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Thèses sur le sujet « Learning reflections »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

White, Heather. "Reflections on university learning : one group's experience /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ42460.pdf.

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Schinkel, Maarten Pieter. "Disequilibrium theory reflections towards a revival of learning /." [Maastricht] : Maastricht : UPM, Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7802.

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Keith, Rebecca Loomis. "Learning as development| Reflections of former Montessori students." Thesis, Saint Mary's College of California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641394.

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<p> Possible long term effects of previous Montessori education on college age students are relatively unexamined. In this descriptive, exploratory, qualitative study, 13 students who had earlier attended Montessori schools for at least six years were asked to reflect on their just-completed freshman year. Thematic analysis of their in-depth, semi-structured interviews revealed similarities in how they experienced themselves as learners; understood the construction of knowledge, opinion, and truth; experienced themselves as growing and changing; and viewed the influence of their Montessori edu

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Loneragan, Damian James. "Teachers' professional learning : perspectives and reflections of practising teachers." Thesis, Open University, 2016. http://oro.open.ac.uk/49556/.

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of

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Borg, Michaela. "Learning to teach : CELTA trainees' beliefs, experiences and reflections." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/1009/.

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This study investigates the process of learning on a Certificate in English Language Teaching to Adults (CELTA) course. Research on many courses in teacher education has indicated that courses have a weak impact on the beliefs of trainees, in that trainees emerged from these courses largely unaffected by the ideas presented on the course and entered teaching with an approach which echoed their experiences as students in school. It is somewhat surprising therefore that within ELT it has long been argued that the Certificate programme has a strong impact on trainees. The aim of the present study

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Wei, Jiaqi. "Chinese EFL student perceptions of their learning through reflections on web-based learning." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22468/.

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English, as a foreign language, is a compulsory course for all students in their university study journey since the 1990s in China (MOE, 1994). The significant status of English was re-affirmed by the reform of English in higher education since 2007, which was further improved in 2016 by new guidelines by the Ministry of Education in China (MOE, 2007, 2016). English has become a tool for communication acquired by students to use in their daily life, for example when studying, living, and for social communication and future work (MOE, 2016), rather than being a foreign language used to merely r

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Gould, Lois Marian. "Preservice teachers' reflections on an early "learning to teach" experience." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187094.

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Current literature on the "learning to teach" process has tended to concentrate more on the student teaching than on the early introductory phases of the process. This qualitative study investigates the growth and change statements described in students' final reflective essays of a course designed to introduce them to the complexities of teaching. The emphasis is on conceptual change and the developing schema students construct during an introductory course, Classroom Processes and Instruction. The study consisted of three phases of analysis. The first was of the course components mentioned b

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Booth, Ian M. "Developing community dentistry through action learning : the actions, reflections and learning of a clinical director." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520729.

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Action learning is increasingly being adopted by NHS organisations as a way of providing leadership and organisational development for staff, including senior clinicians. The benefit of action learning is that it allows work-based learning to take place with the intention of improving patient care and developing a strategic direction for individual services. Through this approach, senior clinicians will increase their selfawareness and be sensitive to the cultures within their organisation and ensure that their actions are responsive to these and not consider their actions in isolation. The re

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Normann, Anita. "Digital storytelling in second language learning : A qualitative study on students’ reflections on potentials for learning." Thesis, Norges teknisk-naturvitenskapelige universitet, Program for lærerutdanning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14060.

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This study focuses on the educational use of digital storytelling within second language learning from an emic perspective. Digital storytelling, which can be described as a combination of the old storytelling tradition and new technology, was originally used for other purposes than education and learning. This has however changed over the years. With the advent of new technology in schools, various forms of digital media production have become quite common as approaches to learning in several subjects. This was even further emphasized with the new curriculum from 2006, where digital skills we

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Yu, Mengye. "Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders." Thesis, Yu, Mengye (2022) Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/66471/.

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Organizational leaders are essential for dealing with various workplace challenges, such as VUCA (volatility, uncertainty, complexity, and ambiguity) circumstances, and leadership development (LD) is a common way to build-up leaders. However, leadership practitioners are sometimes strongly dissatisfied with LD programs, which has been identified as ineffective in developing leaders for challenging circumstances. Thus, this research aims to discover how to prepare leaders for challenging work environments. This inductive research investigates open-ended reflections collected from 42 Austral

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Bigenho, Christopher William. "Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103291/.

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The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student’s abilities to self-regulate their learning behaviors and practices in these novel environments. This study examines student reflections and e-mails related to self-regulatory practices for learning across two different course designs for an Internet-based course in computer applications. Both designs leverage

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Taylor, Teresa Brooks, and Jamie Branam Kridler. "Reflections on the Impact of Service-Learning/Experiential Education for the Field of Human Services." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3630.

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This article will address the importance of a holistic approach for human services by exploring the concept of community and utilizing service-learning/experiential education in human service courses. ACCESS (Achievement, Collaboration, Community, Education, Standards, and Services) will be covered by illustrating how service-learning/experiential education is a great pedagogy for collaborative partnerships between the university, community, students and faculty. Important elements of service learning/experiential education will be reviewed to provide a better understanding of the concepts. Re

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Taylor, Teresa Brooks, and Jamie Branam Kridler. "Reflections on the Impact of Service-Learning/Experiential Education for the Field of Human Services." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3631.

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The article addresses the importance of a holistic approach to human services by exploring the concept of community through utilizing service-learning/experiential education in human service courses. ACCESS (Achievement, Collaboration, Community, Education, Standards, and Services) illustrates that service learning/experiential education can offer a viable pedagogy for collaborative partnerships between the university, community, students, and faculty. The article reviews important elements of service-learning/experiential education to provide a thorough understanding of the concepts, includin

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Fitzgerald, Patricia Ann. "Early French immersion and learning difficulties, reflections from adolescent students and their parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0013/MQ29989.pdf.

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Snelling, Jannice. "Reflections on medical power and its influence on nurses' learning from clinical practice." Thesis, University of Chichester, 2003. http://eprints.chi.ac.uk/850/.

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Munro, Andrew. "Autoethnographic reflections on the acquisitional stages of learning a piano work for performance." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/79284.

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Performing music at an advanced level is a uniquely challenging act requiring intense preparation and a multi-modal learning approach. The path from the practice room to the stage is a complex and distinctive path that differs from performer to performer. Frequently performers have an incomplete understanding of not only their own individual path of learning but about learning in general. This study explored, tracked and documented the acquisitional shifts during the piano performance preparation process by using an inductive and autoethnographic study design, so that the potential coherence b

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Broderick, Jane Tingle, Seong Bock Hong, and Michael D. Garrett. "Reflections on Learning to Implement Emergent Curriculum Using the Cycle of Inquiry System." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4216.

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West, Rachel Marie. "MOVING QUICKLY: ONE STUDENT’S REFLECTIONS ON THE VALUE OF SECONDARY ACCELERATED LEARNING PROGRAMS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3678.

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The purpose of this interpretive biography was to understand how college graduates perceive their experiences in secondary (high school) accelerated learning programs and the impact of that participation on their continued education. This inquiry was guided by the overarching question: What are college graduates’ perceptions and understandings of their experiences in secondary accelerated programs? Using a postmodern philosophy to review the empirical materials, this interpretive biography focused on the lived experience of a college graduate who participated in an accelerated secondary progr

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Kottler, Amanda. "Learning therapy : some reflections on the constraints and dilemmas involved : a case study." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/13537.

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Bibliography: leaves 55-57.<br>This dissertation reviews the process of learning psychotherapy. It focuses on the second year of a two-year course work degree at the University of Cape Town, the M.A. in Clinical Psychology. In problematizing the method of teaching psychotherapy, Steiner's (1984) three essential elements for training psychotherapists are introduced (i.e. a personal therapy, abundant clinical experience with supervision and a study of theory). These are used as a structure in which to consider the training programme outlined. A suggestion is made that the learning process necess

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Swift, Arren M. "Project-Based Learning: Implementation and Reflections of an Advanced Placement American Government Class." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7963.

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The aim of this qualitative case study was to investigate the process of the enactment of a project-based learning method in an Advanced Placement American Government and Politics course and the effects of contextual factors, the beliefs of the teacher, and environmental factors had on the planning and implementation of PBL-aligned tasks. This study also investigates the experiences and perceptions of students in an Advanced Placement American Government and Politics course that enacted project-based learning. The study was conducted to add to the literature on project-based learning. Research

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Allen, Suzanne. "Pathway Reflections: Intercultural Understanding in NSW Preparatory Programs to Higher Education." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22873.

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This qualitative study addresses intercultural understanding (ICU) in NSW English entry programs to higher education, offered by Registered Training Organisations and universities. These preparatory programs or ‘pathways’ offer international students an alternative entry to university, predominantly through delivering additional English language support. The study entailed investigation into the nature and value of ICU in three institutes. Two of the institutes offered English Language Intensive Courses for Overseas Students, and the participants were enrolled in classes at the advanced level

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Hawkins, Sian Anna. "Pre-registration nurses' reflections on learning end-of-life-care : a focus group study." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/preregistration-nurses-reflections-on-learning-endoflifecarea-focus-group-study(f7e21fbb-e5d5-432a-8da6-ee1a50b734f1).html.

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The End-of-Life Care Strategy (DH 2008), Quality Standards for End-of-Life Care for Adults (NICE 2013) and One Chance to Get it Right (LACDP 2014), expect nurses to provide compassionate care with sensitive communication to the dying and their relatives. However, More Care Less Pathway reported examples of less than optimum care and communication (DH 2013). There has been a call for basic knowledge of end-of-life care to be in pre-registration nurses’ programmes, but there are currently no curricula guidelines (DH 2008, 2013). Therefore, this study aimed to explore undergraduate pre-registrati

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Klerk, Kate. "Clinical supervision in selected hospitals, Cape Town: reflections on registered nurses lived experiences." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7190_1320405189.

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The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.

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24

Zhai, ChunPeng. "A case study of students' attitudes towards ANNESTs and ANNESTs' reflections on their language teaching practice." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/387208.

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For English-language students, the dominant preference is to have native English- speaking teachers (NESTs). This is because NESTs are perceived as the ideal teachers for learning English given that it is their first language. NESTs have the “gold standard” of pronunciation and grammatical correctness, so they are perceived to be more qualified than non-native English-speaking teachers (NNESTs). On the other hand, Asian Non- Native English-speaking teachers (ANNESTs) tend to be regarded as deficient speakers with poor pronunciation and lack of knowledge of western culture, even though ANNESTs

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Orton, Madelene Richardson. "School-to-Work Reform in Action: Reflections from the Field." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145095.

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The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business and employer communities. The goal was to build learning opportunities for students that would facilitate their seamless transition from the public school system into adult work-settings and/or places of post-secondary education, training, and skills acquisition. An historical case study of school reform was conducted, using qualitative research methods that included extensive field observations, participant interv

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Wu, Xiaomei. "Reflections on cybernetic thinking : China's education reform (1860-1930) as a case of system learning /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11627190.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Robert O. McCIintock. Dissertation Committee: Rene V. Arcilla. Includes bibliographical references (leaves 150-155).

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Copija, Monika. "Reflections : an investigation into mothers' experiences of having an adult offspring with mild learning disabilities." Thesis, University of East London, 2017. http://roar.uel.ac.uk/7626/.

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This is a qualitative study exploring the personal accounts of mothers of adult offspring with a diagnosis of mild learning disabilities (LD). Evidence has shown that the experiences of such mothers is under-represented in counselling and psychotherapy research. This study aims to address the gap. Eight participants were purposively selected for the project and were then interviewed using semi-structured interviews. The interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis (IPA). The results of the analysis represent my interpretation of participants’

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Young, Hannah Barbara. "Reflections on experiences of loss in people with profound learning disabilities : promoting sensory therapeutic practice." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/98da4463-823f-47d2-abe6-e82fbeb335f1.

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How are we to make sense of the loss experiences of people with profound learning disabilities (LD)? Although there are good grounds for arguing that this group is distinct from their more able peers, the factors that impact on their emotional wellbeing have not been the subject of much consideration. The current thesis is not motivated primarily by an academic interest; matters of how we shape care are extremely important. However, engaging people with profound LD in relation to emotional issues is often seen as a complex therapeutic challenge. This submission is primarily educative, modestly

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Langdon, Jonathan. "Democracy and social movement learning in Ghana: reflections on 15 years of learning in the democratic terrain by Ghanaian activist-educators." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86816.

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Ghana's democracy is a widely-known African good news story. What is not known about this story is how this democracy's dynamism is fundamentally grounded on ongoing social movement activism that is constantly pressurizing the largely elite democratic institutions to better respond to the everyday needs of average Ghanaians. Critical to this pressurization is not only activism around domestic policies, but also a wide-spread ongoing questioning of the forces of transnational neoliberal governmentality that discipline, contain, and subvert the potential of African states to place the needs of t

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Griggs, Thomas A. "Acknowledging identity in teaching and learning, reflections on my journey, through acting to teaching and beyond." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ35436.pdf.

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BRUNNET, NATÁLIA. "REFLECTIONS ON THE DESIGNER S PRACTICE ON DIGITAL PLAYFUL ACTIVITIES PROJECTS FOR CHILDREN S TEACHING-LEARNING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34363@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Os projetos envolvendo tecnologias digitais, design e educação têm uma presença significativa no Brasil e no mundo. Por meio deles, são criados e modificados serviços, produtos e modelos. No âmbito da educação formal, as atividades lúdicas digitais (ALDs) são recursos usados por professores e alunos durante situações de ensino-aprendizagem em instituições de ensino como escolas, universidades e cursos. Esta pesquisa tem como objetivo caracterizar o desenvolvimento das ALDs para o ensino-aprendizagem de crianças, visando compreender aspectos

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Arasi, Melissa Tyson. "Adult Reflections on a High School Choral Music Program: Perceptions of Meaning and Lifelong Influence." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/msit_diss/8.

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The purpose of this study was to investigate the lifelong meaning and influence of participation in a high school choral music program. This study described and analyzed the reflections of adults who participated in one high school choral program selected by the researcher as meeting high standards of practice in choral music. The eight participants, who were involved in the choral program for at least three years and pursued careers in fields other than music, were selected via criterion sampling and interviewed regarding their experiences in chorus and how those experiences may have influenc

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Byrne, Ailish Helena. "Evaluating social development and primary health care : reflections on a qualitative research process with a leading South African NGO." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302095.

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Brown, Sheena Louise. "Teaching normalcy, learning disability - the risky business of special education : exploring the retrospective reflections of schooling experiences by learning disabled post-secondary students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/704.

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Although the policies and practices of special education are openly constructed around a premise of mobility and opportunity, students from low income backgrounds (‘at risk’ youth) are twice as likely to be labeled “special.” Moreover, of all the special educational categories, learning disabilities (a diagnosis deeply contested) account for the largest group of special educational students who are ‘at risk’ learners. This project is hinged on addressing how those students who are apparent beneficiaries of special educational policies and programs (evidenced by post-secondary enrolment) make m

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Toomey, Margaret. "Computer games, learning and literacy: Reflections on students' learning and literacy experiences when engaging with computer games in a middle years English classroom." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388982.

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This thesis presents reflections and insights arising from a qualitative research study exploring the learning experiences and literacy practices of students when engaging with computer games as texts for learning in a middle years English classroom. The research responds to an exponential growth in the presence of digital texts in the lives of many students and seeks to explore possible connections between these texts and literacy learning in school. Commercially available computer games were chosen as digital texts for inclusion in this study for three reasons. In the first instance, many st

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Mutwarasibo, Faustin. "Understanding Group-based Learning in an Academic Context : Rwandan Students’ Reflections on Collaborative Writing and Peer Assessment." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91282.

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The overarching aim of the present thesis is to gain knowledge about how Rwandan university students understand and practice group-based learning. Specifically, this research takes a social constructivist perspective when examining how second year students within the area of Modern Languages reflect on collaborative writing and peer assessment as means to promote academic writing and active learning. Four studies make up this research. Thus, Study I examines how students carry out self-directed group work in writing. Study II investigates how instructor-guided writing groups can help promote s

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Mylona, P. "Metalearning : a contribution to theory and empirical investigation of Year 4 pupils' reflections on their classroom learning." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1502102/.

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This thesis constitutes an original theoretical and empirical approach to metalearning (also known as learning about learning). Metalearning is defined as the learner making sense of their own experience of learning, with a view to improving their future learning. Making sense implies being aware of situational features (affordances and constraints) of one's context of learning, and accordingly regulating one's own cognitive, motivational, and affective attitudes towards learning in that context. The overarching aim of this sense-making through regulating these aspects is the construction of a

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Deeb, Rada. "Inter-reflections in computer vision : importance, modeling & application in spectral estimation." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSES035/document.

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Dans cette thèse, nous étudions un phénomène optique souvent ignoré en vision par ordinateur : les inter-réflexions. Les inter-réflexions, qui peuvent être trouvées dans l’état de l’art sous le nom « illumination mutuelle », se produisent quand une surface concave est illuminée. Dans ce cas, un rayon lumineux venant de la source de lumière vers un point de la surface, va réfléchir vers d’autres points de la même surface plusieurs fois avant d’arriver à nos yeux, ou aux capteurs de l’appareil photo. Donc, un rayon inter-réfléchi entre les différents points de la surface concave, d’où le nom « i

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Frazee, Leah M. "The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531862080144028.

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Vilanova, Vinadé Clara. "How Do We Learn a Piece by Heart? : Strategies, experience and reflections." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-4131.

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The present work consists of a research of the process of memorizing a music score and performing it with its main goal being to understand which is the better and the most efficient process of learning and memorizing it. The piece that has been chosen for this project is Sonata n.1 op.120 in F minor for clarinet and piano by Johannes Brahms.The project is based on two methods and some strategies made by psychologists and musicians that suggest to do a theoretical analysis of the piece and afterwards, define some points (cues) that will help the musician to remember. The work consists in to ap

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Weber, Keith Everard. "Learning through experience : an analysis of student leaders' reflections on the 1985-6 revolt in Western Cape schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/15998.

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Bibliography: pages 304-324.<br>This thesis explores the inter-relationship between theory and practice in a number of ways. I shall mainly be concerned with analysing the effects of participation in the 1985-6 Western Cape struggles upon the political consciousness of former student leaders. A representative, random sample of the 1985 Student Representative Council members of a certain high school in Cape Town was taken and respondents were then interviewed individually during the last quarter of 1990. The subject of the thesis is closely tied to the particular method used to investigate it.

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Douglas, Angela Marie. "Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly"." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30275/1/Angela_Douglas_Thesis.pdf.

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This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author

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Douglas, Angela Marie. "Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly"." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30275/.

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This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author

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Morgan, Tracey Amanda. "Reflections of individuals with learning disabilities on their experiences of receiving psychotherapeutic services : an exploration using interpretative phenomenological analysis." Thesis, University of the West of England, Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557837.

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There is now little doubt that psychological therapies are effective for people experiencing a wide range of difficulties (Lambert and Bergin, 1992). In recent years, interest has grown in how these may be applied to benefit individuals with learning disabilities. However, the quantity and quality of research in this area remains at a comparatively rudimentary level compared with mainstream mental health research (Hatton and Taylor, 2006). While a few studies have gone some way towards demonstrating the benefits of psychological therapies for this population and the application of specific mod

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Domac, Sezer. "Does a portfolio of students' reflections demonstrate learning towards obtaining an Interprofessional Education (IPE) competence at pre-registration level?" Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28372.

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Interprofessional education (IPE) aspires to prepare health and social care professions to deliver patient-centred integrated public services. IPE is now delivered in pre-registration education programmes and must be assessed. There is little research on how to assess interprofessionalism. In South Trent, three universities are currently using a modified competency framework to assess the knowledge, skills and attitudes of pre-registration health and social care students. The assessment utilises a student Portfolio designed to prospectively collect written reflective accounts of their learning

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Oakes, Helen. "Postmodern reflections on accounting colonisation theory : a case study of the Learning and Skills Council and further education colleges." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416262.

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Wilson, D. K. "Management learning : a grounded study of the written reflections of managers on their approach to their real time work problems." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257062.

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Patterson, Cassie Rosita. "Reflections from Elsewhere: Ambivalence, Recuperation, and Empathy in Moral Geographies of Appalachian Ohio." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437567890.

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Smith, Valerie Marie Biklen Douglas. "'You have to learn who comes with the disability': university students' reflections on service learning experiences with peers labeled with disabilities." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Kudliskis, Voldis. "An Exploratory Study of Sixth Form Students' Reflections on the Application of Specific Neuro-Lillguistic Programming .Techniques to their Learning Process." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487673.

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This thesis is a reflective account of an exploratory action research study set within the sixth form of a rural Community College. It is a multi-voiced, single site study, and is created to capture the experiences and perceptions, into a relatively new 'psychological' phenomenon called NeuroLinguistic Programming (NLP), of those taking part. The aim of the study was to systematically implement three small aspects of NLP with participants in an attempt to discover whether the associated underlying principles could be applied and benefit learning for students in asixth form context. The foundat

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