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Dissertations / Theses on the topic 'Thesis in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bonhomme, Desmond. "Creative Writing Thesis: Poetry." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/563.

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The title of this compilation of my own creative writings is Trees, Breathe, Paper. This unique collection of poetry, short stories and prose contains a range of work, composed from 2002-2012. The thematic goal of this undertaking is to ballast as many implicit and explicit meanings as are comprehensible, and to extrapolate a distinct spectrum of latent and straightforward explanations with discernible psycho-analytical accuracy. We all know poetry is truly formless and based on springs of natural inspiration. Thus, we derive our purest inspiration from the natural world and we prune it in its unfiltered, raw state. Poetry is an externality that materializes from thin air.

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2

Basnett, Brian David. "Brian Basnett's sculpture thesis." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413285691.

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3

Mulvaugh, Lucas Wyman. "The Native Education Equity Project : educating for the future." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/mulvaugh/MulvaughL1204.pdf.

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From the boarding school era to the current high drop-out rates, western-based education systems have a 50% failure rate in its service to the American Indian students of Montana. This thesis takes a critical look at the historical ramifications of Western based education on the Native Peoples of Montana, and the contemporary response from the state to improve Indian Education. The purpose of this thesis is to research current pedagogies being used within public schools with high Indian student populations, to provide recommendations to improve those pedagogies, and to create professional development strategies for teachers who work with Indian students. This thesis uses a collaborative, action-based research model and will provide solutions to current problems involving public Indian Education within Montana. The implementation of The Native Education Equity Project is just one step towards the further development of Indian Education within Montana.

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4

Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.

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"December 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 299-327.<br>Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.<br>The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.<br>Mode of access: World Wide Web.<br>xvii, 359 p

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5

Loehr, Dustin. "It's Something about the Shoes| A Creative Thesis through Practice." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590266.

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<p>It?s Something About the Shoes: A Creative Thesis through Practice is an in depth, project-based study that follows the development and implementation of an intercultural and interdisciplinary collaboration. This paper illustrates how the Practice-led Research paradigm, when coupled with the Expressive Arts, can promote empowerment and transformation for all participants including audience members. Artistic practices and rehearsals realized through performance and analyzed through constant participant reflection constitute the research data. It?s Something About the Shoes is composed of a live performance installation that includes multimedia video sculptures, still images, and pre-recorded sound, all designed around the living exchange between a contemporary tap dancer and the indigenous Danza CAAS dancers. The inquiry lies in the dance shoes. What is it about these shoes that allows the dancers to connect and communicate? How can two very different dance genres and ontological cultures exist simultaneously within a space? What does a show about a tap dancer and traditional Sonajera dancers look like; how will the different cultures interact in this space? Will the common thread of percussive dance transcend cultural and language barriers or will the resulting rhythmic dialogue be too oblique for the dancers and audience to follow? In order to understand the foundational context in which this work is created, a Literature Review is provided that: defines Practice-led Research and the methods to be used in this study, acknowledges a brief historical review of tap dancing with particular emphasis placed on Hispanic and Native influences, and a metaphysical examination of the ecological intersection of performance, place and space. The literature is divided up into complete subsections or articles so that readers may access particular areas of interest with ease. Individual subsections of the Literature Review are composed of review, analysis, and application of literature sources complete with separate bibliographies for quick reference. All Reference Lists are also compiled into a complete Works Cited at the end of the thesis document. Methods used to address inquiries and provide structure to the Practice-led model include: Performance Research, Ethnodrama, and Socio-Narratology. Coupled with these ideologies are Organic Inquiry, Emergent Design Theory, and Collaborative Theory, which act as lenses through which the collaborative process and organizational development of the thesis may be viewed clearly and precisely. Together these methods are used to create the content of a performance. Utilizing interviews with co-participants, surveys, constant reflection, and video documentation, these inspirations are organized as a creative thesis. The findings are composed of raw audience data collected through surveys gathered before and after the performances. This, combined with personal reflections of the artist participants illustrate the type of knowing that is revealed through artistic practice and inquiry. The project convener provides the final synthesis and interpretation of data through a reflective narrative.

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6

Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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7

Olson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.

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8

Stori, Michael C. "Advanced education for the radiologic technologist through cooperative education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998storim.pdf.

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9

Roberts, Heidi E. "Technology in education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.

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10

Sands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.

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11

Paape, Jennifer R. "Social skill expectations do general education and special education teachers differ? /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000paapej.pdf.

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12

Hughes, Alun Hughes. "What's the problem with reading? : Thesis in language." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36329.

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This project began with the basic preconception that there is a growing resistance towards reading among students and this has been partially proved correct. The research questions were: In upper secondary education, what is it that encourages or hinders the students’ incentives for reading? What effect does this have on the subsequent teaching of fictional texts? The aim of this investigation was to examine attitudes on reading among students in upper secondary education and how these attitudes affect the teaching of fictional texts. The project’s research material consists of a qualitative interview with a practising teacher, and a student questionnaire which was answered by two of the teacher’s classes; one studying the natural science programme, the other studying a vocational, practically oriented programme. The overall majority of students recognise the importance of reading in their lives, seeing it as an activity that helps them understand themselves and the world. The importance of ”contact points” within the texts is vital for encouraging reading, yet finding texts which have a universal appeal proves to be an impossible task. Reading is seen by the students and the teacher as an activity that contributes to the students’ all-round education, although the teacher does not believe that most of his students truly understand this. A key factor which hinders reading incentives is time. Students grapple with a heavy workload of schoolwork and reading is not prioritised. Film is seen as an effective ”way in” to reading as many students state a preference for films over books, which is largely recognised by the teacher. Film is used as a supplement to the teaching of fiction and is found by the teacher to be a successful method. School texts are invariably described as boring on account of the difficulties that students have engaging and relating with them, yet many texts are also described in equal measure as exciting or interesting. Reading proves to be more popular among the natural science class, yet despite some very negative attitudes in the vocational class, there are still a number of encouragingly positive ones.

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13

Wagner, Thomas R. "Hands-on functional education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005wagnert.pdf.

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14

Martin, Troy. "Parental involvement in education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003martint.pdf.

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15

Ernst, Stephanie R. "Enchancing education with technology." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008ernsts.pdf.

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16

Gagnon, Wayne C. "Teenage sexuality and sex education an objective analysis of school sex education programs /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002gagnonw.pdf.

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17

Sabin, Matthew A. "Delivering quality technology education through teacher-written or vendor-written technology education modules." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002sabinm.pdf.

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18

Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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19

Fermanich, Sheri Ann. "An evaluation of the cooperative education skill standards certificate program in marketing education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fermanichs.pdf.

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20

Keet, Andre. "Human rights education or human rights in education a conceptual analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-130614/.

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21

Nemitz, Christopher E. "Attitudes and perceptions of general education students toward students who receive additional education services." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nemitzc.pdf.

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22

Dykstra, Patricia. "Common characteristics of successful special education referrals : initial referrals resulting in special education placement." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dykstrap.pdf.

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23

Peterson, Deborah. "Parental participation in special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.

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24

Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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25

Taylor, Tina. "Teachers attitudes' toward multicultural education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999taylort.pdf.

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26

Hintz, Jennifer A. L. "The social skills expectations of general education and special education teachers at the secondary level." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hintzj.pdf.

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27

Nicholson, Chris D. "A survey of public schools principals views and attitudes of technology education as general education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999nicholsonc.pdf.

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28

Lewis, Avery. "An Overview of a Failed Thesis." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/503.

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An overview of a project based thesis that did not have the support or funding to be carried out to completion. The project was based around starting up a summer recruitment program for the East Tennessee State University Music Department. The program would consist of various summer events for high school students used to recruit for the department as well as encourage music and fine arts degrees.

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29

Martin, Larry. "A survey of national engineering education initiative leaders what knowledge do students and technology education teachers need to be successful in an engineering education curriculum? /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005martinl.pdf.

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30

Suraco, Terri Lynn. "An Interdisciplinary Approach in the Art Education Curriculum." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/7.

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AN INTERDISCIPLINARY APPROACH IN THE ART EDUCATION CURRICULUM By Terri L. Suraco Under the Direction of Melody Milbrandt ABSTRACT This study investigates how interdisciplinary lessons are taught in an art education classroom. The teaching strategies used are: Integrated models, the use of "Big Ideas" (Jacobs, 1989, 2003), the use of constructivist methods (Freedman, 2003; Brooks and Brooks, 1999; Milbrandt, 2004), and the use of essential question inquiry (Erickson, 1998; Mallery, 2000) and teacher collaboration (Jacobs, 2005; Erickson, 1998; NAEA, 2005). I am the only participant in an autoethnographical study. In the Literature Review: Why arts integration is important is explored. Positives and negatives of teaching integrated disciplines are addressed. I include four units from my interdisciplinary curriculum in art education and observations with teaching reflections from the units taught in elementary and middle school. The models that are described are: Parallel Disciplines, Multidisciplinary, Interdisciplinary, and Integrated (Jacobs, 1989, 2005: Mallery, 2000;). The study results reveal how interdisciplinary teaching can be implemented in an art education classroom. IDEX WORDS: Thesis, Interdisciplinary, Integrated, Art Education, Big Ideas

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31

Tjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.

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32

Nosal, Katie S. "Regular education teachers' and special education providers' perceptions of the future role of the school psychologist." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998nosalk.pdf.

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33

Hubbard, Audra. "Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf.

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34

Ford, Theresa M. "Energy education professional development : assessment of teacher satisfaction /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Ford.pdf.

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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.<br>Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 79-84).

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35

Leffler, Scott W. "Roseville Middle School technology education comparison." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lefflers.pdf.

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36

Hoadley, Sarah L. "Environmental education : factors behind curriculum adoption." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/S_Hoadley_070907.pdf.

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37

Lahn, Alexsis. "Experiencing 360 feedback within higher education." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007lahna.pdf.

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38

Meillier, Jill M. "The importance of elementary sexuality education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002meillierj.pdf.

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39

Wentland, Alicia A. "Parent assessment of parent education classes." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002wentlanda.pdf.

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40

Ryan, Deborah M. "Parent involvement in early childhood education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.

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41

Larson, Kelli. "Understanding the importance of character education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009larsonk.pdf.

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42

Berg, Michael R. "Education degree program students' knowledge of No child left behind legislation and of its impact on special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005bergm.pdf.

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43

Johnson, Sarah A. "Awareness, attitudes, and perceptions of regular education students towards students who receive special education services in their classes." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004johnsons.pdf.

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44

Hughes, Edward J. "Girls and technology education why are there so few girls studying technology education at West Bend high schools? /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hughese.pdf.

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45

Walker, Hope A. "Examining differences in male and female enrollment in middle school family and consumer education and technology education programs." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998walkerh.pdf.

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46

Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/562.

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This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners. With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally. This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.

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47

Drews, Jacquelyn L. "Technology in science education a grant proposal /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007drewsj.pdf.

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48

Geiger, William. "The art educator's role in technology education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009geigerw.pdf.

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49

Shimek, Rhonda. "Racism, education and the American Indian student." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shimekr.pdf.

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50

Paniagua, Debbie A. "Student perspectives on technology and technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999paniaguad.pdf.

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