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Tesis sobre el tema "330299 Curriculum Studies not elsewhere classified"

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Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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1

Tom-Lawyer, Oris Oritsebemigho. "An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.

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This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and p
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2

Bilandzic, Ana. "New approaches to developing and commercialising IP from research in universities using open innovation." Thesis, Philipps-Universität Marburg, Germany, 2016. https://eprints.qut.edu.au/98400/1/thesis_ana.pdf.

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There has been increasing interest in open innovation in academic research as well as industry application since the concept was introduced in 2003. The concept got much attention because of its economic benefits and novel means for facilitating innovation. This thesis aims to adapt the concept of open innovation to the university environment, in order to foster innovation in the development process for intellectual property (IP) derived from academic research activities. It contributes to the literature on open innovation adapted to the university context, i.e. open collaboration on the devel
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3

Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.

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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at C
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4

Scavone, MC. "Teacher and learner perceptions of student-initiated active citizenship in primary schools." Thesis, 2014. https://eprints.utas.edu.au/19414/3/Scavone_Mellina_EPF420_Dissertation.pdf.

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Active citizenship is an important aspect of global education, assisting students to develop the understanding that they can make a difference in the world, as well as encouraging students to develop empathy, self-confidence and moral thinking. Whilst active citizenship can assist students in their preparation for the future, it is rarely occurring to its full extent in schools. Research shows that students in Australian primary schools generally take a secondary role in active citizenship, participating most frequently in teacher-chosen projects, rudimentary service learning or no proje
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5

Leask, Betty. "Discursive constructions of internationalisation at an Australian University: implications for professional practice." 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.

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The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes ar
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6

(13538521), Sandra Burke. "New mind new school: A curriculum for the future." Thesis, 1993. https://figshare.com/articles/thesis/New_mind_new_school_A_curriculum_for_the_future/20742061.

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<p>This dissertation is based on a project which sought to use a community consultation process as a school development medium.lt was adapted from a similar process used in the Ministerial Consultative Council on Curriculum's 1991 project, New World New Mind: A curriculum for the future.The process was to focus on active consultation, collaboration and cooperation, and future visioning in identifying issues and implications for future curriculum and in framing action plans for implementation. Although the community consultation process proper did not eventuate, the planning phase of its vehicl
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7

(13538959), Kirsten Elliott. "A socially critical approach to Indonesian studies in Australian schools." Thesis, 1997. https://figshare.com/articles/thesis/A_socially_critical_approach_to_Indonesian_studies_in_Australian_schools/20742337.

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<p>This is a thesis about curriculum change, focusing on Studies of Indonesia in Australian schools generally, Languages Other Than English (LOTE) - Indonesian - specifically'. It explores the possibilities for a socially critical approach to curriculum negotiation informed by research on critical pedagogies, immersion and postcolonialism and it applies a critical discourse analysis methodology to inform its proposed version of school programs in this field. Readings from Indonesian language sources are presented as sample contributors to an ongoing mediation and negotiation of Australian stud
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8

(9874406), S. Sytsma. "Changing meaning : the leading way." Thesis, 2003. https://figshare.com/articles/thesis/Changing_meaning_the_leading_way/13423694.

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"Studying leading as a way of changing meaning, this research documents a journey of inner exploration amongst five self-nominated leaders in education. In contrast to change limited by outer dimensional structure, changing meaning in an inner dimension was seen as the necessary complement in creating real difference in educators and in educating. Over a period of almost a year, the leaders participated in an online project, travelling together through email dialogue focused around leading, changing and meaning. In this, they experimented with a changing way of researching, developing a person
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9

(9841511), Mark Tyler. "Mediating conflict in the community: A curriculum framework for training mediators." Thesis, 1997. https://figshare.com/articles/thesis/Mediating_conflict_in_the_community_A_curriculum_framework_for_training_mediators/21172213.

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<p>Mediation, as defined in this study, is a dispute resolution process for dealing with disagreements between community members and differs from other forms of conflict resolution such as arbitration, conciliation and adjudication. Mediation is a relatively new field of professional endeavour, consequently, community mediators are few and no current accredited course exists in the vocational education and training sector.</p> <p>This study aimed to develop a curriculum for training community mediators which individuals of various professions could undertake through the vocational education an
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10

Conway, Lyn. "The South Australian curriculum standards and accountability framework in preschools: influence and outcomes." 2008. http://arrow.unisa.edu.au:8081/1959.8/47058.

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The thesis topic seeks to address to what extent early childhood practitioners have adopted teaching methodology and pedagogical practices to embrace the SACSA Framework in the Communication and Language Learning Area.
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11

(13788315), Cheryl Robert. "A case for change: A report on the use of action research as a framework in the professional development of teachers." Thesis, 2001. https://figshare.com/articles/thesis/A_case_for_change_A_report_on_the_use_of_action_research_as_a_framework_in_the_professional_development_of_teachers/21099433.

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<p>In 1998, early childhood teachers throughout Queensland were required to attend a professional development program to familiarise them with the new Preschool Curriculum Guidelines. While this 'top down' or mandated professional development activity was characteristic of the type of professional development usually accessed by early childhood teachers, it provided no guarantees that any changes to teaching or learning would be subsequently incorporated into early childhood classrooms. The professional development activity also demonstrated the continued use of the 'expert' model as a means o
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12

Krieg, Susan. "Competing professional identities in contemporary early childhood teacher education." 2008. http://arrow.unisa.edu.au:8081/1959.8/42993.

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This thesis is a qualitative case study of curriculum change within a contemporary Australian university. The curriculum change involved a repositioning of early childhood teacher education into a course structure that would qualify teachers to work across both the early childhood and primary years. The study explores the ways some of the institutional social practices of a university at a particular socio historic moment constructed ways of 'being' for the people involved in the change process. In particular, the research investigates language as a social practice within the university and fo
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13

(7023182), Hamdan Abdulaziz Alamri. "EFFECTS OF PERSONALIZED LEARNING AS AN INSTRUCTIONAL APPROACH ON STUDENTS’ SELF-DETERMINATION AND LEARNING ENGAGEMENT IN ONLINE HIGHER EDUCATION." Thesis, 2019.

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Online higher education courses are often designed using a one-size-fits-all model that treats students as instructional users rather than participants who contribute according to their learning needs and interests. Although many scholars have discussed personalized learning as a means to customize instruction over the past three decades, few have investigated the impact of personalized learning interventions. In particular, there is a gap in the literature on interventions using customized instructional content in online courses to provide individuals with opportunities to address their own l
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14

Collins, Carol. "Education for a just democracy : the role of ethical inquiry." 2004. http://arrow.unisa.edu.au:8081/1959.8/45976.

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In this thesis, it is argued that the fundamental goal of education is one of equipping individuals to partake of the good life as members of a just democratic society. It is argued further that a necessary condition for the realisation of this goal is that individuals are equipped to think well; more precisely, to make decisions on the basis of arguments that are both logically cogent (that is, which have true premises and which are either inductively strong or deductively valid) and ethically grounded (that is, with premises which express appropriate regard for the welfare of others). The co
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15

(11198013), Kevin Wee. "Creation, deconstruction, and evaluation of a biochemistry animation about the role of the actin cytoskeleton in cell motility." Thesis, 2021.

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<p>External representations (ERs) used in science education are multimodal ensembles consisting of design elements to convey educational meanings to the audience. As an example of a dynamic ER, an animation presenting its content features (i.e., scientific concepts) via varying the feature’s depiction over time. A production team invited the dissertation author to inspect their creation of a biochemistry animation about the role of the actin cytoskeleton in cell motility and the animation’s implication on learning. To address this, the author developed a four-step methodology entitled the Mult
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16

(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.

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The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techn
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