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Atié, Michèle. « Perception des ambiances lumineuses d'architectures remarquables : analyse des impressions en situation réelle et à travers des photographies omnidirectionnelles dans un casque immersif ». Electronic Thesis or Diss., Ecole centrale de Nantes, 2024. http://www.theses.fr/2024ECDN0047.
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Cette thèse s’inscrit au croisement des domaines des ambiances lumineuses, de la pédagogie architecturale, de la perception et de l’immersion. Elle se concentre principalement sur la conception et la mise en oeuvre d’une nouvelle méthodologie expérimentale ayant pour but d’évaluer la capacité des photographies statiques omnidirectionnelles stéréoscopiques HDR, projetées dans un casque immersif, à restituer fidèlement des impressions subjectives d’ambiances lumineuses vécues dans des architectures de référence. Une attention particulière est accordée à l’influence des opérateurs de mappage de tons (TMOs). La méthodologie développée comprend plusieurs étapes : la constitution d’une grille d’analyse des ambiances lumineuses de lieux remarquables basée sur des propos d'experts ; la mise en place d’une méthode de collecte de données in situ pour l’évaluation des ambiances lumineuses (questionnaire, relevés lumineux, captationsphotographiques omnidirectionnelles HDR) ; et la mise en place d’une méthode d’évaluation des ambiances lumineuses dans un casque immersif. Les résultats fournissent des connaissances sur les caractéristiques des ambiances lumineuses in situ de sept architectures remarquables et sur la fidélité de perception de chaque impression d’ambiance lumineusedans le casque immersif en fonction des TMOs. Ils mettent également en évidence le lien entre les impressions sélectionnées par les propos d’experts et celles évaluées in situ et dans le casque immersif. Ces connaissances sont utiles pour des applications pédagogiques futures en architectureThis thesis is at the crossroads of the fields of luminous atmospheres, architectural pedagogy, perception and immersion. It focuses on the design and implementation of a new experimental methodology for evaluating the ability of HDR stereoscopic omnidirectional static photographs, projected in an immersive Head-Mounted Display (HMD), to faithfully reproducesubjective impressions of luminous atmospheres experienced in reference architectural places. Specific consideration is given to the impact of tone mapping operators (TMOs). Our methodology involves several steps: designing a grid for analyzing the luminous atmospheres of iconic places based on expert judgement; implementing in situ data collection to assess luminous atmospheres (questionnaire, light measurements, HDR omnidirectional photographic recordings), and implementinga method for assessing luminous atmospheres in an HMD. The results provide knowledge about the characteristics of the in situ luminous atmospheres of seven iconic buildings and the perceptual fidelity of each luminous atmosphere’s impression in the HMD, depending on the TMOs. The findings also highlight the relationship between the impressions selected by the experts and those assessed in situ and in the HMD. This knowledge is useful for future pedagogical applications in architecture
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Dluzniewski, Clément. « Télé-immersion 3D basée sur des caméras 360° et des casques de réalité étendue ». Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALI057.
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Dans les environnements professionnels contemporains, le travail est souvent dispersé sur différents lieux géographiquement éloignés. La réunion des collaborateurs en présentiel pouvant s'avérer complexe, les professionnels se reposent aujourd'hui sur les technologies de l'information et de la communication pour organiser les interactions. La télé-immersion s'inscrit dans cette continuité de technologies avec l'ambition de rapprocher les individus séparés géographiquement comme s'ils étaient présents dans un même lieu. Cette thèse propose de réaliser un système de télé-immersion original basé sur une caméra 360° et des casques de réalité étendue. Ce système est conçu pour que des utilisateurs dans un lieu d'intérêt puissent ramener auprès d'eux des utilisateurs distants simplement en posant une caméra 360°. Grâce à la réalité étendue, les utilisateurs distants sont comme téléportés sur le lieu d'intérêt. Le système est spécifiquement développé pour répondre au besoin de nouvelles technologies d'enseignement à distance, afin que des enseignants puissent dispenser des cours immersifs à des étudiants chez eux.Le premier verrou pour atteindre un tel système consiste à gérer le point de vue de multiples utilisateurs avec une seule caméra 360°, tout en augmentant le sentiment de coprésence. En effet, chaque utilisateur distant ayant le point de vue de la caméra, tous se retrouvent localisés au même endroit sur le lieu d'intérêt. Le second verrou est de développer des interactions avec les données de la caméra 360°. Nous souhaitons particulièrement proposer aux utilisateurs distants de naviguer librement sur le lieu d'intérêt. Le problème est alors de trouver une représentation du lieu capable de générer plusieurs points de vue et qui peut être capturée avec une caméra 360° statique.Le manuscrit présente quatre contributions : un nouveau cadre théorique de la télé-immersion et trois versions de systèmes de télé-immersion basés sur une unique caméra 360° statique. La première exploite uniquement des images 360° sans informations 3D, la seconde intègre des informations 3D aux images 360° sous forme de cartes de profondeur, et la dernière profite d'une nouvelle représentation 3D 360°. Cette dernière version est évaluée avec une expérience utilisateur visant à montrer que le sentiment de présence qu'elle suscite est plus grand qu'avec la simple diffusion de la vidéo 360° capturée par la caméraIn contemporary professional environments, work is often dispersed across geographically distant locations. As organizing face-to-face meetings can be complex, professionals today rely on information and communication technologies to organize interactions. Tele-immersion is part of this technological trend, and aims to bring geographically separated individuals together as if they were present in the same place. This thesis proposes to develop an original tele-immersion system based on a 360° camera and extended reality headsets. The system is designed to enable users in a site of interest to bring distant users to them by simply placing a 360° camera. Thanks to extended reality, remote users are as if teleported to the place of interest. The system has been specifically developed to meet the need for new distance learning technologies, so that teachers can deliver immersive courses to students at home.The first challenge to achieve such a system is to manage the viewpoints of multiple users with a single 360° camera, while increasing the sense of copresence. In fact, as each remote user has the point of view of the camera, they are all located in the same place on the site of interest. The second challenge is to develop interactions with 360° camera data. In particular, we want to enable remote users to navigate freely around the place of interest. The problem is then to find a representation of the location capable of generating several points of view, and which can be captured with a static 360° camera.The thesis presents four contributions: a new theoretical framework for tele-immersion and three versions of tele-immersion systems based on a single static 360° camera. The first exploits only 360° images without 3D information, the second integrates 3D information into the 360° images in the form of depth maps, and the last takes advantage of a new 3D 360° representation. The latter version is evaluated with a user experience designed to illustrate that the sense of presence is greater than simply broadcasting the 360° video captured by the camera
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Riva, Nicole. « Perceptions of learning French, a case study in French immersion ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33440.pdf.
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Samuel, Hilary R. (Hilary Ruth). « Educating for sustainable development : a case study of an environmental immersion school ». Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60475.
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A new environmental immersion school has opened in Canada. This case study examines early stages of the project's implementation in order to contribute to an understanding of how best to implement environmental education in schools.Examination of the literature on educational change led to an analytical framework which included: (1) Characteristics of the innovation; (2) Strategies and tactics used; (3) Contextual characteristics; (4) Macro sociopolitical factors. This was used to categorize qualitative data collected through interviews, observation, a questionnaire and documents.
The study uncovered a number of obstacles to implementation in the school, principally: (1) Conceptual problems about environmental education; (2) Poorly defined school philosophy and goals; (3) Difficulties in coordinating the project between individual efforts and departments; (4) A hiatus between administration and teacher perceptions.
The case study provided insight on the process of curriculum implementation as well as specific issues relating to environmental education and the theme of sustainable development.
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Zhang, Vivian. « Cultural Studies in the Mandarin-English Dual Immersion Classroom : A Case Study ». Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1071.
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This thesis uses a Mandarin-English dual immersion program at a Southern California public elementary school as a case study to examine how culture is taught and learned in the dual immersion setting. Based on classroom observations and interviews with students, staff, and parents, this thesis argues that concepts of “China” and “Chinese culture” are conveyed, constructed, and negotiated by students as well as teachers, both implicitly and explicitly.
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Okeyo, Danielstar. « Youth perceptions of nature : a case study of “Matric EnWild” nature immersion camp ». Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30885.
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A study was conducted to understand youth perceptions of nature. Such perceptions determine youth attitudes and behaviours towards nature. Making sense of these attitudes and behaviours towards nature, there can be valuable insights generated towards the implications that such perceptions may have for societal development in a country. 20 Youth participants were selected for the study. All participants selected were part of a diversely represented nature immersion programme in South Africa. The programme purposely keeps a balance of gender (binary), class and race for those that attend every year. Data was gathered from students using qualitative interview and questionnaire survey. This data was then analysed based on existing theory and literature. The overall insights that emerged from the study were that literature shows that there are five recurring influential social factors that influence youth perception of nature, Two theories; Human Exceptionalism Paradigm and New Ecological Paradigm, can be used to better understand what youth attitudes and behaviours towards nature (that stems from their perception) means to eco-social development of a country. Theory was also used to explain that there is indeed a greater understanding of the importance of nature amongst South African youth, and the need for its protection for survival. This is very crucial for South Africa’s development and eco-political landscape as the youth are the future of a country and their practices in future will determine the direction of society.
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Olorunda, Olufunmilola. « Creative pedagogy a qualitative study of immersive learning at the Center for Information and Communication Sciences (CICS) / ». Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/764.
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De, Majia Anne-Marie. « Bilingual teaching/learning events in early immersion classes : a case study in Cali, Colombia ». Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385270.
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Qin, Yuan. « Becoming an early partial English immersion teacher in Chinese context : a case study in Macao ». Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180964.
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Gruter, Hella M. « Case study explorations of second language writing development in Early French Immersion grade one students ». Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/6021.
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This study investigated the second language writing development of 23 Early French Immersion (E.F.I.) grade one students who wrote in a Whole Language classroom. Data, consisting of Journal and Story writing, were collected over the 1986-1987 school year. Five Research Questions were studied: (1) How much did the subjects write? (2) About which topics did the subjects choose to write? (3) How much audience awareness was developed by the subjects? (4) How functional was the language used by the subjects? (5) What orthographic strategies were used by the subjects? All writing under study was subjected to varying levels of analysis: statistical analysis of total written production; classification and categorization of topics, language functions, spelling strategies; correct spelling and writing vocabulary. The results of the analysis provided the following answers. The answers to the first Research Question were as follows: (1) age was not a deciding factor in amount written; (2) girls wrote significantly more than boys; (3) significant increases in quantity occurred in Journal writing but not in Story writing; and (4) the mean increase in Journal writing over terms for boys, girls and all children was significant at the.001 level. The answer to the second Research Question indicated that these young L2 writers wrote predominantly about human relations, personal ideas and feelings which were crucial to them. The answer to the third Research Question revealed that close to 70% of the writing was addressed to the teacher. Audience categories: "Self" and "Peers" were found in the remaining writing. Answers to the fourth Research Question (conducted from studying products of the 23 subjects) showed that Reporting Personal Facts; Stating General Facts and Opinions as well as Asking Opinion Questions were language functions most frequently found in the students' dialogue Journal writing. The teacher's written responses most frequently took the form of Asking Information Questions, Reporting Opinions, and Evaluating. The fifth Research Question was studied from analysis of the spelling of 8 of the 23 subjects. The following are the answers to this question: (1) the majority of L2 spellings were not random, but reflected sensible linguistic decisions made by the writer; (2) L2 writers, like L1 writers, use a wide range of orthographic strategies to produce meaningful texts; (3) proportionally to their written amount, all writers increased the number of correct spellings and variety of words in their writing vocabulary; (4) the interlanguage spellings of L2 writers could be recognized by the use of English and French letter names as well as the omission of letters and the representation of certain French sounds by letters which provided the closest fit. The findings of the study challenge traditional ways of introducing young children to reading and writing in the second language. They call into question instruction delivered in a predetermined, lock-step, sequential manner and favour a more holistic child-centered approach to L2 literacy learning. The results of the inquiry suggest that replication of the present study in higher E.F.I. grades would be beneficial.
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Machado-Casas, Margarita Esperanza. « Two-Way Immersion : Parental choice for a successful and culturally diverse future ». CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.
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This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.
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Batt, Ellen G. « Lived socio-linguistic experiences in dual language immersion : a cross-case analysis of Matt and Mateo / ». ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270461&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Vingéus, Kevin. « AN INVESTIGATION ON MIMICKING WITH BREATH FOR IMMERSION : A case study on immersion comparing the differences between input-feedback and queued guidance during a breathing exercisein a VR experience using common hardware ». Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15792.
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Practicing breathing exercises isn’t very engaging thou it is seen as great for well-being. Applications can utilize breath as a controller mechanism for interactions. With virtual reality (VR) being an effective tool for inducing the sense of immersion and presence, a breathing exercise was paired up with three alternative sessions in an application that was developed to examine the differences between mimicking and controlling input during an experience in VR, with the baseline of interaction being that of no other controllers but head-orientation-tracking of the VR device. Two pilot tests were performed to evaluate functionality and procedure. The main tests investigated the case of research. It was possible to identify mimicking as an immersive experience that promoted the breathing exercise, while input was more immersive but less beneficial towards performing the breathing exercise. The study was also conducted with- and addresses some design limitations of commonly accessible hardware.
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Howland, Sarah Caroline. « Immersive education : virtual reality in clinical audiology : a pilot study of the effectiveness of a new patient simulator program on audiology students’ performance on case history tasks ». Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/7263.
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Purpose: Hearing loss is a common problem worldwide, and there is an ever- increasing need for more audiologists to be trained. Unfortunately, audiology students cannot always get the clinical experience they need during training. Virtual reality involving computer-based simulation of real-life training experiences is one way of compensating for this. While there are several virtual audiometers available for student use, few of these include the vital case history component. This study sought to develop an interactive virtual patient that includes this component, and to objectively measure the effect of training with this software on student performance.
Method: Development of the Patient Simulator Program (PSP) took place in two phases – Phase One involved development of audiometric information and a brief case history summary for 25 patient cases, and Phase Two involved development of comprehensive case histories for these and identification of triggering phrases and keywords for eliciting each piece of information from the virtual patient. Twelve first year audiology students were recruited from the University of Canterbury and divided into matched groups based on their pre-test scores. An alternating treatment design across groups was used to evaluate participants on their verbal and written accuracy, experience, confidence, and efficiency scores on case history tasks.
Results: A significant difference was found in verbal accuracy scores between groups at the mid-way assessment point (following simulator training), but not for written accuracy. Differences between groups were not significant at all assessment points for efficiency and experience measures. Confidence gains were greater for the second group to train with the simulator than the first, while performance gains were greater for the first group.
Conclusion: These findings support the evidence that simulation training can enhance student’s skills, and provide the first objective evidence for the benefits of training for case history tasks with an interactive virtual patient. While the effect size was small, these findings are a promising springboard for future research into this area. While the PSP is not adequate to replace real clinical encounters, it has potential as an adjunct to the current training program.
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Stuehling, Amara L. « "We Speak 'Hola' In School"| A Case Study of Global Education in a Partial-Immersion Spanish Preschool ». Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605637.
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Promoting global awareness is commonly cited as a main benefit of early foreign language education; however, little research backs this claim. This study explores a partial Spanish immersion preschool and how it shapes young children’s global awareness and knowledge of foreign languages and cultures. The study used a series of games, activities, and interviews to address the following three aspects of the classroom: (1) foreign language activities and language use, (2) how global awareness was portrayed by students and teachers, and (3) the beliefs, goals, and motivations of parents who chose to enroll their children there. The frameworks of translingualism and global education informed analysis of classroom observations, activities with children, and interviews with parents and teachers.
Findings indicated that children did show signs of early learning related to global awareness, though language and culture were not always the primary goals for parents and teachers at the school. Children’s literature and games allowed children to express their views and understanding about their learning about Spanish and other cultures in the classroom. They were able to talk about speaking Spanish in school and knew some words and phrases learned through exposure from the teachers in the classroom. Parents and members of the staff expressed their beliefs in the value of early second language exposure; however, primary needs of the children such as keeping them safe and developing a nurturing environment were always the priority. The findings will inform future development of language immersion programs for young children and give directors of such programs insights into what parents may hope for their children to learn regarding language and other cultural instruction.
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O'Maley, Patricia J. « Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework ». Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.Department of English
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Williams, Anne Elizabeth Barnett. « Outside in : a case study of foreign pupils during their immersion in a British independent boarding school ». Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420498.
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Shelby-Caffey, Crystal Venerika. « The road to two languages : a case study of the implementation of a two-way immersion program / ». Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594494141&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Dibblee, Ivonne Karina. « Dual Immersion Leadership : a Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals ». PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4390.
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In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs.
The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement.
The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups.
As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.
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Kim, Daeung. « The Application of CFD to Building Analysis and Design : A Combined Approach of an Immersive Case Study and Wind Tunnel Testing ». Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/25140.
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Computational Fluid Dynamics (CFD) can play an important role in building design. For all aspects and stages of building design, CFD can be used to provide more accurate and rapid predictions of building performance with regard to air flow, pressure, temperature, and similar parameters.
Generally, the process involved in conducting CFD analyses is relatively complex and requires a good understanding of how best to utilize computational numerical methods. Moreover, the level of skill required to perform an accurate CFD analysis remains a challenge for many professionals particularly architects. In addition, the user needs to input a number of different items of information and parameters into the CFD program in order to obtain a successful and credible solution.
This research seeks to improve the general understanding of how CFD can best be used as a design assistance tool. While there have been a number of quantitative studies suggesting CFD may be a useful tool for building related airflow assessment, few researchers have explored the more qualitative aspects of CFD, in particular developing a better understanding of the procedures required for the proper application of CFD to whole building analysis. This study therefore adopted a combined qualitative and quantitative methodology, with the researcher immersing himself into a case study approach and defining several lessons-learned that are documented and shared. This research will assist practicing architects and architecture students to better understand the application of CFD to building analysis and design.Ph. D.
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Nguyen, Cong Duc. « Creation and distribution of real-time content a case study in provisioning immersive voice communications to networked games / ». Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070110.164837/index.html.
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Lee, Chance R. « The global nextdoor : a case study of university study away ». Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35501.
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Doctor of PhilosophyCurriculum and Instruction
Thomas Vontz
Motivated by a critical theory of place, this qualitative study sought to explore the experiences of participants in a single embedded case of the Global Opportunities office at Susquehanna University. Through in-depth interviews, document analysis, and participant observation, a thorough exploration of the case was completed over a two year period. This case study explored how 15 students, faculty, and administrators in global learning programs describe their experience across immersive locations—inclusive of locations classified as domestic and international. By using a critical case study methodological framework, this work was framed by equal access to important global learning outcomes by all students—regardless of ability to pay. Global learning programs, traditionally abroad, can be a transformational experience for students able to participate—a steady 2% of university students over the previous few decades (Twombly, Salisbury, Tumanut, & Klute, 2012). As a result, 98% of American university students are not going abroad during their undergraduate experience in an academic context, most not at all. This study explored immersive programs not traditionally thought of as cross-cultural, many considered domestic experiences. Through rigorous qualitative analysis, the data in this study resulted in three themes: i. The domestic/international distinction is insufficient. ii. Civic identity is more salient in domestic and liminal experiences. iii. Location is not enough. Curriculum is essential. Implications of this work could be of interest to students in cross-cultural programs, teaching faculty and staff, student program providers of a variety of types, and university administrators of immersive experiences. Ultimately, this study sought to explore possibilities to broaden access to global learning experiences for all students.
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Benamar, Said. « A Case Study on Undergraduate Entrepreneurial Constructivist Learning in Morocco ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2020.
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Jobs are available for university graduates with entrepreneurship skills, but unemployment in Morocco persists because of the dissociation between university entrepreneurship graduate skills and professional market demand. While university graduates have achieved academic standards, they have lacked the entrepreneurial attributes to be employable. The purpose of this case study was to explore the use of entrepreneurship learning initiatives at Université Internationale de Casablanca (UIC), a private for-profit university, to promote students' employability. The constructivism and learning paradigm frameworks served as the theoretical foundations of this project study. The research questions addressed the effectiveness of entrepreneurship learning strategies in the promotion of students' employment and self-employment and what challenged their implementation at UIC. Data were collected from 11 individual interviews with students, academic leaders, and business professionals and from accreditation application documents. The interviews were recorded, transcribed, and hand analyzed for the discovery of thematic codes. Results indicated that the implementation of a capstone project model could cultivate entrepreneurial student experience. It was recommended that comprehensive business plan capstone projects presented the opportunity of integrating experiential learning activities and assessment tools to develop the entrepreneurial mindset of undergraduate students and increase their affective attachment to the course and the university. Implications for social positive change included the use of entrepreneurship learning to foster internal collaboration among faculty, promote university external partnerships, and create an experiential learning environment that motivates students to learn and achieve professional immersion.
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Wong, Kit-ching Anne, et 黃潔貞. « Can the immersion of career oriented diversified curriculum into the school curriculum motivate students to learn ? : a case study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294058.
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Longchamps, Philippe. « Multilingual Immersion in Education for a Multidimensional Conceptualization of Knowledge : A Case Study of Bilingual Montessori School of Lund ». Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33466.
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I denna studie undersöks hur Bilingual Montessori School of Lund (BMSL):sspråkbadsmetod kan ha en positiv påverkan på begreppsförståelse. Den fokuserar på detkomplexa sambandet mellan flerspråkig pedagogik och dess inverkan på begreppsförvärv.Genom att använda exempel från språkbadsmetoden, testar denna studie hypotesen attspråkbadspedagogik ger en icke försumbar effekt på kreativt tänkande, men viktigast av allt,på konceptualisering av ämnesmässiga innehåll. Genom en noggrann diskussion om vilkenmetod som används har en empirisk analys gjorts ur tre perspektiv: en teoretisk analys avlitteraturen i ämnet, en intervjustudie med fyra semi-strukturerade lärarintervjuer och enenkätstudie där fler än 80 elever mellan årskurs 7 och 9 fick i uppdrag att besvara en enkät för att testa några av de iakttagelser som gjorts av de intervjuade. Syftet med denna forskning är att ta fram en empirisk kvalitativ innehållsanalys baserad på exempel från de intervjuades påståenden och därigenom utveckla en djupare förståelse om begreppsförvärv och hur detta yttrar sig i en stimulerande flerspråkig undervisningsmiljö. Vidare är syftet med denna studie att fastställa om BMSL okonventionella språkbadspedagogiks påverkan på begreppsförvärv kan vara orsaken till skolans höga poäng i de svenska nationella proven i matematik, engelska, svenska, NO och SO i årskurs 9 under de senaste åren. Analysen har lett till slutsatsen att flerspråkiga pedagogiska metoder som BMSL:s språkbadsmetod kan ha en mycket positiv inverkan på elevernas förmåga att tillgodogöra sig begrepp. Analysen hardessutom genererat nya hypoteser som kan utgöra grund för ytterligare fördjupande forskning inom specifika ämnen såsom språkbadsmetodens inverkan på elevens kreativitet,demokratisering av klassrummet, interkulturell medvetenhet och kognitiv utveckling. Denbidrar också till ett nytt kompetensutvecklingsperspektiv och samarbetsperspektiv för enpositiv utveckling av svenska läroplanens pedagogiska lärandemål.This research focuses on the complex relationship between multilingual immersionpedagogy and its impact on concept acquisition (begrepp). By using the example of BilingualMontessori School of Lund (BMSL)'s språkbad method, this study tests the hypothesis thatmultilingual immersion pedagogy produces a non-negligible impact on creative thinking, butmost importantly, on the conceptualization of topic-specific content. With a careful reflectionon the method used, an empirical analysis has been made from three perspectives: atheoretical analysis of the literature on the subject, an interview study with four semistructured interviews with teachers, and a survey-based study where more than 80 students in grades 7 to 9 were given the task of answering a questionnaire to test some of the observations made by the interviewees. The purpose of this research is to produce an empirical qualitative content analysis based on examples taken from the interviewees’testimonies to develop a deeper understanding about concept acquisition and the way itmanifests itself in a stimulating multilingual immersion teaching environment. Furthermore,the aim of this study is to establish if BMSL’s unconventional multilingual immersionpedagogy’s impact on concept acquisition can be the reason for the school’s outstandinglyhigh scores in the Swedish National Tests in Maths, English, Swedish, NO and SO in grade 9over the past few years. Nevertheless, the analysis led to the conclusion that multilingualimmersion methods like the BMSL språkbad method can have a very positive impact onstudents' ability to assimilate concepts, but also helped generate thesis-seeking rather thanthesis-supporting observations about its impact on the students’ creativity, classroomdemocratization, intercultural-awareness and cognitive development. It also highlights thepedagogical collaboration and competence development perspective promoted by theSwedish National Curriculum for Compulsory School Lgr 11.
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Leung, Kim-ching Gary, et 梁劍靑. « The immersion and acquisition of higher-order thinking skills : a case study in the teaching context ofeconomic and public affairs ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963079.
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Geigle, Danielle L. « A Case Study on the Experience of Cultural Immersion in the Development of Multicultural Competency in Graduate-level Counseling Students ». Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1487944298355507.
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Chabroux, Elodie. « La fonction de marketing au sein des organisations artistiques et culturelles : nature et degré de son intégration effective ». Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0164/document.
Texte intégralRésumé :
Le présent travail s’intéresse à la nature et aux effets de l’intégration d’une logique de marketing dans les organisations du secteur des arts et de la culture. La recherche conduite ambitionne d’actualiser et de prolonger les connaissances acquises concernant le « conflit » artistes versus managers exposé par Chiapello (1998) tout en l’orientant vers le conflit artistes versus marketers. Inscrit dans une démarche compréhensive, ce travail s’appuie sur la méthode des cas. Une étude qualitative exploratoire constituée de 17 entretiens précède la réalisation de 5 études de cas, menées auprès de la Bibliothèque nationale de France (BnF), la Bibliothèque publique d’information (Bpi), le Musée national d’art moderne du Centre Pompidou (MNAM), le Musée des beaux-arts de Montréal (MBAM) et la Bibliothèque et Archives nationales du Québec (BAnQ). La mise en œuvre des études de cas se fonde sur des périodes d’immersion significatives au sein des institutions mentionnées ; durant ces périodes des entretiens semi-directifs et observations ont été collectés et analysés. Par ailleurs, cette recherche a permis de réaliser une analyse comparative France-Canada. Outre le constat sur l’actualité du conflit établi, la thèse propose des pistes à l’écriture d’une intégration efficace du marketing dans les organisations culturellesThis work examines the nature and effects of integrating marketing logic into arts and culture organizations. The research aims to update and extend the knowledge acquired about the “conflict” between artists and managers exposed by Chiapello (1998) while orienting it towards the conflict between artists and marketers. As part of a comprehensive approach, this work is based on the case method. A qualitative exploratory study consisting of 17 interviews precedes the realization of 5 case studies, conducted at the Bibliothèque nationale de France (BnF), the Bibliothèque publique d’information (Bpi), the Musée national d’art moderne Centre Pompidou (MNAM), the Musée des beaux-arts de Montréal (MBAM) and the Bibliothèque et Archives nationales du Québec (BAnQ). The implementation of the case studies is based on significant immersion periods in the institutions mentioned; during these periods semi-structured interviews and observations were collected and analyzed. In addition, this research led to a comparative France-Canada analysis. In addition to the report on the actuality of the conflict established, the thesis proposes ways to write an effective integration of marketing in cultural organizations
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Ó, Cathalláin Seán. « Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English ». Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.
Texte intégralRésumé :
This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroom the teacher and pupils co-construct their own particular models, understandings, and definitions of literacy through their actions and the events they engage in. In the present study literacy is theorized as a performative accomplishment co-constructed by the participants in the event including those not directly present such as authors and illustrators. A micro-ethnographic case study approach was used to examine literacy practices in infant classes in all-Irish schools. Taking a phenomenological approach data were gathered using video-recording, observation, and pupil and teacher interviews and data were analysed using inductive analysis and interpretive discourse analysis. Key findings from the study are that (1) local norms, filtered through teachers' intentions and motivations, shaped the storybook reading events; (2) classroom literacy practices constructed during the Irish events were being transferred to the English events; and (3) children selected from their first and second language linguistic resources during storybook reading events to support their reading development. These three processes together were part of how children negotiated their socially situated identities as bilinguals and bilingual readers. Parental support for speaking Irish as well as social proximity to the Gaeltacht community, were factors closely associated with positive attitudes to speaking Irish and to reading in Irish. One implication of the findings is that teachers in all-Irish schools will need to make explicit their views of knowledge and of what it means to be a reader in an all-Irish school as they consider young children's agency in constructing their interpretations of texts.
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Leung, Kim-ching Gary. « The immersion and acquisition of higher-order thinking skills : a case study in the teaching context of economic and public affairs / ». Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25756011.
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McGee, Edith A. « Sheltered English Immersion vs. Two-Way Bilingual Education : A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy ». BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3353.
Texte intégralRésumé :
Two common forms of teaching English to English-language learners are bilingual education and sheltered English immersion. While both programs claim successful second language acquisition, other effects of the programs need to be considered. This research examines one of those effects: self-efficacy, or students' perception that they will be successful or unsuccessful in doing a specific task or acquiring a specific skill. Using archival records and semi-structured interviews with open-ended questions, this qualitative study draws on the work of Bandura (1977, 1986, 1997) to explore differences in self-efficacy between students who have participated for 5 years in a two-way Spanish-English bilingual immersion (TWBE) or an immersion/sheltered English program (SEI) at the same school. Interviews with the parents of the 11 Hispanic students allowed for comparisons of parent satisfaction with the two language programs. Findings indicated that students in both programs are similar in many ways; however there were marked differences between the two groups. Although all of the student participants considered themselves bilingual, those who were in the SEI program cannot read or write the language and use it only for social situations. Furthermore, students who have been in the TWBE program reported using practice, study, and note taking as success strategies in school, while their SEI peers used doing homework and turning it in as a success strategy. Students in TWBE reported having more successes in Spanish while their SEI peers reported struggling more in school and with Spanish. A major finding in parent interviews was that although all the parents expressed the desire that their children know Spanish, only some chose to put their children in the bilingual program. What decision processes parents use to place their children in the programs is unknown. Additionally, parents whose children were in the TWBE program reported that their children had more success experiences with home, friends, and family, the language program and with both Spanish and English. The TWBE parents also indicated that their children had more extended family members who served as models for them because their children can speak and write Spanish and thus have additional contact with extended family.
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Moloney, Robyn Anne. « Intercultural competence in young language learners : a case study ». Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/2440.
Texte intégralRésumé :
Doctor of EducationWith the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.
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Moloney, Robyn Anne. « Intercultural competence in young language learners : a case study ». Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2440.
Texte intégralRésumé :
With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.
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Dobkin-Kurtz, Caroline Beth. « Implementing a process writing unit in a grade one French immersion classroom, a case study of writing skills and attitudes toward writing ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ40643.pdf.
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Rosado, Felix A. « A historical case study of Bethlehem Area School District and the transition from the bilingual education program to the English-immersion program ». Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Ketterer, Kimberley Anne. « Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology / ». view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998039.
Texte intégralRésumé :
Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.
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Chapman, Sue. « Arts Immersion across the curriculum : An action research case study in using the Arts as the home language in a primary school classroom ». Thesis, Griffith University, 2018. http://hdl.handle.net/10072/384903.
Texte intégralRésumé :
The Arts are integral to our lives and the benefits of Arts education are widely
documented. They offer us different ways of knowing and of making sense of our world
and our own experiences. With their own semiotic systems, each Arts subject represents
a rich store of understandings and skills, embracing nuance, complexity, and the
perspectives of multiple intelligences. However, the inclusion of high-quality Arts
education in primary schools may be threatened by the influence of high stakes testing
which, in some cases, has been interpreted through narrower test-driven pedagogy.
Despite calls for equity in the classroom, narrower pedagogical approaches may privilege
some students and disadvantage others. The dominance of word-based texts and
perceptions that going ‘back to basics’ will be a ‘silver bullet’ in improving student
outcomes may cause non-high-stakes-tested subjects to receive lower priority in the
curriculum. Where there is a tendency for subject areas and teaching practices to operate
as ‘silos’, knowledge may be fragmented and deeper levels of cognition may be
compromised. Teachers’ perceptions of an overcrowded curriculum and their own
reported lack of training in Arts education require more creative attention. To address
these challenges—improving student learning, building teacher capacity, and relieving an
overcrowded curriculum—this research project develops an on-the-job professional
learning model where an Arts specialist and a generalist teacher work together in the same
classroom. An Arts Immersion approach provides an opportunity to increase teacher
capacity while widening the learning pathway for students. In this scenario, the Arts
become the home language of the classroom and are used across the curriculum as both a domain of learning and a vehicle to access other learning.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
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Chapman, Susan, Kay Hartwig et Sue Monk. « Arts Immersion across the curriculum : An action research case study in using the Arts as the home language in a primary school classroom ». Thesis, Griffith University Queensland, 2018. http://hdl.handle.net/10072/384903.
Texte intégralRésumé :
The Arts are integral to our lives and the benefits of Arts education are widely documented. They offer us different ways of knowing and of making sense of our world and our own experiences. With their own semiotic systems, each Arts subject represents a rich store of understandings and skills, embracing nuance, complexity, and the perspectives of multiple intelligences. However, the inclusion of high-quality Arts education in primary schools may be threatened by the influence of high stakes testing which, in some cases, has been interpreted through narrower test-driven pedagogy. Despite calls for equity in the classroom, narrower pedagogical approaches may privilege some students and disadvantage others. The dominance of word-based texts and perceptions that going ‘back to basics’ will be a ‘silver bullet’ in improving student outcomes may cause non-high-stakes-tested subjects to receive lower priority in the curriculum. Where there is a tendency for subject areas and teaching practices to operate as ‘silos’, knowledge may be fragmented and deeper levels of cognition may be compromised. Teachers’ perceptions of an overcrowded curriculum and their own reported lack of training in Arts education require more creative attention. To address these challenges—improving student learning, building teacher capacity, and relieving an overcrowded curriculum—this research project develops an on-the-job professional learning model where an Arts specialist and a generalist teacher work together in the same classroom. An Arts Immersion approach provides an opportunity to increase teacher capacity while widening the learning pathway for students. In this scenario, the Arts become the home language of the classroom and are used across the curriculum as both a domain of learning and a vehicle to access other learning.
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Andrus, Donna Lee. « Having Fun While Speaking French : A Foreign Language Housing Case Study ». BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3653.
Texte intégralRésumé :
As the need for foreign language education increases, various types of immersion programs are on the rise within the United States. This study presents foreign language housing as an under-researched type of immersion program that can be a valuable component of university language departments. Using the framework of situated learning and communities of practice, this study provides an in-depth look at lower proficiency (LP) student perspectives and experiences within Brigham Young University's French House. Data were collected through a preliminary questionnaire, a semester-long period of observations, and multiple interviews with select participants. A comparison of all three sources revealed that all levels of learners played a role in creating a comfortable, safe community where participants could make linguistic progress and build social ties. In particular, student leaders, known as resident facilitators, play a key role in granting legitimacy to the LP learners by including them in a variety of activities and giving them specific roles to fulfill within the community. By contrast, attitudes of superiority from student leaders or higher proficiency learners as well as misunderstandings between residents damaged the sense of community at one point and hindered LP learner participation through increased social tension and language anxiety. The data also revealed that moderate first language use was an effective tool in building good relationships, a key component of a healthy community of practice. Further, the data suggest that involvement in the community's activities and practices was related to different personality traits in the participants including willingness to communicate in either the first or the second language. As a whole, the study exhibits that foreign language houses provide a wealth of viable research topics and underscores the important role of building community relationships within a second language learning environment.
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Mohebbi, Mehri. « Exploring Social/Cultural Factors that Influence the Motivation of Muslim Women to Walk in Their Neighborhoods (A Case Study of Detroit Metro Area) ». University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561474879942593.
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Atik, Evrim. « Perceptions Of Students Towards English Medium Instruction At Tertiary Level : The Case Of A Turkish Private University ». Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612080/index.pdf.
Texte intégralRésumé :
This study aimed to examine and describe the perceptions of English-medium instruction of tertiary &ndashlevel students in a private university in Turkey. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were used by the researcher. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 233 students studying at three different faculties at Atilim University which offer English-medium instruction. In analyzing the data, descriptive statistics as frequency, percent, and standard deviation and inferential statistics such as one sample t-test and Pearson Product Moment Correlations were used. As the second scale of the present study, semi-structured interviews were conducted with 10 students studying at three different faculties at Atilim University which offer English-medium instruction (EMI). The results of the interviews were analyzed through content analysis. The results of the study revealed that students support EMI at tertiary level and they hold positive attitudes towards EMI in terms of the improvement of language skills in English
nevertheless, they experience some difficulties in the learning of the content delivered in English. Results also showed that there is a positive relationship between students&rsquo
proficiency levels and perceptions towards EMI regarding the learning of the subject matters. Moreover, it was found that there is also a positive relationship between students&rsquo
attitudes towards EMI regarding the learning of the subject matters and their academic success.
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Uusisilta, Matias. « The Sultanate of Oman as a Venue for Inter-faith Dialogue and Intercultural Immersion : A Case-Study on Christian Semester Abroad Students living in a Muslim Context ». Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-397721.
Texte intégralRésumé :
This paper is a case-study on a group of American students, who spent a four- month period in Oman on a semester abroad program hosted by Al Amana Cen- tre. This paper examines the changes that have occurred in the students concep- tual thinking, their attitudes towards Muslims, Arabs and Islam and their personal theology, and identifies causes of those changes. In the first section, I will introduce the interfaith work that Al Amana Centre does, and lay a summary of the history and theory of Christian-Muslim dialogue. I will also explain the concept of Theology of Religion, which is central in examining the students’ own theological views. I will also introduce transformative learning theory that I use as a theoretical framework in this study In the last section of this paper, I analyze the research material which includes program curriculum, student interviews, student essays and students’ answers to questionnaires and surveys. From this material, I have identified repeating ideas and patterns and compared them to the framework offered by transformational learning theory. This paper seeks to answer to the question: what kind of effects does the Al Amana semester abroad program, infused with cultural immersion, have on the students in this particular case study. In the conclusion part of this paper, I con- clude that the semester abroad program facilitates opportunities for deep reflec- tion and extrarational experiences that work as a catalyst for transformation. It is hoped that this study can offer guidelines for other programs that aim at transforming attitudes and believes, and that work with cultural immersion and interfaith dialogue. It should be noted though, that the conclusions and outcomes of this study are tied to the specific context and people who attended the semes- ter abroad program, and should not be taken as universal or context-free.
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Hernandez, Yvette. « Peer capital a network of support in dual language settings ; a case study approach / ». To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Noble, Priscilla Garrido. « Foreign Language Learning in Santo Domingo : Qualitative Case Studies in Two Private Schools ». unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.
Texte intégralRésumé :
Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Gertrude Tinker-Sachs, Joyce E Many, Douglas Davis, committee members. Electronic text (325 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 292-309).
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Haws, Kevin Scott. « Playable Cases as Authentic Practice in Online Classrooms ». BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8251.
Texte intégralRésumé :
Playable cases are a new type of mixed-reality serious game (SG), combining elements of alternative reality games (ARGs) and education simulations to offer an immersive, transmedia story. Participants advance the plot through interactive gameplay and characters with the goal of creating products and experiencing real-world business situations. This study investigates the effectiveness of the playable case Microcore as a tool specifically for online writing instruction (OWI). Fifty students in online sections of a technical communication course participated in Microcore, in which they responded to pre- and post-survey questions and prompts directed at their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses to the survey were collected, coded for thematic trends, and analyzed. Results from this survey study suggest that playable cases like Microcore may be effective at countering primary OWI difficulties, including disengagement, lack of social presence and humanity, faltering self-efficacy, and unclear, unproductive perceptions about writing assignments. Students responded positively to the playable case and appeared to develop more nuanced views about workplace communication and writing through this immersive narrative and interface.
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Ashton, Stephen D. « High Priority Design Values Used by Successful Children's Museum Exhibit Developers : A Multiple Case Study Analysis of Expert Opinions ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2630.
Texte intégralRésumé :
The following qualitative study sought to answer three questions: (1) What are the high priority design values used by expert exhibit developers to create meaningful exhibits at children's museums? (2) How do exhibit developers prioritize these design values? (3) What are the desirable outcomes that exhibit developers seek to achieve with the guests who interact with the exhibits? These questions were answered through interviews with children's museum exhibit developers, personal observations, and artifact analysis. The data collected was organized into four cases, each representing a different children's museum and corresponding exhibit developer. The cases were then compared against each other using multiple case study analysis as described by Stake (2006). The data revealed that most of the developers designed exhibits which promoted family learning by encouraging meaningful interactions between parents and children. Other high priority design values used by exhibit developers included physical engagement, multiple entry points, simplicity, durability, multisensory engagement, staff and volunteer facilitation, safety, and immersive environments. Successful museum exhibits empowered guests and were always created using multiple design values. This thesis may be downloaded for free at http://etd.byu.edu.
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Obeidat, Laith Mohammad. « Enhancing the Indoor-Outdoor Visual Relationship : Framework for Developing and Integrating a 3D-Geospatial-Based Inside-Out Design Approach to the Design Process ». Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97726.
Texte intégralRésumé :
This research study aims to enhance the effectiveness of the architectural design process regarding the exploration and framing of the best visual connections to the outside environment within built environments. Specifically, it aims to develop a framework for developing and integrating an inside-out design approach augmented and informed by digital 3D geospatial data as a way to enhance the explorative ability and decision-making process for designers regarding the visual connection to the outside environment. To do so, the strategy of logical argumentation is used to analyze and study the phenomenon of making visual connections to a surrounding context. The initial recommendation of this stage is to integrate an inside-out design approach that operates within the digital immersion within 3D digital representations of the surrounding context. This strategy will help to identify the basic logical steps of the proposed inside-out design process. Then, the method of immersive case study is used to test and further develop a proposed process by designing a specific building, specifically, an Art Museum building on the campus of Virginia Tech. Finally, the Delphi method is used in order to evaluate the necessity and importance of the proposed approach to the design process and its ability to achieve this goal. A multi-round survey was distributed to measure the consensus among a number of experts regarding the proposed design approach and its developed design tool. Overall, findings refer to a total agreement among the participating experts regarding the proposed design approach with some different concerns regarding the proposed design tool.Doctor of Philosophy
Achieving a well-designed visual connection to one's surroundings is considered by many philosophers and theorists to be an essential aspect of our spatial experience within built environments. The goal of this research is to help designers to achieve better visual connections to the outside environment and therefore create more meaningful spatial experiences within the built environment. This research aims to enhance the ability of designers to explore the best possible views and make the right design decisions to frame these views of the outdoors from the inside of their buildings. Of course, the physical presence of designers at a building site has been the traditional method of determining the best views; however, this is not always possible during the design process for many reasons. Thus, this research aims to find a more effective alternative to visiting a building site in order to inform each design decision regarding the quality of its visual connection to the outdoors. To do so, this research developed a proposed inside-out design approach to be integrated into the design process. Specifically, it outlines a process that allows the designers to be digitally immersed within an accurate 3D representation of the surrounding context, which will help designers to explore views from multiple angles both inside the space and in response make the most suitable design decision. For further developing the proposed process, it was used during conducting this research to design an Art Museum on Virginia Tech Campus.
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Bichon, Simon. « Le mode projet dans le système de décision des organisations bureaucratiques : Le cas des projets internes d'une collectivité territoriale ». Thesis, Tours, 2017. http://www.theses.fr/2017TOUR1009.
Texte intégralRésumé :
Cette recherche, menée en immersion sur le terrain, vise à rendre plus intelligible le mode projet dans le système de décision des organisations bureaucratiques. Ce sujet, manquant d’évidences tant conceptuelles qu’empiriques, a été analysé longitudinalement et en temps réel par le biais d’une étude de cas enchâssés, composée de cinq projets internes d’une même collectivité territoriale. Pour appréhender davantage la complexité de ce sujet, un cadre conceptuel a été spécifiquement développé sur la base d’une approche multidimensionnelle. Puis, différents dispositifs méthodologiques, oscillant de l’observation flottante jusqu’à la recherche-action, ont été mobilisés pour détecter ce qui relève du singulier ou de la répétition dans les pratiques. Au final, les résultats de cette thèse, largement révélés par l’exercice d’une réflexivité, suggèrent que l’analyse du mode projet dans le système de décision d’une organisation bureaucratique ne peut être menée sans l’usage du concept d’instanciation. Plus encore, au sein des bureaucraties publiques, les projets internes connaissent une instanciation incomplète, néfaste à leur efficienceThis research, performed on the field-based approach, aims to give a more intelligible view of the project mode in the decision-making system within bureaucratic organizations. As this subject lacked of both conceptual and empiric evidences, it was analyzed on a real-time and longitudinal basis by means of embedded case study, composed of five internal projects performed in a territorial community. To advance deeper with the complexity of the subject, a conceptual frame was specifically done on the basis of a multidimensional approach. Then, several methological tools, from floating observation to action-research, were mobilized in order to identify if the practices tackled are either originated in a singular or repetitive approach. Finally, this thesis results, highly revealed through the exercise of reflexivity, show us that the analysis of the mode project in decision-making system within a bureaucratic organization can’t be lead without using the concept of instantiation. Moreover, within the public bureaucracies, the internal projects suffer from an unachieved instantiation, undermining their efficiency
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Shelef, Arie Niv. « Enhancing quality of life through aquatics therapy : effectiveness of adaptation of seating posture loading in a partially immersed aquatics therapy approach for the improved functioning and perceived competence of children with cerebral palsy, as reflected in their quality of life : a multiple case study ». Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/189012/.
Texte intégralRésumé :
An innovative Partially Immersed Approach, based on mixed principles of land and aquatic therapy theories was developed to enhance sitting adaptation and functioning in an Aquatics Therapy environment, thus improving quality of life for children with Cerebral Palsy. The approach aimed to enhance motor adaptation, engendering adaptation in psychosocial domains of quality of life. It employed a specially developed therapeutic treatment chair, in an unloading toward loading strategy, to regulate and control percentage of weight-bearing by manipulation of buoyancy (Archimedes principle). Participants were bilateral spastic hypertonia, Cerebral Palsy children, aged 10-15 years. Mixed-method methodology was used to investigate effectiveness of treatment, employing a small sample in a multiple case study. In conclusion, the developed approach enables aquatic therapy to be employed to improve motor function adaptation on land and consequently enhancing adaptation in other psychosocial domains - perceived competence, empowerment and motivation - thus improving quality of life for children with cerebral palsy, sustained at a one-year post-intervention test.
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Campbell, Gordon R. « Transferring from French Immersion : a case study of students who leave the French Immersion program upon completion of grade six ». 1992. http://hdl.handle.net/1993/18006.
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