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Dissertations / Theses on the topic 'Theory and practice of education; congresses'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Alexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.

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The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009).

Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).

This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.

The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.

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2

Samuelson, Peter L. "Moral imagination in theory and practice." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04232007-151719/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Ann Cale Kruger, committee chair; Laura D. Fredrick, Amy R. Lederberg, John Suarey, committee members. Electronic text (129 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references.

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Evanshen, Pamela, Mary Myron, and Dilawar Grewal. "2 The Virtual Classroom: Theory to Practice." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4463.

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4

Akister, Jane. "Systems theory and attachment theory in social work education and practice." Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427479.

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5

Clarke, Vincent. "The theory-practice relationship in paramedic undergraduate education." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21089.

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A theory-practice gap has previously been proposed as existing in paramedic education. This proposal has been based on the literature, predominantly drawn from nursing, which describes the phenomenon as being a detrimental lack of congruence between the theory that is taught in the classroom and the experiences of students in the practice environment. This submission proposes, rather, that there is a 'paramedic praxis' where the relationship between theory and practice is such that the 'gaps' discussed in the nursing literature do not manifest in the same, potentially problematic, way. Paramedic students' views of theory were found to be centred around the components of their programme taught at university, including simulated practice and procedural approaches to skills-based interventions. Practice was predominantly seen as engaging with 'real' patients in the out-of-hospital environment, where theory was utilised in varying degrees based on the curriculum area to which the theory related. Practice was also considered by some participants to include university-based practical workshops and simulation exercises. Therefore, the resultant views of theory and practice included 'border areas' where no discrete delineation could be found to exist between the two concepts. Paramedic students perceived varying degrees of inconsistency when relating their practice-based experiences to the theoretical components of their programme. These inconsistencies were found to be due predominantly to the contextual and situational challenges associated with the undertaking of paramedic practice, challenges which were considered by the students to be an expected part of practice-based learning and not detrimental to their learning experience. There was found to be a clear appreciation among students that theory can never be exactly matched by their experiences of practice, and not all aspects of practice-based experiences can be fully 'unpicked' by reviewing the associated theory, particularly when considering aspects of practice related to the social sciences. Paramedic Practice Educators considered themselves to be a catalyst for learning, a view shared by their students who considered that the role was of greatest benefit when the Practice Educator was an active, engaged partner in the learning process. Learning was, however, also found to have taken place in the absence of an actively engaged Practice Educator. The model of Paramedic Praxis developed through this research has informed the implementation of practices to enhance existing undergraduate paramedic and Practice Educator educational programmes. The model has been utilised when preparing students for practice placements with greater attention being given to encouraging students to better prepare themselves to make the links between theory and practice. Approaches to reflection and reflective practice have been made more practical and applicable to the realities of practice-based learning, supporting students to enter the practice environment with a clearer individual strategy of learning already considered. Practice Educator education has also been developed, both locally and nationally. The model of Paramedic Praxis has informed the development of curricula for academically accredited, paramedic-specific, Practice Educator short courses. The Zip Analogy component of the model has been incorporated as a core concept by the College of Paramedics in its promotion of the role of the Practice Educator as a facilitator of learning. Continued development of these approaches, based on the findings of this research, will go to supporting the development of student paramedics into lifelong learners who will, themselves, become the Practice Educators of the future.

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6

Weierbach, Florence M., and Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.

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7

Jensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.

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This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development. The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.

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Cain, Kellie J. "The development of teachers' reflectivity: Theory into practice." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2451.

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Cultivating preservice teachers' reflection on their practice has been a major objective in teacher education over the last twenty years. Teacher educators have designed a number of activities, usually related to coursework, to facilitate preservice teachers' reflectivity. These kinds of assignments might be described as asking preservice teachers to reflect on demand. Studies in the past have typically focused on the discussion of specific strategies used to elicit reflection or descriptions of reflective teacher education programs. This study explored how preservice and first-year teachers understand and engage in reflection in different contexts while learning to teach. A sample of seventeen respondents, education students enrolled in coursework, student teachers, and first-year teachers, was selected to participate in the study. The data consisted of interviews, classroom observations and the examination of related documents. Preservice teachers taking courses engaged in introspection or self-reflection. This time was spent exploring their emerging identities as teachers. As respondents got opportunities to work in school settings, they began to reflect more on content and students. First-year teachers applied some of the reflective strategies they learned during coursework in their own practice. Several factors appeared to enhance preservice and first-year teachers' ability to reflect as they moved from coursework into student teaching and their own classrooms: (1) building relationships with teachers and students in K--12 classrooms, (2) engaging in reflective dialogue with 'more knowledgeable others'---university faculty and practitioners, and (3) having opportunities to teach on a regular basis.

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9

Evanshen, Pamela, Mary Myron, and D. Grewal. "Integrating Theory and Practice in Virtual Classrooms." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4366.

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10

Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.

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11

Weng, Chi-hsiu Daniel. "Modern Shuai-Chiao: Its Theory, Practice and Development." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392025978.

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12

Samuelson, Peter Leland. "Moral Imagination in Theory and Practice." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/epse_diss/45.

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A review of the literature in several domains reveals that moral imagination plays a role in how we deliberate about moral issues and what motivates us to act in a moral way. This study begins by outlining an operational definition of moral imagination based largely on Dewey’s model of dramatic rehearsal (Dewey, 1922), along with an explication of the role of image schemas, metaphor, empathy, and narrative in moral imagination (Johnson, 1993) and an examination of how moral imagination develops through the lifespan. A review of the research of the components of moral imagination is included, especially in the literature of moral development, problem solving, and creativity, as well as a proposal of an avenue of research to advance the understanding of this vital and complex human capacity. The study continues with an investigation of a curriculum designed to foster the cognitive processing of empathic emotions stimulated by viewing film clips from Hollywood-produced films. The curriculum stimulates moral imagination by offering situations in which participants can place themselves and then discuss possible moral outcomes. The curriculum is thought to aid in the development of moral expertise by exposing participants to a perspective-taking script from childhood (Hoffman, 2000) and making that script chronically accessible to the participant (Lapsley & Narvaez, in press). Three hundred sixty-six students (grades third through eighth) enrolled in after-school programs in two rural Georgia counties were randomly assigned to either an intervention or control group. The content of the intervention was delivered in a 3-week period in one county and in a 9-week period in the other. Results indicate that the longer intervention produced more gains in moral theme recognition (MTI; Narvaez, Gleason, Mitchell, & Bentley, 1999) compared to the shorter intervention. Participants in the shorter intervention demonstrated an attraction to moral theme statements reflecting higher stages of moral reasoning after the intervention than before compared to a control group from the same county. While further study is warranted, it appears the curriculum initiated a transition to higher stage reasoning in some of the participants.

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13

Shaw, Gary William. "Multicultural art education: a comparison of theory and practice." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299522903.

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14

Monseur, Judith M. "Multicultural education theory and practice : a study of congruence /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948440825732.

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15

Clark, V. Allen. "Enrollment Management in Higher Education: From Theory to Practice." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2651/.

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This study investigated enrollment management practices found in higher education. The research identified enrollment management and retention practices described in the higher education literature. These suggested practices were incorporated into a sixty-six question survey that was distributed to a random sample of colleges and universities taken from the 1999 US News and World Report of college rankings. The survey data were used to identify which of the suggested enrollment management practices were of greatest utility. First, the sixty-six items were grouped into 14 categories of enrollment management strategies. Second, the institutional responses for each category were averaged and then correlated with each institution's graduation rate. Finally, each institution's "yes" responses for the entire survey were totaled and correlated with each institution's graduation rate. This study developed a list of the 26 most frequently used enrollment management practices in higher education, and as well, identified the 10 least used enrollment management practices. Given the results of this study graduation rate is not a sufficient criterion to assess enrollment management practices at a college or university. Enrollment management strategies contribute to many institutional and student outcomes; thus, multiple indicators are required to accurately evaluate enrollment management practices.

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16

Roxburgh, Claire Michelle. "Practice learning and nursing education : rethinking theory and design." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21403.

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The significant influence that practice learning plays within undergraduate nurse education cannot be overstated. By practice learning, I mean work-based learning immersed in the activities of nursing practice, typically involving learning undertaken in placements at hospitals and other clinical worksites. Practice learning is intended to achieve standards defined by professional regulatory bodies, and aims to enhance learners' capability and employability. Learning here refers to processes through which student nurses develop capabilities to practice effectively, critically, confidently and professionally in health care settings. Practice is a key concept in this thesis, much contested in debates about professional learning in practice which I will examine in detail in chapter 2. In terms of current policy regarding practice learning, I would, however, suggest that what we have at the moment is an inherited legacy which to date has not been robustly scrutinised. Based on my experiences as a nursing educator I came to believe that it was timely for a re-examination of policies, practices and philosophies underpinning the duration and structure of the current practice learning model. Taken together, the above experiences led me to focus this thesis on the following research question: How might practice learning experiences be better designed to promote nursing capability? This thesis brings together six published papers reporting studies that I conducted to explore this question, as well as chapters explaining the background literature, theory and methodology guiding these studies. My overarching aim is to contribute to the improved practice learning experiences of undergraduate student nurses, retaining them on programmes and easing their transition into the role of newly qualified practitioners (NQP). Chapter 1 charts the history of nursing educational developments. The aim is to demonstrate the influence of government and professional policy over nursing’s development from an apprentice-style model to the current-day academic model. In charting these developments alongside reviewing the contemporary research literature, what is obvious is that the issues of support, retention, models of practice learning and curricula to prepare nurses are perennial challenges. However, as a practice-based discipline, the focus of preparation has always remained grounded in practice. Chapter 2 sets forth the theoretical constructs of this thesis. During the course of conducting the studies reported in the publications of this thesis, I became frustrated with the relative lack of emphasis on contemporary learning theory in nursing education, and the paucity of supporting evidence for the ‘reflective’ theory that seems to be dominant in nursing. The discussion presented in this chapter aims to provide an overview of the major traditions of constructivism and reflective practice, as well as their historical theoretical foundations, which have been widely adopted in nurse education. I discuss the strengths and limitations of these theories as they apply to undergraduate nurses’ practice learning and capability development. These are then contrasted via the means of a critical discussion with more novel alternative models. These include situated learning theory and legitimate peripheral participation, and practice-based learning theory as advocated by contemporary writers such as Schatzki (2002). These theories changed my thinking about practice learning and informed my efforts to develop a more cogent understanding of learning through, for and at work for undergraduate nurse education. In setting out Chapter 3, I am presenting a brief overview of these publications for a nursing education audience. Firstly, I have included information that is generally considered important to this audience, such as details about the journal’s standing and article citations, the databases searched, and the percentage of my own contributions. Secondly, I report the studies from an evidence-based perspective of prediction and control aligned with the contexts of the commissioning process and the conduct of each project. By this I mean that I treat the findings in these papers as valid and credible within the stated limitations Chapter 4 presents the six publications in their entirety for the reader Chapter 5 explains the research methodology adopted in the papers presented for this thesis, and offers my critical reflections on these methodologies. I outline the philosophy that underpins the approach taken with the research studies, discussing the interpretive stance that was taken to research and the consequent choice of qualitative approaches. The chapter also discusses the strengths and limitations of the methods employed in each of my papers along with the means used to analyse the data, and the ethical considerations that an interpretive researcher must consider. In retrospect, given where my theoretical orientation has moved (as explained in chapter 2), I now look rather more critically on the premises of these studies, their categories of definition, multiple causes and uncertainties at play. In my reflections on the research approach, I explain some of these issues. In concluding this thesis, Chapter 6 details my recommendations and some future implications for policy and practice. It also explains my plans for carrying forward different methodological and theoretical approaches in my future research work examining nurses' practice learning.

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Siebert, Bradley Gene. "Freshman rhetorics: Composition studies research and theory into practice." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185142.

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In this study, the author analyzes a sample of eleven freshman rhetorics to trace influences of the recent scholarship that has marked the emergence of composition studies as a scholarly discipline. The author classifies the textbooks according to the divisions of Berlin's taxonomy of the rhetorical epistemologies and the rhetorical schools that have influenced composition studies. The interactions of each textbook's treatment of invention and of each one's description or implicit working model of composing as a process are analyzed to support the classifications and to discuss how different concepts of invention and composition orient students toward the nature of knowledge. Although conclusions in this study should be limited to the sample, the author found significant innovation in most of the textbooks. While two current-traditional rhetorics were among those studied and traditional features play significant roles in several others, most of the texts are informed primarily by recent research and theory. The author found only one of the textbooks to be strictly traditional; the other traditional textbook includes small adaptations of recent scholarship. The innovative textbooks are distinguished by some degree of primary focus on invention, either the discovery of latent knowledge or the making of new knowledge through composing processes. All also develop one or another of the models of the general composing process, although most emphasize the recursive model. The two traditional textbooks exhibit the expected objective epistemology. Of the others, one develops a subjective epistemology (and represents the expressive school of rhetoric) and eight develop transactional epistemologies (one of these is of the classical school, four are cognitivist, and three are epistemic). The author also found interaction between rhetorical schools in most of the textbooks, which indicates that authors are not responding only to current-traditional rhetoric but also to the other rhetorical schools developing in the discipline, indicating further that composition studies is developing as a discourse community.

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Swann, Philip Howard. "Theory and practice of computer assisted language learning." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280634.

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19

Schneider, Molly B. "Naming the Author: Incorporating Theory into Classroom Practice." Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177680826.

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Schuster, C. R. "Investigating popular writing : the theory and the practice." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/22014.

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Bibliography: pages 128-133.
This dissertation attempts to illustrate and analyse the theory and the practice of popular writing in South Africa. Within this study popular writing is seen as an example of innovative educational practice, attempting to establish creative alternatives to traditional, hierarchical knowledge-production. This subject has been chosen for investigation as it is seen as an important integral part of an alternative educational focus, which has come about due to oppositional "popular" pressure questioning and challenging hegemonic control of educational structures. The first part of the dissertation constitutes an analysis of the theoretical debate characterising popular writing in South Africa. It attempts to highlight the problems and tensions inherent in the defined purpose of popular writing, as well as investigate the realisable potential of that purpose. The second part of the dissertation focusses on the practice of popular writing. The INTERNATIONAL LABOUR RESEARCH AND INFORMATION GROUP has been chosen as an illuminative case study of popular writing practice. An attempt is made within this section at a fusion between theory and practice evidencing both tensions and points of agreement. The conclusion highlights the problematic nature of this research as it essentially focusses on "work-in-progress" and therefore constitutes too static a framework for realistic, up-to-date analysis. The need for further research is emphasised, focussing especially on the most important and most complex element in popular writing: the readership.

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Weng, Ch-hsiu Daniel. "Modern Shuai-Chiao : its theory, practice and development /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740721342.

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22

Ferguson, Gibson R. "Language planning in education an analysis of theory and practice /." Edinburgh : Edinburgh University Press, 2006. http://site.ebrary.com/id/10137887.

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23

Hade, James D. "Field study experiences in landscape architecture education : practice and theory." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/546126.

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This work presents arguments to the reader about the possible benefits for Landscape Architecture education using field study experiences. Three groups of information or opinion are presented: 1. fact supported by retrievable documentation or research, selected quotes from various literary sources, and 3. the writer's observations and opinions as derived from personal experiences, interpretations of fact and quoted material.A questionnaire was developed and administered to six Midwestern programs of landscape architecture. The results only pointed out that some schools sponsor Field study programs with varying frequencies, focusing on various topics, but it failed to expose the motives behind sponsoring field study programs, or the benefits of field study experiences.
Department of Landscape Architecture

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24

Ferguson, Gibson Ronald. "Language planning in education : an analysis of theory and practice." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/18877.

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Kachidza-Naik, Anna Runyararo Unesu. "Developing theory about teaching practice in public health nurse education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021642/.

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This thesis explores ways in which practice teachers facilitate student learning on the Specialist Community Public Health Nursing programme. The knowledge they draw on and pedagogic practices they employ in the placement area seem obscure and difficult to articulate and, as a result, tend to be marginalised. A mixed methods approach is adopted drawing on three forms of data collection: semi-structured interviews, a questionnaire and practice teachers’ summative comments on student portfolios. Twenty practice teachers from one university were interviewed and practice teachers’ comments in student portfolios in the same university were scrutinised. The information from the interview data informed the third data collection method, a questionnaire sent nationally to 115 practice teachers in 12 English universities. It aimed to establish whether views expressed in interviews were more generally applicable. The findings offer fresh insights into, and interpretation of teaching practice and the knowledge relied on. Learning in the practice placement becomes an amalgamation of complex professional knowledge, client narratives, and cultural artefacts. These become appropriated and reconfigured as new professional knowledge. This process may result in different acts of translation of the day-to-day realities of each practice teacher rendering the approach person-bound and context specific. The thesis concludes that drawing upon the above process the practice teacher’s individual approach to teaching and learning develops and then (having assessed the context within which she is working) she engages to help with students’ learning by using a mixture of formal knowledge and knowledge developed from practice. A model of responses and relationships has been developed involving complex professional knowledge and pedagogic processes. The study, therefore, sheds light on learning in the practice placement.

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Hamilton, Michele Villarreal. "Restorative justice: Reconceptualizing school disciplinary theory and practice." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2366.

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The threat of school violence plagues high school campuses nationwide. To thwart violent student behavior and create a safe school environment, schools often utilize punitive disciplinary practices. These practices, often referred to as zero-tolerance policies, essentially transform schools into law enforcement models focused on punishment and the exclusion of students from the educational setting. Conversely, restorative justice practices, specifically Circles, provide students with an opportunity to resolve conflicts through dialoguing, problem-solving, building relationships and reflecting on their behavior. Used in conjunction with traditional disciplinary practices, Circles can provide schools with an additional tool to teach appropriate behavior. Currently, there is limited research examining the impact of the Circle process on student behavior and school climate relative to student discipline. The purpose of this study was to examine the use of restorative justice practices, specifically Circles to address behavioral infractions among high school students. The findings of this study add to the current literature surrounding school disciplinary theory and practice and provide school administrators with another option for addressing student behavior. A qualitative case study approach was utilized to examine the impact of Circles at one high school. Thirteen participants were interviewed during a week long visit to West Valley High School (identified by pseudonym). Interviews responses were transcribed, analyzed and coded into themes representing the experiences of the participants in the Circle process. The data for this study revealed the following research findings: (a) the school employed a restorative approach to discipline which included the use of Circles as a complement to traditional disciplinary procedures, (b) the Circle process at WVHS led to the elimination of further behavioral infractions among Circle participants, (c) the Circle process provided students with increased opportunities for conflict resolution and learning, (d) the Circle process provided a forum for students' to discuss personal issues unrelated to the original conflict, and (e) the Circle process had a positive impact on student behavior and the participants' perception of school climate relative to student discipline.

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Syed, Fatima Shaaria. "Financial education in schools : policy into practice." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8010/.

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This research explored the factors that shape personal finance education (PFE) curriculum policy outcome in schools. From 2014, all state-maintained secondary schools in England are required to deliver PFE through; Mathematics, Citizenship Education, and Personal, Social, Health and Economic education (PSHEe). This thesis is the product of a detailed analysis of school documents, lesson observations, and 51 interviews with key national stakeholders and teaching and management staff in schools. A multiple case study research was undertaken, using an analytic framework “sensitised” by theories of street-level bureaucracy (Lipsky, 1980; 2010) and educational transmission (Bernstein, 1971, 1975). This study concludes that contextual factors such as contradictory policy environment, subject status, and strong subject boundaries and allegiances affected PFE curriculum reform enactment and consequently its outcome in schools. Schools are operating under “constraint autonomy” where resources are directed towards subjects that count towards Ofsted grading and league tables. Inconsistency and variation in PFE delivery result from discretion exercised at school and classroom level. Teaching experience, pedagogical preference, and professional judgement determine the nature and degree of discretion. This study highlights the ‘power’ of exam boards and head teachers and argues for a collective approach to PFE curriculum planning and implementation to ensure a uniform and coherent PFE provision.

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Katayama, Junko. "Theory into practice in environmental education : towards an evidence-based approach." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500717.

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This research addresses conceptual and practical issues in the field of environmental education. Environmental education is a compound and contested field in terms of both environmental and educafional ideologies. Its practice is also influenced by perspectives of context and change. Hence, the operationalisation of environmental education might be expected to vary across different ideologies and contexts. Thus, this research attempts to ore the operationalisation from theory into practice in environmental education. 'he approach of this research derives from those issues in the research context of education lental education that are currently of most concern. That is, policy-makers and I practitioners expect researchers to answer question such as "what works?" because they face the pressure of making decisions, in response, this research attempts to shed light on the nature of environmental education by using an evidence-based approach. However, most lence-based work in education is grounded in a post-positivistic perspective. This research, by contrast, employs evidence drawn from qualitative inquiry that recognises the significance depth contextual understanding. Thus the research sits within the qualitative paradigm and employs case study methodology.

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Kwak, Eunsoon. "Instructional computers in high school mathematics reform: its theory and practice /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377293662.

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Asari, Hasan. "The educational thought of Al-Ghazālī : theory and practice." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26056.

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This thesis tries to bring together al-Ghazali's thoughts about different aspects of education, scattered in numbers of works of different kinds and aims at presenting his educational theory in its complete picture. His life, his intellectual career, his mental crises, as well as the solution to these crises were deeply influential in the formation of his educational thought; and it appears that al-Ghazali was remarkably successful in absorbing the conflicting schools of thought of his time. The theoretical aspect of his educational thought consists of a psychology that focuses on a series of mental operations by which man attains knowledge. Being a Sufi, al-Ghazali holds that knowledge can be attained through either sensual-rational or purely spiritual ways, believing the latter to be the source of true knowledge. Consequently, in his classification, he places spiritual sciences over the rest of the sciences. The practical aspect of his thought concerning education centers on the duties of student and teacher which must be fulfilled to ensure the success of the learning process.

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Owen, John Edward. "Improving instrumental practice techniques through use of a motor schema theory of learning /." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262956431.

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Sheridan, Victoria Frances. "Relationships between theory and practice in London Montessori pre-schools." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357295.

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Cresswell, Michael John. "Examining judgements : theory and practice of awarding public examination grades." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019189/.

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This thesis reports a study of the processes by which public examination grades are awarded. Following a review of the purposes of public examinations, new theoretical analyses are given of the issues of norm and criterion-referencing, the nature of public examination standards, the problems of defining comparable standards across widely disparate assessment domains and the more technical matters of aggregating marks and examiners' judgements. The main empirical work investigated conventional public examination grade awarding using a combination of participant observation of examiners making judgements and statistical analysis of examination outcomes. Two additional experiments are also reported; one on grade, rather than mark, aggregation methods and one on the use of strong criterionreferencing to award grades. The main conclusions of the study are as follows: 1. Examination standards are social constructs created by special groups of judges, known as awarders, who are empowered, through the examining boards as governmentregulated social institutions, to evaluate the quality of students' attainment on behalf of society as a whole. 2. As a result, examination standards can be defined only in terms of human evaluative judgements and must be set initially on the basis of such judgements. 3. The process by which awarders judge candidates' work is one in which direct and immediate evaluations are formed and revised as the awarder reads through the work. At the conscious level, it is not a computational process and it cannot, therefore, be mechanised by the use of high-level rule-bound procedures and explicit criteria. 4. Awarders' judgements of candidates' work are inadequate, by themselves, as a basis for maintaining comparable standards in successive examinations on the same syllabus. The reasons for this are related both to the social psychology of awarding meetings and to the fundamental nature of awarders' judgements. 5. The use of statistical data alongside awarders' judgements greatly improves the maintenance of standards and research should be carried out into the feasibility of using solely statistical approaches to maintain standards in successive examinations on the same syllabus. 6. A broadening of the range of interest groups explicitly represented among judges initially setting standards should also be considered.

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HOTT, ADAM MATTHEW. "GENETICS CONTENT IN INTRODUCTORY BIOLOGY COURSES FOR NON-SCIENCE MAJORS: THEORY AND PRACTICE." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022251897.

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Bernardino, Caridad S. "Exploring education for sustainable development its theory and practice in Philippine higher education institutions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59564.pdf.

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Schelble, James Terence. "The marketization of education in Hungary education and social mobility in theory and practice /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274264.

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Thesis (Ph.D.)--Indiana University, Dept. of Central Eurasian Studies, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2851. Adviser: Mihaly Szegedy-Maszak. Title from dissertation home page (viewed April 8, 2008).

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Lindstedt, Kubik Anna-Karin. "Using literature in EFL education : the connection between theory and practice." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8299.

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Originating in a curiosity of how literature is used in the EFL classroom, the aim for this study has been to examine if four teachers‟ purpose for, and procedure in, using literature in the EFL classroom concur with what is a useful method on the subject as demonstrated by a methodological model constructed from current research. For this study, a model of beneficial methods of using literature in the EFL class was constructed from selected current research. Because there is a lot of research in this area, there is no claim that this study includes all theories regarding the use of literature in the EFL classroom. Still, it was possible to construct a useful model of common and constructive methods of literature use in EFL education. The conclusion of this study is that the teachers‟ purpose when using literature in the EFL class varies with the different teachers. However, they do concur with that of the national syllabi and to some extent also to written research on the subject. Further on, the teachers do work both in accordance with, and opposite to, procedures that the methodological model establishes to be productive.

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Taran, Caroline. "Discipline-based art education : from theory to practice, challenges of implementation." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35320.

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This study examines the concept of art education known as Discipline-based art education, (DBAE), from three vantage points. It begins by tracing the history and development of DBAE theory, and by examining its defining characteristics. It follows with a critical discussion of DBAE theory, specifically from within the context of multicultural education. The discussion then shifts to the realm of practice. The study describes a two week professional development program offered by the Minnesota DBAE Consortium, in Minneapolis, in the summer of 1995, and grounds the discussion in the results of questionnaires and interviews with six secondary school art specialists attending the Summer Institute. Finally, the study examines some of the potential challenges of implementation based on the issues that emerged as the participants translated theory into practice, and focuses specifically on the aspect of the incorporation of the disciplines of art criticism and aesthetics in the classroom.

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Hulshult, Nancy Kay. "MORAL LEADERSHIP IN ALTERNATIVE EDUCATION: THEORY AND PRACTICE IN SCHOOL ADMINISTRATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114085889.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).

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Taran, Caroline. "Discipline-based art education, from theory to practice, challenges of implementation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ29573.pdf.

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Foster, K. M. "The relationship between theory and practice on a teacher education course." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356112.

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Brah, K. K. "Understanding the theory-practice issue for acupuncture education in the UK." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10050073/.

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The aim of this thesis is to address the overarching research question: ‘What is the relationship between theory and practice and the issue that arises between them for acupuncture education in the UK?’. The issue refers to a lack of means for practitioners to competently deal with situations that arise in practice and, has long been recognised as existing in most forms of professional education. The theoretical framework for this study’s investigation traces the reasons for the issue between theory and practice through discussing the shifts in the education, practice and regulation of acupuncture from China to the UK. The theory-practice debates within professional education are also analysed and, professional judgment is considered as a way to connect theory and practice for acupuncture education in the UK. The investigation of the overarching research question entails a case study formed by two distinct models through which acupuncture is currently taught in the UK: the university and the apprenticeship models. These models are also compared and contrasted in view of achieving the objectives to identify: 1) Which elements of each model’s curriculum and pedagogic approaches work best to facilitate the theory-practice relationship, 2) How students can be equipped to develop their professional knowledge upon becoming practitioners. The university model is represented by teachers and students from two institutions, while the apprenticeship model is represented by the principal of an acupuncture apprenticeship programme and the Barefoot Doctor: an experienced acupuncturist who trained through an apprenticeship. Practitioners of acupuncture are also included. Qualitative data were collected through one-to-one interviews and focus groups. The study reveals that alongside the features that facilitate the theory-practice relationship and the development of professional knowledge, a number of concerns emerge through the organisation and pedagogic approaches that these models adopt, thereby hindering the theory-practice relationship. Recommendations are offered for students, teachers and practitioners to understand the connections between theory and practice, and conduct professional judgment effectively. The limitations and recommendations for areas for further research are also discussed.

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Kenny, Lesley Jeanne. "An evaluation study of palliative care education : linking theory and practice." Thesis, Liverpool John Moores University, 2004. http://researchonline.ljmu.ac.uk/5646/.

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Inaebnit, Susanne Edith. "Theory and practice of dance in education from a gender viewpoint." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019310/.

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This thesis examines, from a gender viewpoint, issues of theory and practice of dance in education in England. The emancipation, demarginalisation and integration of dance as a female and socio-cultural activity in education is a central concern of the research. The introduction to Part I describes the autobiographical context of the research which provides the basis for the discussion of theories in a multi-disciplinary approach. Theories of anthropology, history, sociology and aesthetics relevant to dance and ideologies of education relevant to dance in education are discussed. Part II presents an overview of qualitative research methodologies. After an account of applied methodologies, Part III presents empirical evidence in the form of case studies. Chapter Seven investigates the history of dance in British education from the 1950s to the 1980s. Chapters Eight to Twelve concentrate on a PGCE dance course, with three in-depth case-studies and attempt to illuminate issues of gender, of theory and practice, and of performance, competence and authority in dance in education from a gender viewpoint. The last part, Part IV, discusses implications of the findings from the empirical evidence for the future of dance in education from a gender/female viewpoint. The thesis concludes with future possible directions of dance in education.

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Blandford, Sonia. "The relationship between education theory, research and practice : a teacher's perspective." Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/eca27ead-6330-481d-9eb5-07d9a0f11a07.

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Duthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.

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Physiotherapy student practice education, the focus of this thesis, is a highly valued, yet scarcely researched component of pre-registration physiotherapy education. Moreover, the student voice is largely absent from existing research. In this study, 14 physiotherapy students’ perspectives of practice education were gained through email communications (n=13) and face-to-face interviews (n=12). To provide an in-depth and provocative view, physiotherapy student practice education was analysed as a type of activity system, employing concepts borrowed from cultural-historical activity theory (CHAT). Interacting activity systems, objects, players, rules, norms, divisions of labour, mediating artefacts, intra- and inter-systemic contradictions were explored and identified. The findings show that assessment skewed students’ object motives. Practice educators were positioned as powerful gatekeeper/assessor gift-holders. Physiotherapy students enacted ‘learning practice’ norms, such as extensive reading, and adopted the position of practice educator-pleaser. Students sometimes refrained from speaking when they wanted to, for example, to challenge unprofessional staff behaviour. Students were reluctant to show themselves as learners, feeling instead that they needed to present themselves as knowledgeable, able practitioners. However, students did not easily recognise themselves as able contributors to practice. For students, knowledge for practice was focussed on patient assessment and treatment, but the level, depth and volume of knowledge required was perceived differently across distinctive practice areas. Intra- and inter-systemic contradictions, such as the skewing of student object motives towards assessment, and away from whole-patient-centred care, are highlighted. The study findings therefore have implications for patient care as well as for the object of physiotherapy student practice education, student learning and assessment and workplace learning. A cross-profession review of the object of physiotherapy student practice education, to include the voice of service users, students, practice educators, HEIs and service providers, is recommended. A review of physiotherapy student practice-placement assessment, which seemed to be at the core of PSPE dynamics and conditions, is recommended, to take account of the extent to which assessment can influence students’ PSPE object motives, PE/student dynamics and student/patient interactions. Developmental Work Research is proposed as a way forward for future research in this area.

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Miller, Jacqueline B. "The quest for the constructivist statistics classroom : viewing practice through constructivist theory /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623490799.

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Rice, Rosalind. "Mentors' practice : the role of learning theory : an illuminative study." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11117/.

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The initial focus of this thesis is on mentors' professional knowledge base, and subsequently on the pedagogical strategies employed by mentors and their use, in so far as it occurs, of adult learning theories, which have been said to form the dominant conceptual framework for mentoring (Hansford et al., 2003: 10). These issues are considered important as, despite acknowledgement by the DfES in 2001 as to the relevance of theory in mentor training, in practice mentor training is often limited to familiarisation with government and Partnership requirements in order for them to undertake the assessment of student teachers. Consequently very little attention is given to learning theories within mentor training. Whilst connections between mentoring and learning theories exist in literature my research highlights that there is a potential dichotomy between the literature and practice of mentoring. It therefore considers the extent to which adult learning theories are actually used in current mentoring practice. In addition my research also looks at the way mentor teachers' pedagogic strategies are shaped by the context and purposes they are working within, and the role ascribed to them. My research is based upon an in depth Case Study of 20 mentors from one HEI Partnership. It utilises qualitative method tools, with the primary tools being observations and semi-structured interviews. These tools assisted in progressively developing my research questions and conclusions as part of an inductive process. The results of my study show that the practice of mentors is largely influenced by their prior experience, primarily as teachers but also as student teachers; they see theory as having little influence on their practice. In addition my study indicates that few mentors are aware of learning theories or their principles. Nonetheless it indicates that the practice of most mentors includes the application of the principles of a number of adult learning theories. My research concludes that mentors use some of these principles through the development of their own personal construct theories, which in turn largely relies upon their prior experience, and through the framework provided by the HEI Partnership.

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Konrad, Uwe, and Liliya Iskhakova. "Proceedings of the International Workshop "Innovation Information Technologies: Theory and Practice"." Forschungszentrum Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:d120-qucosa-39940.

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This International Workshop is a high quality seminar providing a forum for the exchange of scientific achievements between research communities of different universities and research institutes in the area of innovation information technologies. It is a continuation of the Russian-German Workshops that have been organized by the universities in Dresden, Karlsruhe and Ufa before. The workshop was arranged in 9 sessions covering the major topics: Modern Trends in Information Technology, Knowledge Based Systems and Semantic Modelling, Software Technology and High Performance Computing, Geo-Information Systems and Virtual Reality, System and Process Engineering, Process Control and Management and Corporate Information Systems.

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Al-Hail, Ali Bin Mohammed Abdulla Jasim. "The teaching of media studies : a study in theory and practice." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1036/.

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