Relevant bibliographies by topics / Theoretical inquiry

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Theoretical inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Theoretical inquiry"

1

Kennedy, Leslie W., and Marc Riedel. "Stranger Violence: A Theoretical Inquiry." Contemporary Sociology 23, no. 5 (September 1994): 711. http://dx.doi.org/10.2307/2074314.

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Emden, Carolyn. "Theoretical perspectives on narrative inquiry." Collegian 5, no. 2 (January 1998): 30–35. http://dx.doi.org/10.1016/s1322-7696(08)60281-4.

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Heldke, Lisa M. "A Response to Donald Koch's “Recipes, Cooking and Conflict”." Hypatia 5, no. 1 (1990): 165–70. http://dx.doi.org/10.1111/j.1527-2001.1990.tb00403.x.

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This paper addresses Koch's concern about whether a coresponsible theorist can engage in inquiry with a theorist who is “beyond the pale.” On what grounds, he ash, can a coresponsible inquirer argue against one who uses a racist, sexist, or classist model for inquiry? 1 argue that, in such situations, the coresponsible inquirer brings to inquiry both a theoretical framework, or “attitude,” and a set of practical concerns which manifest that attitude.
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Tambling, Jeremy, and Austin E. Quigley. "Theoretical Inquiry: Language, Linguistics, and Literature." Modern Language Review 101, no. 2 (April 1, 2006): 531. http://dx.doi.org/10.2307/20466824.

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Brueckner, Jan K. "Tax increment financing: a theoretical inquiry." Journal of Public Economics 81, no. 2 (August 2001): 321–43. http://dx.doi.org/10.1016/s0047-2727(00)00123-7.

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Adler, Barry, Ben Polak, and Alan Schwartz. "Regulating Consumer Bankruptcy: A Theoretical Inquiry." Journal of Legal Studies 29, no. 2 (June 2000): 585–613. http://dx.doi.org/10.1086/468086.

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Chinn, Clark A., and Betina A. Malhotra. "Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks." Science Education 86, no. 2 (February 19, 2002): 175–218. http://dx.doi.org/10.1002/sce.10001.

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DiMaggio, Paul, and Patricia Fernández-Kelly. "Immigration and the arts: a theoretical inquiry." Ethnic and Racial Studies 38, no. 8 (April 22, 2015): 1236–44. http://dx.doi.org/10.1080/01419870.2015.1016081.

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Calzolari, Giacomo, and Gyongyi Loranth. "Regulation of multinational banks: A theoretical inquiry." Journal of Financial Intermediation 20, no. 2 (April 2011): 178–98. http://dx.doi.org/10.1016/j.jfi.2010.02.002.

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Kuter, Sıtkıye, and Bekir Özer. "Student Teachers’ Experiences of Constructivism in a Theoretical Course Built on Inquiry-based Learning." Journal of Qualitative Research in Education 8, no. 1 (January 30, 2020): 135–55. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.1s.7m.

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Dissertations / Theses on the topic "Theoretical inquiry"

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Scull, Winfield Reed. "An inquiry into the theoretical dispositions of educational leaders." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186647.

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Educational policy and practice in this country and around the world sees those in formal positions of leadership as central figures in the reform of schooling. Given the central role that these persons play in that reform, and given the nature of the challenges that they face, educational leaders will need to develop new and innovative theoretical perspectives for viewing and understanding organizations. At this time, however, most theories of organization and leadership are limited due to their emphasis on the perspectives of white males. This study attempts to gain a theoretical picture of organizational leadership from the perspective of persons of color. Eight minority students from graduate programs in educational administration in the Tucson, Arizona, and Tacoma, Washington areas were interviewed with the purpose of capturing a sense of organizational theory from the perspectives of educational leaders of color. Drawing on the organizational frame research of Bolman and Deal (1984, 1991a, 1992a), the dispositions of leaders of color toward four traditional organizational theories were examined. Then, examination into their views of organization was extended to gain an idea of some of the issues that comprise the specific realities of organization for educational leaders of color. The findings from this study suggest that educational leaders of color have both a unique and powerful perspective to offer scholars and practitioners interested in a greater understanding of organization and leadership. The findings may also have implications for the research into organization theory, as well as for the design and direction of university educational administration programs.
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Svennungsen, Hannah Owens. "Making Meaningful Career Choices : A Theoretical and Q-methodological Inquiry." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14568.

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This dissertation investigates the subjectivity of making meaningful career choices among university graduates with three different backgrounds; counselling education, economic education and multicultural. The dissertation was organized into four different parts; 1) introduction 2) theory, 3) methodology and empirical inquiry, and 4) discussion. In the theory part the concepts career meaning construction, human agency and career meaning were investigated and discussed philosophically and theoretically as possible ways of structuring the empirical inquiry in terms of investigating university graduates experience of making meaningful career choices. Career meaning construction was defined as objective, subjective and relational meaning construction. In the theory part, human agency was defined as important for achieving a meaningful career, where the emphasis was on the concepts intentionality and intrinsic motivation as significant elements for constructing career meaning into career choices. Career meaning was defined by three different career concepts; career as a job, career as an outcome of psychological success, and career as a call. In the methodological and empirical part, Q-methodology was explained and discussed philosophically and practically by combining it with the empirical results, which were subsequently presented. Three factors emerged in the Q-methodological data interpretation process. These factors were called; existential meaning, relational meaning and career success meaning. The existential meaning factor emphasised agency and freedom together with other persons, career as more than a job, and personal success as significant elements in constructing meaning into one´s career choices. The relational meaning factor emphasised security, pay and survival, relational and cultural meaning construction, relational career view, and external success as significant elements. Also the relational meaning factor emphasised that individual career choices are not relevant for constructing meaning into one´s career choices. The career success meaning factor emphasised independency, career success and career as more than a job as significant elements. In discussing the three factors, the emphasis was on positive and negative aspects of the factors’ experience of constructing career meaning in relation to persons’ agency. In the existential meaning factor the paradox of being an agent and being free and at the same time wishing to act out one´s career together with others was the focus for discussion. In the relational meaning factor, the process of constructing a meaningful career that is motivated by external influences contra constructing a meaningful career that is influenced by the person him/herself (individual meaning construction) was focal. In the career success meaning factor, the emphasis was on discussing the need for others in climbing up the career ladder, instead of just trusting oneself. Career counselling implications were also discussed in terms of the three factors, and reflections of the whole dissertation were included.
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Dyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.

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The processes of learning mindfulness were explored in this case study by analyzing the transcripts of teacher-student interactions in the Dialogue and Inquiry periods of a Mindfulness-Based Stress Reduction (MBSR) course. The following research questions guided the inquiry: What is the process of learning mindfulness through Dialogue and Inquiry of an MBSR course? How does the social learning of mindfulness in Dialogue and Inquiry construct the experience of mindfulness? The qualitative “action-project method” was used to collect and analyse the data which were comprised of class dialogues, self-confrontation interviews (video process-recall interviews) and weekly logs gathered over nine weekly sessions. The analysis of these multi-perspectival data offered a comprehensive insight into the mindfulness-teacher and students’ internal cognitive, emotional and somatic processes in learning (and teaching) mindfulness, their individual and joint goals concerning mindfulness, behavioural manifestations of mindfulness, and lastly, the social meanings of mindfulness. The action processes identified and described in the findings of this study suggest that, while the mindfulness project was the super ordinate class joint project, it was embedded in and constituted by a concurrent relationship project made up of teacher-student, student-student, and self connections. The mindfulness curriculum was to a large part embodied by the teacher, who initiated many of the actions in the dialogue in a teacher-led inquiry, drawing the students into joint sub-ordinate projects of noticing (attention), describing (language) and understanding (insight). Further, the joint projects of helping (compassion) and relating (connection), often implicit and spontaneous, informed both the mindfulness and relationship projects. The findings offered theoretical, pedagogical and clinical implications for the teaching and learning of mindfulness. The study also shifted the gaze from mindfulness as an individual cognitive phenomenon to a dynamic relational process.
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Wildenbeest, Matthijs Rudolf. "Consumer search and oligopolistic pricing a theoretical and empirical inquiry /." [Amsterdam] : Rotterdam : Thela Thesis ; Erasmus University [Host], 2007. http://hdl.handle.net/1765/10324.

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Carr, Philip. "Instrumentalism, realism and the object of inquiry in theoretical linguistics." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/19470.

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van, Baalen Miriam. "Beyond Bullets and Ballots : A theoretical inquiry on sexualised election violence." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377322.

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How can we understand sexual violence in electoral conflict? This study probes into this question through critically examining, structuring and assessing the status of election-related violence literature. Scholars within the interdisciplinary field that explores conflict-related sexual violence have given rise to important debates and insights on the dynamics and drivers of the prevalence of sexual violence in war, yet, such developments have remained absent in understandings of election-related violence. Little is thus known about the dynamics of sexual violence in electoral competition. Insofar as sexual violence has been brought into limelight within election-related violence literature, it has been accounted for as an element embedded in gendered dimensions of violence; either within a narrative of being a gendered ‘Weapon of Politics’, or part of a narrative on women being victims. Through questioning the underlying distinctions between war and peace within political science research, this study argues that election-related sexual violence is co-produced by various actors and motives, on multiple dimensions and through interlockings of analytical levels. Highlighting elements such as (1) strategy, motivation and intent; (2) the role of gender and men as victims; (3) localised and decentralised violence and; (4) sexual violence as altering bargaining powers, transnationality and as ‘shameful’ violence; the argument is illustrated in relation to the violence surrounding Kenya’s 2007 election.
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Turakhia, Dishita Girish. "Thirteen ways of looking : a theoretical inquiry in computational creative thinking." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113918.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Architecture, 2017.
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 97-99).
The vision of this research is to propose a novel computational framework to study Creative Thinking. If we are to embed machines with creative thinking abilities, then we first need to study the evanescent nature of human creative thinking. Creative thinking is neither entirely random nor strictly logical, making it difficult to t its computation into structured logical models of thinking. Given this conundrum, how can we computationally study the process of thinking creatively? In this research, I first present the current scientific definitions of creative thinking. Through literary survey of cognitive, computational and design thinking frameworks, I identify the missing links between human creativity and AI models of creative thinking. I assert that creative thinking is result of two features of human intelligence, cognitive diversity and social interaction. Cognitive diversity or the ability to parse knowledge in dierent ways is a crucial aspect of creative thinking. Furthermore, social interaction between cognitively diverse individuals results in restructuring of thoughts leading to creativity and epiphanies (the aha moments). I posit that Shape Grammar, with its ability to fluidly restructure computation, can be used to study and demonstrate cognitive diversity and interaction. If we conceive thoughts as shapes and ideas as configurations of those shapes, then cognitive diversity can be described as rule-based computation on shapes to generate those configurations; and interaction as the exchange of rules between cognitive diverse entities (humans or machines). The contributions of this research are threefold. First, I present a literature review of current frameworks, and identify the two gaps between machine and human creativity. Secondly, I demonstrate how shape grammar can ll those gaps of cognitive diversity and interaction. Thirdly, I propose thought-shape framework that adapts principles of shape grammar for computational creative thinking.
by Dishita Girish Turakhia.
S.M.
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Jones, Carmen Rose. "Examination of Online Community College Students| Community of Inquiry Theoretical Model." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279238.

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The purpose of this study was to examine online community college student completion and the effectiveness of student learning in online courses, which was measured through the anticipated final online course grade using the Community of Inquiry (CoI) theoretical framework. The researcher collected completion rate data for both online and face-to-face courses from the 10-day roster to the end of the semester. Surveys consisting of questions from the CoI survey, demographic questions, and the student’s anticipated final course grade were administered by the Illinois Easter Community College (IECC) district to online students near the end of spring semester. The first research question examined the difference in completion rates for online and face-to-face courses. There was a statistically significant difference with students less likely to complete an online course in comparison to a face-to-face course. Three research questions assessed the relationship between the three components of CoI and a student’s anticipated final course grade. There was no statistically significant correlation between social presence and the student’s anticipated final online course grade. Cognitive presence and teaching presence both had a positive statistically significant relationship with the student’s anticipated final course grade. The final three research questions that guided this study used multiple regression to examine a predictive relationship between the social, cognitive, and teaching presence and a student’s anticipated final course grade. Cognitive presence was the only component of the CoI model that had a statistically significant predictive value on the student’s final course grade. Based on the findings from this study, the IECC district and other community colleges should focus more attention on completion efforts on online courses compared to face-to-face courses and develop and teach online courses that enhance the cognitive presence and teaching presence in an online course.

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Montuschi, Eleonora. "Scientific metaphor and theoretical explanation : an inquiry into the constructive language of postulation." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304916.

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Atala, Muge. "An Inquiry Into The Disputable Position Of Imagination In Kant." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12613991/index.pdf.

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My thesis aims to delve into Immanuel Kant&rsquo
s formulation of the faculty of imagination in his Critique of Pure Reason and Critique of the Power of Judgment. In relation to the First Critique, it specifically concerns the relation of the &ldquo
mysterious&rdquo
function of imagination to the object and its representation as one of the fundamental steps of the emergence or production of theoretical knowledge. As regards the Third Critique, it scrutinizes the relation of imagination to reflective, as opposed to determinative, judgment and seeks to specify its role in aesthetic appreciation and artistic creativity. The thesis first provides us with a background to Kant&rsquo
s philosophy, delineating the specific issues at hand and briefly introducing important Kantian fundaments, along with imagination, by making use of secondary literature. It then views imagination as has been theorized throughout the history of philosophy up until the age of Enlightenment and examines Kant&rsquo
s two Critiques with a focus on imagination. Thirdly, it evaluates the aspects of Kantian imagination through the works of scholars whose differing interpretations are compared and disputed. Taking mainly the discussions of the previous chapter into account, the conclusion chapter constitutes my own interpretation of the disputes and possible solutions related to the imagination within the broader frame of Kantian philosophy.
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Books on the topic "Theoretical inquiry"

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Stranger violence: A theoretical inquiry. New York: Garland Pub., 1993.

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Quigley, Austin E. Theoretical inquiry: Language, linguistics, and literature. New Haven: Yale University Press, 2004.

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Shin, Naomi L., and Daniel Erker, eds. Questioning Theoretical Primitives in Linguistic Inquiry. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/sfsl.76.

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Stibora, Joachim J. Services and services trade: A theoretical inquiry. Amsterdam: Thesis Publishers, 1995.

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1960-, Wæver Ole, and Wiberg Håkan 1942-, eds. Integration and national adaptations: A theoretical inquiry. Commack, N.Y: Nova Science Publishers, 1996.

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Educational communities of inquiry: Theoretical framework, research, and practice. Hershey PA: Information Science Reference, 2013.

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Hayek, Friedrich A. von. The sensory order: An inquiry into the foundations of theoretical psychology. London: Routledge & Kegan Paul, 1987.

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Stein, Howard. The development of the developmental state in Africa: A theoretical inquiry. Copenhagen: Centre of African Studies, University of Copenhagen, 2000.

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Muleefu, Alphonse. Reparation for victims of collateral damage: A normative and theoretical inquiry. Oisterwijk, The Netherlands: Wolf Legal Publishers, 2014.

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Eck, Caroline van. Organicism in nineteenth-century architecture: An inquiry into its theoretical and philosophical background. Amsterdam: Architectura & Natura Press, 1994.

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Book chapters on the topic "Theoretical inquiry"

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Cleveland-Innes, Martha. "The Community of Inquiry Theoretical Framework." In Rethinking Pedagogy for a Digital Age, 85–102. Third Edition. | New York : Routledge, 2020. | “Second edition published by Routledge 2010”--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351252805-6.

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Cleveland-Innes, Martha, D. Randy Garrison, and Norman Vaughan. "The Community of Inquiry Theoretical Framework." In Handbook of Distance Education, 67–78. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-6.

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Dawson, Benjamin. "Cognition and Volition." In Cultural Inquiry, 113–40. Vienna: Turia + Kant, 2014. http://dx.doi.org/10.37050/ci-08_06.

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In his major theoretical work on experimentation, Towards a History of Epistemic Things (1997), Hans-Jörg Rheinberger writes: ‘If experimental systems have a life of their own, precisely what kind of life they have remains to be determined.’ Rheinberger is alluding to the slogan Ian Hacking gave to the post-Kuhnian ‘practical turn’ in the history and epistemology of science.
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Liu, Daniel. "Scaling from Weather to Climate." In Cultural Inquiry, 93–117. Berlin: ICI Berlin Press, 2020. http://dx.doi.org/10.37050/ci-17_05.

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One of the theoretical tensions that has arisen from Anthropocene studies is what Dipesh Chakrabarty has called the ‘two figures of the human’, and the question of which of these two figures of the human inheres in the concept of the Anthropocene more. On the one hand, the Human is conceived as the universal reasoning subject upon whom political rights and equality are based, and on the other hand, humankind is the collection of all individuals of our species, with all of the inequalities, differences, and variability inherent in any species category. This chapter takes up Deborah Coen’s argument that Chakrabarty’s claim of the ‘incommensurability’ of these two figures of the human ignores the way both were constructed within debates over how to relate local geophysical specificities to theoretical generalities. This chapter examines two cases in the history of science. The first is Martin Rudwick’s historical exploration of how geologists slowly gained the ability to use fossils and highly local stratigraphic surveys to reconstruct the history of the Earth in deep time, rather than resort to speculative cosmological theory. The second is Coen’s own history of imperial, Austrian climate science, a case where early nineteenth-century assumptions about the capriciousness of the weather gave way to theories of climate informed by thermodynamics and large-scale data collection.
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Zisserman-Brodsky, Dina. "Introduction: Theoretical Perspective and Focus of Inquiry." In Constructing Ethnopolitics in the Soviet Union, 1–18. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403973627_1.

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Alpay, Savaş. "Competitiveness and Environmental Regulations: A Theoretical Inquiry." In Trade and The Environment, 121–41. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0271-5_10.

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Gleich, Stephen J., Erica D. Wittwer, Juraj Sprung, and Nicole Henwood. "The Imatinib Inquiry: A Theoretical Case (for Now)." In A Case Approach to Perioperative Drug-Drug Interactions, 733–36. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-7495-1_164.

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Synková, Sandra. "Theoretical Underpinnings of Arbitral Jurisdiction." In Courts' Inquiry into Arbitral Jurisdiction at the Pre-Award Stage, 33–57. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00134-0_3.

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Martin, M. "Mathematical biology: Tools for inquiry on the Internet." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 183–95. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/13.

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Bu, Yuhua. "Literature Review, Theoretical Framework and Research Method." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 87–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_4.

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Conference papers on the topic "Theoretical inquiry"

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Carvalho, Cláudio Alexandre S. "A theoretical inquiry into the role of enaction in cybertherapy." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808588.

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Averweg, Udo Richard, and Jan Hendrik Kroeze. "Probing some theoretical aspects of practitioner-based inquiry research in information systems." In the 2010 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1899503.1899505.

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Ramalingam, Sangeeth, Harwati Hashim, and Melor Md Yunus. "Revised Community of Inquiry as a Theoretical Foundation for understanding Students’ Blended Learning Experiences." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.041.

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Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.

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Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
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Gackowski, Zbigniew. "Quality of Informing: Bias and Disinformation Philosophical Background and Roots." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3014.

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This is an inquiry into the background and the origins of bias and disinformation as viewed from the philosophical perspective. This paper demonstrates the undeniable analogy between the philosophical framework defined by Schopenhauer and the informational model of decision situations as viewed today in operations research, management sciences, and decision sciences. Bias, and disinformation—the main concerns of informing science are not aberrations or deviations— are the very nature of all communications among living entities. Within the realm of informing science, research that ignores this fact may produce unreliable results. One must face this reality head on. The inquiry contributes to the theoretical foundations of informing science. The results are presented for challenge, critique, and discussion.
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Gackowski, Zbigniew. "Quality of Informing: Credibility Provisional Model of Functional Dependencies." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3017.

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This is an inquiry into the “actionable credibility” of information values in informing and how it depends on other attributes of data and information quality. Empirical survey-based research by Wang and Strong (1996) ignores the multidimensional aspects of credibility. Studies that ignore them may produce unreliable results. Most publications discuss these attributes as independent quality factors. This paper identifies and describes the ignored dependencies. To yield research results of a more lasting validity, one must go beyond empirical studies. This inquiry continues the development of a theoretical model of operations quality requirements of data and information values as proposed by Gackowski (2004, 2005a, 2005b). The results are presented for challenge, critique, and discussion.
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Barrie, Thomas. "Urbanization of Suburbia: Context, Theory, and Design Strategies." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.60.

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This paper discusses ways in which a sense of place can be established and community supported through the selective and thoughtful urbanization of suburbia. Historical models of meaningful places and urbanity are described, critical inquiry regarding the contemporary built environment presented, and characteristics of successful and livable urban centers discussed. The appropriate transformation and application of theoretical and urban context strategies in suburban centers is presented through case studies of junior level projects from the College of Architecture and Design at Lawrence Technological University.
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Milanovic, Ivana, Tom A. Eppes, and Kamau Wright. "Unified Assessment Approach for Courses With Simulation Component [And Professors in Hurry]." In ASME 2020 Fluids Engineering Division Summer Meeting collocated with the ASME 2020 Heat Transfer Summer Conference and the ASME 2020 18th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/fedsm2020-20161.

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Abstract In support of the digital transformation of our programs, simulation assignments are embedded in undergraduate fluid mechanics and heat transfer lecture-based courses, as well as in the Computational Engineering technical electives. Each course integrates simulations, application building, and inquiry-based learning (IBL) with ten assignments performed outside the class and documented in technical reports. FEA and CFD tools are employed to teach thermo-fluids, and in turn, course material is used to teach CFD and FEA. This new, high-impact practice facilitates a deeper understanding of theoretical concepts, exposes students to modern engineering tools, and develops students’ research capacity while the ‘lecture’ time is dedicated for the fundamental theoretical topics only. The main goal of this study was to expand on the implementation of simulations and IBL in undergraduate thermo-fluids courses and create a template to do so in other topical threads. This was accomplished by: (1) strategically balancing step-by-step instructions supporting skill-building, with inquiry-based tasks guiding discovery process and developing higher order thinking skills; (2) providing clear and detailed grading criteria guiding students both in the process of gaining skills and performing IBL; (3) designing strategies for the assessment of student work that are easily transported across the curriculum; and (4) assessing students’ understanding and the effect of the overall digital transformation effort based on quantitative and qualitative data indicative of the achievement of learning outcomes. This study builds on the authors’ previously reported work in the area of simulations and IBL that covered individual courses as well as course sequences. While quantitative data includes assessment of students’ understanding and confidence in comprehension of select concepts using grades, student surveys, and course evaluations, the impact of the described approach is illustrated with qualitative data including several examples of student work and its influence on their professional development.
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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Nasr, Karim J., Bassem Ramadan, and Prashant Ahire. "Development of Problem-Based Learning Modules for Engineering Thermodynamics." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61989.

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Problem-Based Learning (PBL) is an instructional approach that fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach can be described as student-centered and concept-embedded. This paper presents the development of curricular materials in Engineering Thermodynamics that are founded on PBL, supported by technology through simulations, and target higher levels of Bloom’s Taxonomy of Learning. Thermodynamics is restructured as modules presenting practical applications first whereas principles are introduced just-in-time and as encountered. Theoretical information is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but made more exciting as students discover the need for the laws and principles. The classroom format is interactive, cooperative and revolves around students’ needs. Formative and summative assessment tools are designed to examine the effectiveness of created modules.
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