women who chose to leave the classroom and transition to other roles within the field of education. Using metaphorical analysis, this study employed the four-capital theoretical framework. This framework connects human capital, structural capital, social capital, and positive psychological capital as factors related to teacher attrition and retention. This study illustrates how the participants' experiences fit into the four-capital theoretical framework and highlights the metaphors the participants use to describe their transition. The researcher conducted two semi-structured open-ended interviews in which the participants were asked to describe their experiences in the classroom as well as their experiences in their new positions. The researcher analyzed the metaphors used by the participants and categorized their responses based on the four capitals. The identified metaphors offered a vivid description of the participants' experiences. The results indicated that although the experiences of the participants are similar to those found throughout the literature, the four-capital theory helps describe their experiences more holistically. Rather than having isolated reasons for leaving the classroom, the attrition of the participants can be explained by examining the interconnectedness of the various capitals. These findings suggest that teacher retention and attrition be studied by looking at a variety of causes as opposed to isolated factors.
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Kim, Backyoung. "Autonomous elementary English learning in Korea using mediated structures." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2449.
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Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.
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Onsongo, Evans N. "Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822785/.
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The purpose of the current study was to discern the effects of three latent constructs – self-efficacy, academic engagement, and student-teacher relationships on Algebra I achievement among ninth-grade African American male students. A nationally representative sample from the High School Longitudinal Study of 2009 (HSLS09) was used in the study. Study participants were 697 African American males enrolled in ninth grade in the fall of 2009 across the United States. Structural Equation Modeling (SEM) analytical procedures were performed to test the hypothesized relationships of Bandura’s social cognitive theory (SCT) theoretical assumptions. The results indicate that the three latent variables directly or indirectly were related to Algebra I achievement among ninth grade African American male students. Moreover, the results revealed that self-efficacy and student-teacher relationships constructs had direct significant impact on Algebra I academic performance; nonetheless, the relationships were not strong. These two latent variables had small effect sizes of 5% and 1%, respectively. Combined, self-efficacy, academic engagement, and student-teacher relationships explained only 8% of the variance in the Algebra I achievement among African American males across the United States (R2=.08). The magnitude effect of these factors on Algebra I achievement was minimal. Overall, these findings suggest that the self-efficacy and student-teacher relationships latent variables had a negligible effect as predictors of Algebra I academic success among ninth grade African American male students. A summary of the results are presented and future research is recommended.
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Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
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Chuang, Hsiao-yu. "Topical structure and writing quality: A study of students' expository writing." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/686.
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Byrne, David S. "Deindustrialization, planning and class structure : a study of the effects of social policy on social structure." Thesis, Durham University, 1993. http://etheses.dur.ac.uk/5786/.
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This thesis examines the relationship between planning programmes in three industrial areas in the North East of England since 1945, and the socio-spatial structure of these places as it has changed over time with a focus on the period since 1975 during which all three areas have undergone a process of major de-industrialization. The study employs secondary data analyses of successive censuses of employment and population to chart the nature of industrial and socio- spatial change, with particular reference to the possible emergence of a spatially segregated and socially residualized 'underclass'. This spatial data is complemented by household level material drawn from the Cleveland Social Survey. The study concludes that there is a spatial segregation between the 'prosperous', defined in terms of housing tenure and location in the labour market, and the 'dispossessed poor' defined in terms of tenure and absence of work relation, but that the benefit dependent 'dispossessed poor' live in close relation to the low waged 'working poor' and more closely resemble a traditional 'industrial reserve army' than a surplus population. The planning history of the areas is reviewed in both its modern and post-modern phases. The study concludes that the socio-spatial structure of the early 1990s is a product of the interaction between global processes of industrial transformation and the local processes of land-use and housing planning in the places studied. Thus, planning programmes are identified as constitutive of social structure as opposed to merely responsive to economic changes.
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Gao, Fei. "Structure based online social network link prediction study." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/structure-based-online-social-network-link-prediction-study(41697041-bfe4-4e64-a516-1a0703cfb4bb).html.
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This thesis shed light on the Internet-based social network link prediction problem. After reviewing recent research achievements in this area, two hypotheses are introduced: (i) The performance of topology-based network prediction methods and the characteristics of the networks are correlated. (ii) As networks are dynamic, the performance of prediction can be improved by providing different treatment to different nodes and links. To verify the Hypothesis (i), we conduct experiments with six selected online social networks. The correlation coefficients are calculated between six common network metrics and ten widely used topology-based network link prediction methods. The results show a strong correlation between Gini Coefficient and Preferential Attachment method. This study also reveals two types of networks: prediction-friendly network, for which most of the selected prediction methods perform well with an AUC result above 0.8, and prediction unfriendly network that on the contrary. For Hypothesis (ii), we proposed two network prediction models, the Hybrid Prediction Model and Community Bridge Boosting Prediction Model (CBBPM). The hybrid prediction model assumes network links are formed following different rules. The model linearly combines eight link prediction methods and the evolvement rules have been probed by finding the best weight for each of the methods by solving the linear optimization problem. This experiment result shows an improvement of prediction accuracy. This model takes link prediction as a time series problem. Different from Hybrid Prediction Model, CBBPM provides a different treatment on nodes. We define and classify network nodes as community bridge nodes in a novel approach based on their degree and links position in network communities. The similarity score that is calculated from the selected prediction methods is then boosted for predicting new links. The results from this model also show an enhancement of prediction accuracy. The two hypotheses are validated using the research experiments.
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Silva, Guilherme Henrique Gomes da. "Equidade no acesso e permanência no ensino superior : o papel da educação matemática frente às políticas de ações afirmativas para grupos sub-representados /." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144591.
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Previous issue date: 2016-10-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Este estudo discute possibilidades de inclusão social e racial no ensino superior brasileiro, relacionando a educação matemática com as políticas de ações afirmativas. Seu propósito foi compreender como a educação matemática poderia contribuir para a permanência e progresso acadêmico de estudantes de cursos superiores da área das ciências exatas, beneficiários de ações afirmativas. A pergunta que norteou a pesquisa foi a seguinte: “No ensino superior, para beneficiários de ações afirmativas de cursos da área das ciências exatas, quais aspectos da educação matemática têm contribuído para sua retenção e progresso acadêmico?”. Utilizando-se uma abordagem de inquérito qualitativa e a metodologia de estudo de caso, a produção dos dados deste estudo foi dividida em duas etapas. Na primeira, caracterizada por dados provenientes de uma pesquisa documental, buscou-se sistematizar informações que pudessem fornecer um quadro mais amplo em relação ao tratamento das ações afirmativas nas universidades federais da região sudeste do Brasil. Na segunda etapa, realizaram-se entrevistas semiestruturadas com docentes, gestores e estudantes beneficiários de ações afirmativas ingressantes em cursos superiores da área das ciências exatas de duas universidades federais brasileiras. Para a organização e análise dos dados, utilizou-se de ferramentas analíticas da análise de conteúdo, tendo como perspectiva teórica o inquérito crítico. O processo propiciado pela leitura e imersão nos dados permitiu a atribuição de palavras-chave e códigos, bem como a construção de categorias e temas, os quais eram comparados na medida em que mais análises eram feitas, modificando-se sempre que necessário. Os resultados deste trabalho indicam que as politicas de ações afirmativas demandam uma ampla e profunda reflexão teórica, assim como a elaboração de propostas educacionais específicas. Em especial, chamam a atenção para as possibilidades de engajamento da educação matemática nas dimensões de ingresso e permanência das ações afirmativas, enfatizando elementos significativos para a retenção e progresso acadêmico dos estudantes beneficiados. Além disso, este estudo indica a existência de aspectos relevantes para o fomento e a manutenção das políticas de ações afirmativas que estão inseridos no cotidiano de docentes que atuam em cursos de exatas, os quais se mostraram ligados tanto a práticas pedagógicas e não pedagógicas quanto a perspectivas e anseios frente à utilização e tratamento destas políticas. Este trabalho também levanta reflexões significativas para a educação matemática sobre elementos que contribuíram para a integração social e acadêmica no percurso universitário dos estudantes que participaram do estudo, bem como suas estratégias e dificuldades acadêmicas relacionadas com a matemática. Ademais, esta pesquisa traz fortes indícios de que, mesmo com direitos especiais legitimados por meio das ações afirmativas, muitos estudantes continuam convivendo com a violência estrutural ao longo de seu percurso na universidade, fato que pode influenciar diretamente sua permanência e progresso acadêmico. Estas questões, que vão além do pedagógico, mostraram-se conectadas principalmente com a sobrevivência material na universidade e com as microagressões experienciadas diariamente por estes alunos, tanto em ambientes sociais quanto acadêmicos do campus.<br>This study addresses the possibilities of social and racial inclusion in the Brazilian higher education system, establishing relationships between mathematics education and affirmative action policies. The purpose of this study was to understand how mathematics education contributes to the retention and academic progress of affirmative action students at Brazilian federal universities from Science, Technology, Engineer, and Mathematics (STEM) programs. The research question was the following: “In higher education, for beneficiaries of affirmative action and those who study STEM disciplines, what aspects of mathematics education contribute to their retention and academic success?” Using a qualitative research approach and a case-study methodology, the data were produced in two stages. In the first one, several documental data were organized and systematized in order to elaborate a general framework about the treatment of affirmative action policies in the Brazilian federal universities from the southeast region. In the second stage, semi-structured interviews with faculty, managers and affirmative action students were conducted. These individuals were involved in and enrolled in STEM programs from two Brazilian federal universities. In order to organize and analyze the data, analytical tools of content analysis and the theoretical perspective of critical inquiry, with a deep reading and immersion in the data, were used. This process permitted the attribution of key words and codes as well as the construction of categories and themes. They were compared, in accordance with which more analyses were made, and modified as necessary. The results of this study suggest that affirmative action policies demand broader, and at the same time more profound, theoretical reflection. In addition, they suggest that these policies demand an elaboration of specific educational proposals. Furthermore, this work addresses some possibilities for the engagement of mathematics education on the dimensions of access to and permanence of affirmative actions, emphasizing important elements for the retention and academic progress of affirmative action students from STEM programs. Moreover, this study indicates the existence of aspects relevant to the promotion and management of affirmative action policies in higher education, which are inserted into a teacher’s everyday practice. These aspects were connected to both pedagogical and non-pedagogical practices, as well as to anxieties and perspectives about the treatment of affirmative action students. Furthermore, this work raises important considerations for mathematics education regarding elements connected with the social and academic integration of affirmative action students and their strategies for and academic difficulties with mathematics learning. In addition, even though special rights were legitimated through affirmative actions in Brazil, this research brings strong evidence that, generally, affirmative action students continue living with structural violence throughout their university course. This fact can directly influence their permanence and academic progress in the university, as well as contribute to the creation of negative feelings about their lives. This matter, which is in addition to pedagogical concerns, is connected with material survival issues on campus, as well as with microaggressions experienced by these students every day in both social and academic environments.<br>FAPESP: 2014/05584-3<br>FAPESP: 2015/04698-8
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Lee, Wai-shing, and 李威成. "An evaluation on the teaching and learning of chemical bonding and structure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176845.
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The problematics of the teaching and learning of chemical bonding has been widely reported in the literature. Following this, Taber (2001) proposed a teaching sequence alternative to those available in existing curriculum documents and textbooks. He proposed that teaching be started from metallic structure to ionic structure, then giant covalent structure and finally simple molecular structure. During teaching, teachers should be cautioned about the use of language, the undue emphasis on the role of atoms (atomic ontology), the explication of the nature of bonding (based on electrostatic forces rather than electron transfer or sharing), and a better integration of the relationship between bonding and structure. In relation to the literature about scientific modelling, bonding should be taught as an ‘explanation’ of properties of chemicals, rather than a mere ‘description’ of structure.
This paper reports an empirical study of a class of Year 10 students’ learning outcomes based on the proposed teaching sequence and emphases. Throughout the learning of the topic ‘chemical bonding’ which spanned two months, three students ranged from the highest to medium achieving students in the class were selected for interviews. Each student was interviewed on four separate occasions in the course of their learning of ‘chemical bonding’. Their understanding of concepts in relation to chemical bonding was probed through their verbal and visual representations. The effectiveness of the teaching sequence was evaluated in the light the alternative conceptions reported in the literature, strategy and suggestions for further improvements were discussed.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Sutton, Francis Xavier. "Ideology and social structure : a study of radical marxism /." New York ; London : Garland pub, 1990. http://catalogue.bnf.fr/ark:/12148/cb356983581.
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Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
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Hannah, John Ogilvie Leo. "Portrayal of world interdependence in social studies textbooks." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30624.
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This thesis focuses on how social studies textbooks, authorized for use in Canadian classrooms, portray our changing world. Preparing young people for citizenship in a world that is becoming increasingly interdependent requires presenting them with a way of thinking about the world that allows for consideration of alternative perspectives. The textbook, as a major vehicle for transmitting knowledge, can play an important role in that process. Although the volume of textual accounts of world interdependence is expanding, it is contended that the themes and images presented to students tend to reinforce unilateral rather than multilateral interpretations of reality.
A framework of analysis is developed to determine if the textbooks employ either a multilateral thematic or unilateral thematic approach to the study of world interdependence. A multilateral approach encourages the exploration of different points of view on important world issues whereas a unilateral approach tends to focus on a particular interpretation of the same issues or events. This framework employs four rubrics suited to the analysis of the transmission of knowledge, description, explanation, prediction and prescription, to guide a series of analytical questions designed to determine if textbooks present unilateral or multilateral themes.
Six significant world issue areas are evaluated in fourteen social studies textbooks. The issue areas profiled are: food supply issues, population issues, environmental issues, peace and security issues, human rights issues and economic Issues.
The findings of this study indicate that the four dimensions of the framework are not adequately addressed in the selected textbooks. Twenty-two of the twenty-eight profiles studied tend to support a unilateral thematic rather than a multilateral thematic portrayal of how the world works.
Preparing students for citizenship in a global age requires providing them with access to a body of knowledge that helps them to acquire a more integrated understanding of their world in order to make informed decisions and judgements about pressing global concerns. That goal is impeded when there is a propensity for textbooks to provide a particular viewpoint rather than a variety of viewpoints on important world Issues.
Although this study is exploratory in nature, its findings present considerations for social studies educators when choosing to adopt particular textual materials for instructional purposes.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Gagnon, Helen A. "Teaching the fifth grade social studies curriculum through thematic units." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/792.
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Lau, Yiu-hon, and 劉耀漢. "A study of student's cognitive structure and the pattern of misconception in mechanics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955812.
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Lai, Yuen-ling. "An investigation into the teaching of argumentative structure to Form 7 students in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811929.
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DeRemer, Mary. "Students' use of semantic structure in revising their writing." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61994.
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黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.
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Fowler, Philip A. "The longitudinal treatment and structure of plate tectonics in introductory college-level physical geology textbooks : 1974-2005." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325992.
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The objective of this study was to determine if trends were present in the longitudinal treatment of concepts of plate tectonics in introductory college-level physical geology textbooks. In addition, a method was designed to convey the structure of these concepts of plate tectonics by determining the location in the textbook where they occur.Eighteen textbooks were selected from the time period of 1975 through 2004. The total narrative area was determined by measuring the height and width of each column of text in each textbook. Individual concepts of plate tectonics were determined using the constant comparative method. Nine concepts were identified. The treatment of each concept was expressed as a concept's percentage of the textbook's total narrative area. The structure of plate tectonics in each textbook was determined by creating scatterplots and pie graphs of the location within the text and the area devoted to each concept. Furthermore, a measure of the structure of the textbook over the study period was determined by comparing the proportion of chapters containing concepts of plate tectonics with the publication date.A strong positive correlation (r=.638) was found between the treatment of the theory of plate tectonics and the publication date of the textbook. This correlation was significant to the 0.01 level. Two of the nine identified concepts of plate tectonics were also found to have significant correlations.Similarly, a strong positive correlation was found between the proportion of chapters containing concepts of plate tectonics and the publication date. Thus, concepts of plate tectonics are found in more chapters in textbooks published during the latter parts of the study period.A concern arising from this study is the treatment of the concept identified as "The evidence for and the development of plate tectonics." This is the only identified concept of plate tectonics that showed a marked decrease during the study period. Furthermore, this concept corresponds with other studies that found many of America's textbooks reporting the end results of science while omitting the nature of science.<br>Department of Geology
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Agbeze, Richard. "TEACHING FOR SOCIAL JUSTICE: A CASE STUDY OF A SECONDARY ART EDUCATOR." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587743645964416.
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Fox, Nicholas J. "Surgical healing, power and social structure : an ethnographic and historical study." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/34815/.
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How the everyday activities of surgery mediate and reproduce surgical authority and privilege is studied by ethnographic study and interview material in and around the operating theatres of a large district general hospital, on surgical wards, and in a day surgery unit, using a case study approach. Routinised movements of staff, patients and instruments within the operating theatre suite (0T) order the activities by which patients pass through surgery. These movements are structured, and culturally designated, to ensure the safety of the patient during the dangerous transgression of boundaries in surgery. The history of surgical sterility indicates the symbolic significance of sterile garb, to mask the polluting bodies of the surgical staff and designate them purifiers of corrupting nature. Sterile techniques signify the superiority of cultural definitions over those based in 'nature'. While the surgeon is concerned with a patient's Illness, the anaesthetist is concerned with her/his Fitness. This interaction enables all operations other than those where both Fitness is reduced and Illness is not reduced, to be proclaimed 'successful'. Consequently, patients may be allocated a socially defined status of 'healed', despite no improvement in physiological status. Cross-cultural comparison suggests that surgical healing involves a social status passage from a negative status of victim to a positive one of survivor. Healing is socially reintegrative: it re-creates apparent congruence between the life-scales of the sick person and social structure, which is destroyed by illness. Case studies refine the hypothesis that this social recategorisation legitimates surgical authority and privilege. Both the operation's 'success' and patient discharge are found to be necessary for a full claim to have healed. The potential to generalise the model to all medical intervention, and the implications for surgery and the sociology of health and healing are discussed.
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范梅英 and Mui-ying Fan. "Teaching group work skills in field instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.
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Po, Sum-cho, and 布森祖. "Value education in social studies for primary schools in Hong Kong: a study of the different approaches used byteachers of social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955873.
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Abrams, Robert. "Combating social differences within institutions: The need for a curriculum based on social awareness in our schools." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2781.
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To combat social, economic and racial inequality in the United States, the author advocates for 'social awareness' education to be built into the curriculum of the public school system. The purpose of the curriculum is to create a society that respects people and recognizes each individual's worth regardless of gender, socio-economic status, race, ethnicity, age, cultural confines, or religious beliefs. The author suggests a course of action on how to institute a social awareness course into the public school curriculum.
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Lee, Kam-ming, and 李錦明. "A study of values and value teaching in personal and social education among boys' social development schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961071.
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Lee, Kam-ming. "A study of values and value teaching in personal and social education among boys' social development schools." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305158.
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Ewing, Toby. "Community development and capacity building A case study of Monte Verde, Costa Rica /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2007. http://wwwlib.umi.com/cr/syr/main.
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Ray, Martha Margaret. "The interaction of cognitive style, as measured by the Myers-Briggs type indicator, and structure in lesson design in an English lesson." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26905.
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This study tested the hypothesis that students who were identified as possessing an intuitive preference, or cognitive style, on the Myers-Briggs Type Indicator would learn most about a series of poetry concepts if they were in an environment which emphasized discovery learning and low levels of structure. Conversely, those students who were identified as possessing a sensing preference, or cognitive style on the indicator would learn most in a more directed and structured environment. Data was gathered on 167 Grade 8 students who had been randomly assigned to two treatment groups. Analysis of variance and linear regression revealed significant disordinal interaction for one of the two treatment methods. The interaction partially supported the hypothesis: "N" students achieved most in a discovery-learning environment (P<.005 and P<.001), while "S" students were not significantly advantaged in the more directed and structured environment.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Camicia, Steven Paul. "Teaching the Japanese American internment : a case study of social studies curriculum contention /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7839.
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Mayall, Helen. "Teaching and learning criticality : a case study of post-qualifying social work education." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617734/.
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Reviews of social work consistently emphasise that social workers need critical thinking to analyse complex information, alongside practical skills development. Although theoretical discussion of social work criticality is well established, this is an under-researched area with few empirical studies. This study aims to inform and develop educational practice by exploring understandings of criticality in social work through a case study of teaching and learning on a post-qualifying course. Participants were experienced social workers, working with children and families. Dialogue and reflective activities were used to encourage critical thinking and investigate participants’ responses. Critical realism, aligned with Bourdieu’s concepts of habitus, capital and field, were used to support an investigation of how individual participants understood critical reflection in the context of their social work role. The study developed an interpretative, thematic analysis of qualitative data from semi-structured interviews. Findings suggest that participants became familiar with reflective practice during their pre-qualifying courses. In their early career, opportunities for reflection receded as participants felt overwhelmed by an urgent need for technical skills and procedural knowledge. When they returned to study, as experienced social workers, the idea of critical reflection was unfamiliar and provoked anxiety. Whilst reflection was a private activity, some participants initially associated criticality with vulnerability, exposure and risk of public criticism. Participants’ prior educational experiences and their perceptions of their own academic ability affected their confidence in the higher educational field. However, opportunities to discuss their learning in a small, supportive group enabled them to develop confidence in exploring and developing their critical thinking about practice. This thesis contributes to knowledge through exposing and exploring post-qualifying students’ various responses to criticality and has implications for teaching criticality effectively. The study suggests there is a role for specific teaching to develop critical thinking, especially in supporting post-qualifying social work students to become the highly critical practitioners necessary in the most complex areas of social work practice.
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Madueke, Nkechi A. "Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700052/.
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This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional curriculum regarding teaching social emotional skills and the influence of those beliefs on their classroom practices. The study drew from the works of Dewey and Bandura in the development of a framework for teacher decision making. A case study design incorporating multiple cases within the case study utilized a mixed-methods approach for data collection and analysis. Ten teachers volunteered and participated in the quantitative data collection, and four of those ten participated in the qualitative data collection through interviews and classroom observations. Data collection methods also included a demographic survey, a questionnaire on teacher beliefs about social emotional learning, and a self-ranking scale of practices related to teaching social emotional skills. Results indicated that although all participants believed social emotional skills instruction was part of their duties as teachers, their practices in teaching social emotional skills varied. Additionally, there was a mismatch between participants’ self-identified practices and the practices that were observed during the study. Administrative support for program implementation was high, but did not necessarily translate to effective practices during the first year of implementation of a particular program. While not significant in this study, variation in teacher characteristics may be important.
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Datta, Amal. "Education and emerging class structure in Sikkim : a study in social change." Thesis, University of North Bengal, 1989. http://hdl.handle.net/123456789/129.
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Ming, Wing-chuen, and 明永泉. "Effectiveness of teaching expository text structure reading strategy in developing F.6 students' reading comprehensionability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368556.
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本研究旨在探討教授學生說明文結構閱讀策略，能否提升預科學生閱讀理解的能力。參與本研究共26名中六文科女學生。本研究採用前實驗設計的單組前測----後測設計，學生在前測和後測之間接受「說明文結構閱讀策略」教學，教學內容包括認識六種說明文結構模式、各種結構模式的標示語及結構圖。本研究對學生進行兩次訪談，了解學生在進行閱讀評估時所運用的策略及遇到的問題，並了解學生對運用說明文結構閱讀策略的看法。
研究結果顯示：教授學生說明文結構閱讀策略，能提升預科學生閱讀理解的能力。學生學習「說明文結構閱讀策略」，對提升「概括文意」的閱讀理解的能力成效最為顯著，對提升「根據文意理解詞義」的閱讀能力亦有顯著成效，對提升「擷取重要信息」及「綜合資料分析推斷」的閱讀能力的成效則未見顯著。就提升不同閱讀能力程度的學生的閱讀理解能力方面，教授「說明文結構閱讀策略」對中等程度和程度較低的學生的成效顯著。另從訪談得知，學生普遍覺得高考中國語文及文化科閱讀理解試卷十分困難。跨篇章設問的考核形式，亦會增加試題的難度。學生大都認為學習「說明文結構閱讀策略」，對閱讀說明文有很大幫助。
根據本研究的發現，研究者提出一些教學建議：(1)學習材料宜由淺入深，讓學生更容易掌握各種說明文結構模式；(2)每一次只宜教授一種結構模式，以免學生感到混亂；(3)指導學生學習時，可以運用不同的教學策略，如讀寫結合。
This research investigates the effectiveness of teaching expository text structure reading strategy in developing S6 students’ reading ability. The 26 participants in this research are F6 female arts group students. This research adopts the one-group pretest-posttest design of the pre-experimental design. Students received training in expository text structure reading strategy training between two tests. The teaching content includes six expository text structures, signal words and graphic organizers. This research also interviewed the students two times to investigate what strategies they had used and their problems in the reading comprehension tests, and to investigate their opinion of using expository text structure reading strategy.
According to the result, teaching expository text structure reading strategyimprovesS6 students’ reading ability. There is significant difference in the comprehension ability of summary, there is significant difference in the comprehension ability of decoding meaning of words according to the text content, too. But there are no significant difference in the comprehension ability of retrieving information and synthesis of information, analyse and infer. In the developing the reading ability of students of different level of reading ability, teaching expository text structure reading strategy has significant effects to the students of mid-level and low level reading ability. According to the interviews, students complain that the CLC reading comprehension question paper is very difficult, especially the cross text questions. Students agreed that learning expository text structure reading strategy is helpful in reading expository text.
Form the findings in this research, researcher suggests: 1. learning material should be arrange from easy to difficult, so the students will learn the expository text structure easily. 2. Teach expository text structures one by one, to avoid the students from misunderstanding. 3. Using different teaching strategies, for example, read and write.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
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蕭岳殷 and Ngok-yun Siu. "Social skills training for the mentally retarded." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976712.
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Briggs, Andrew. "The service class : a study of its formation as a social class." Thesis, University of Essex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254500.
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Lebeta, T. V. "An investigation into pre-service teachers mathematical behaviour in an application and modelling context." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4455_1189159771.
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<p>The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.</p>
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Greer, Deborah A. "Actor training and charismatic group structure : a comparative study /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072585.
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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.
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The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was a collaborative action research project undertaken with 5 Basotho teachers and their classes, In which the teachers selected aspects of their own teaching for Investigation, experimenting with new classroom methods and evaluating their effects. The researcher acted as consultant to the team, whl Ie monitoring and reflecting on the process of consultancy. Concurrently she carried out an observational study of typical teaching-learning processes In 15 other Development Studies classes, and then undertook a sma II action research project Into the teaching of thinking ski IIs. It was found that Development Studies lessons were commonly teacher-centred and didactic, with little pupl I participation and low levels of cognitive ski II. When the teacher-researchers Introduced pupl I-centred, activity-based methods, they found It possible to Increase participation, encourage an open view of knowledge, and make pupl Is more Independent. The level of cognitive skll Is could be raised by deliberate challenge and by Instruction In study skll Is. However, rather than stating firm conclusions, the team has set out a series of propositions for teachers to test further. It Is argued that the process of action research helped the teachers to develop as "reflective practitioners", acquiring Insights Into their own teaching and becoming capable of self-generated growth. Peer support and the various roles played by consultants both appeared Important. It Is concluded that, as wei I as producing practical suggestions for teachers, action research can be a useful and appropriate method of professional development In a developing country, though a supportive Infrastructure Is necessary where the professional ml Ileu Is underdeveloped. The Implications for educational research, teacher education, and INSET are discussed, and recommendations made.
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Barton, Roberta Swithers. "A study of the relationship of social planning processes to the social competence of learning-disabled adolescents." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618373.
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This study addressed three questions: (1) Are social planning processes, i.e., means-ends thinking, knowledge of social conventions, and social schematic ability, related to each other? (2) Are they related to the perceived social competence of learning disabled (SLD) adolescents? (3) Are they determinants of differences in perceived social competence?;Martin Ford's (1982) Social Competence Nomination Form (SCNF) assessed the social competence of 59 SLD adolescents from The New Community School in Richmond, Virginia. Extreme groups of SCNF scorers were compared on three social planning skill measures: Means-Ends Problem-Solving Procedure (MEPS) (Spivack, Shure & Platt, 1981) and the Comprehension and Picture Arrangement subtests from the Wechsler Intelligence Tests (Wechsler, 1974, 1981). The sample was described with the UCLA system of marker variables (Keogh, Major-Kingsley, Omori-Gordon, & Reid, 1982).;The hypothesized relationships were neither proved nor refuted, because although intercorrelations among the three sets of social planning process scores were significant, the correlations between the social competence scores and social planning process scores were not. However, the significant intercorrelations and the analyses of high and low scores added to the validity of Ford's (1986) social competence theory. The study also added to the SLD data base, confirmed the variance in the Kaufman's (1979) social judgment construct, and added to reliability data.;Needing further investigation are the MEPS's cognitive and linguistic features, its scoring, and the effects of the interview process. The SCNF'S cognitive demands, item situational specificity, and bases for perceptions of social competence need closer examination. In addition, studies need to be done with both normal learning and SLD adolescents. Samples should be small, but larger than this one. Also, subjects should have had the opportunity to participate together in multiple school social settings. The results then should be validated by examining behavior in natural situations to see if perceptions of social competence are confirmed by social leadership in real-life situations.
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Tang, Yee-fan Sylvia, and 鄧怡勳. "A study of student teachers' perception of the role of student teaching through their experiences in student teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956750.
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Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.
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This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.
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Mwaniki, Joy Muthanje. "The impact of social enterprise on labor market structure: A case study of social enterprises in Nairobi." University of the Western Cape, 2018. http://hdl.handle.net/11394/6596.
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Magister Artium (Development Studies) - MA(DVS)<br>Social entrepreneurship has spread worldwide, as social entrepreneurs seek the solutions to
developmental challenges. This is especially true in Nairobi, Kenya, as social entrepreneurship
has established itself in the labor market. However, there is limited knowledge regarding the
impact of social enterprises in African countries, especially with regards to the labor market. It
is for this reason that this study aims at highlighting the impact of social enterprises on the
labor market in Nairobi, Kenya. It also provides an outline of the labor market structure in
Nairobi.
The study employed a mixed methods approach, using both qualitative and quantitative
approaches, collected concurrently as part of a concurrent triangulation design. Five social
enterprises located in Nairobi were involved in the study, and were chosen through snowball
sampling. These social enterprises offered direct employment, training programmes or support
for beneficiaries to start their own businesses. The research instruments used in this study were
as follows; 10 interviews (5 interviews with beneficiaries and 5 with social entrepreneurs), 50
questionnaires distributed to beneficiaries through random sampling, field work observations
and a literature review.
The results of this study were that social enterprises in Nairobi have a significant impact on the
livelihoods of beneficiaries by directly employing them, providing necessary skills for later
employment or supporting them to start their own businesses. However, these increases in
income are often either inadequate or inconsistent as most beneficiaries are forced to diversify
their livelihoods. Social enterprises also fail to reduce the gender wage gap among their
beneficiaries.
Social enterprises also increase market access among their beneficiaries by providing them
with advice and training, as well as, direct access to customers. In the same vein, they increase
the level of training of beneficiaries. This helps beneficiaries improve their relations with
customers, produce high quality goods, hone their skills, gain employment, gain experience,
build a repertoire, earn profits and start businesses. The subject of training also affects the
income levels of beneficiaries, as many of those who study entrepreneurship, quality training
and customer service earn above minimum wage.
Additionally, social enterprises impact formalization among their beneficiaries. However, once
beneficiaries leave, they often return to the informal sector. Therefore, the impact on formalization is only significant while beneficiaries are participating in the social enterprise.
Social enterprises also influence the attitudes of beneficiaries, creating a more positive outlook
on their contribution to the labor market. Likewise, social enterprises shift perceptions about
formal qualifications as beneficiaries feel that they can still secure employment by showing
their level of experience or body of work.
Lastly, social enterprises have limited impact on fair trade ideals as majority of the social
enterprises in Nairobi are not knowledgeable about fair trade, and therefore do not aim towards
it. For those that do adopt the fair trade model, it is unclear if they have influenced their
beneficiaries to actually believe in these ideals or just simply require them to comply with fair
trade regulations.
In conclusion, the study determined that social enterprises do have significant impact in the
labor market structure, increasing livelihoods, improving educational qualifications, and
influencing formalization and attitudinal structures in Nairobi. However, social enterprises
must also focus on improving their impact with regards to strengthening livelihoods, especially
among their female beneficiaries and creating permanent change in formalization among their
beneficiaries even after they leave the enterprise. Likewise, social enterprises should consider
the importance of fair trade ideals in their daily practice, and the value of imparting these to
their beneficiaries.
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林少霞 and Siu-ha Lam. "A study of the learning of the structure of composition of Chinese characters in primary 1 pupils =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30213332.
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Peard, Robert, and mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.
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This research explores how the social backgrounds of a group of students contributed to their intuitive knowledge in probabilistic reasoning, and influenced their processing of the associated mathematics. A group of Year 11 students who came from families for whom the phenomenon of track gambling formed an important part of their cultural background was identified. Another group consisting of students in the same mathematics course (Year 11 Maths in Society) but from families for whom the phenomenon of gambling in any form was totally absent from their social backgrounds was identified. Twenty students were selected from each group.
The research employed a qualitative methodology in which a phenomenographic approach was used to investigate the qualitatively different ways in which individuals within the two groups thought about concepts involving probabilistic reasoning, and processed the related mathematical skills and concepts. The cognitive processes involved in the applications of probabilistic and related mathematical concepts in a variety of both gambling and non-gambling situations were studied in order to determine whether this culturally based knowledge could be viewed as a type of ethnomathematics.
Data were obtained through individual structured interviews which enabled patterns of reasoning to be compared and contrasted. Analyses of these data enabled intuitive mathematical understandings possessed by the gamblers not only to be identified, but also to be linked with their social backgrounds. Also differences between how individuals in the two groups processed probabilistic and associated mathematical knowledge were determined. This research complements and extends existing knowledge and theories related to culturally-based mathematical knowledge. Implications for further research, for classroom teaching, and for curriculum development in the study of probability in senior secondary mathematics classes are discussed.