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Rozprawy doktorskie na temat „Pedagogies”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Veliz, Reyes Alejandro. "Augmented pedagogies." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2037819/.

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Traditional institutions of the architectural design studio such as the design critique or the design jury are at the core of studio pedagogy. Yet, they have shifted and evolved over time towards what can be hardly defined as the typical master-apprentice “atelier” praxis anymore. Design studio pedagogy, deeply rooted into our disciplinary ethos, is under pressure due to a series of factors such as new industry demands, ever-evolving technologies or the diversification of architecture’s collaborative contexts of practice. While the design studio comprises a series of cultural, social, technolo

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2

Camozzato, Viviane Castro. "Da pedagogia às pedagogias : formas, ênfases e transformações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49809.

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A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese tra

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Golo, Erica Maria 1951. "Exploring feminist pedagogies." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291480.

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Feminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pe

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4

Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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<p> Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order

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5

Hinshaw, Wendy Wolters. "Incarcerating Rhetorics, Publics, Pedagogies." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275018903.

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Ramseyer, Diana Marie. "Alternative pedagogies for college composition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2033.

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This thesis attempts to determine if the acquisition of rhetorical and grammatical skills such as a sense of audience and organization are best attained through an alternate pedagogy based on a methodology from Wendy Bishop or if they are better attained through a traditional approach.

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Holbrook, Hannah Sloan. "Negotiating "post" era writing pedagogies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2660.

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This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.

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Rathgen, Elody. "On Good Authority: Towards Feminist Pedagogies." Thesis, University of Canterbury. Education, 1996. http://hdl.handle.net/10092/1064.

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This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as t

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9

Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.<br>Includes bibliographical references (leaves 63-64).<br>Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from othe

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10

Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.

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11

Pearce, Catherine. "Experiencing and experimenting with pedagogies and research." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441424.

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12

Vrablikova, Lenka. "Tremendous pedagogies : feminist theory, deconstruction and the university." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/18458/.

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This thesis contributes to the theorization of the concept of the university and strives to imagine its future by bringing together particular threads within feminist and deconstructive thought. Through deconstructive textual analysis of three theoretical debates – on the disciplinarity of women’s studies, on resistance against the so called ‘neoliberalization’ of the university, and on narratives of feminist studies – this study seeks to establish the theoretical ground necessary for generating a university beyond its phallocentric and neoliberal predicament. This attempt is conveyed under a

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13

Dempster, Elizabeth 1953. "An embodied politics : radical pedagogies of contemporary dance." Monash University, Centre for Drama and Theatre Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/7578.

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14

Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.

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15

Hudson, David James. "On Critical Librarianship & Pedagogies of the Practical." The University of Arizona, 2016. http://hdl.handle.net/10150/612654.

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16

McCrary, Robin Micah. "Toward a Cultural Competence in Creative Writing Pedagogies." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.

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Zibell, Linda. "Teacher pedagogies of dialogic imagination - A narrative inquiry." Thesis, Federation University Australia, 2016. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642.

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This thesis is a narrative inquiry to investigate teachers’ meanings for imagination and its potency for teaching and learning. Six teachers who identified it as central to their practice shared stories of how imagination is an effective pedagogy through in-depth, semi-structured interviews. Imagination is a living, mercurial phenomenon contested in philosophical circles yet taken-for-granted amongst the populace. Consequently, imagination in teaching and learning is under researched and widely regarded as mere decoration - helpful for engagement but unrelated to cognition. The literature revi

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18

Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.

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19

Evans, Ashley. "Expanding Composition Pedagogies| A New Rhetoric from Social Media." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.

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<p> Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students’ social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing—but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-f

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20

Westbrook, Jo. "Narrative Reading Processes and Pedagogies in the Secondary School." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506958.

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21

Toothaker, Rebecca D. "A phenomenological study of millennial students and traditional pedagogies." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691420.

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<p> The millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate millennial nursing students find engaging and meaningful. To prepare for the challenges of this group, it is imperative nurse educators examine preferred teaching methods, student learning styles, and needs in relation to traditional pedagogies. The purpose of this study was to identify the perception of millennial students participating in traditional pedagogies and its significant implications

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22

Chan, Yick-nam, and 陳奕南. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196333X.

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23

Simpson, Kate. "Broad horizons? : geographies and pedagogies of the gap year." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/1716.

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Leaving home and setting out to discover self and other is, for certain sections of British youth, a culturally embedded practice. The gap year offers both the mechanisms and legitimation for such journeys, and comes packaged with promises of adventure, discovery, exotic encounters and life changing experiences. However, it also comes situated in a specific history and geography, which, so far, have largely been ignored. This thesis draws together di verse discourses on development, travel and education, and combines this with ethnographic fieldwork with gap year participants in Peru, to offer

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24

ALTMANN, HELENA. "TRUTHS AND PEDAGOGIES IN SEX EDUCATION AT ONE SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6496@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta tese teve como objetivo investigar a construção social da educação sexual em uma escola municipal do Rio de Janeiro com um Núcleo de Adolescentes Multiplicadores (NAM). Foi desenvolvida uma pesquisa etnográfica entre agosto de 2002 e junho de 2003, tendo sido feitas observações dos encontros do NAM, de aulas de diversas disciplinas e, em especial, das de Ciências, além de reuniões, recreios e outros. Foram realizadas entrevistas com professoras/es e estudantes. Sendo a sexualidade um importante foco de investimento po

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25

Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers For Social Change." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282101174.

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26

Wright, Melinda. "Basic writing pedagogies in context : a multi-dimensional narrative." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287414195.

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27

Smith, Tara Blue Moon. "The Praxis of Science Fiction: Pedagogies for Social Change." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27587.

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This thesis considers the literary genre of science fiction as generative of social change. In examining the genre from three different perspectives — the writers, the works and pedagogy — it demonstrates the importance of science fiction as a creative framework through which society can be examined and, as a site from which new ways of thinking may emerge. First-hand qualitative and quantitative data have been used to demonstrate that writers of science fiction purposively create didactic and meaningful work with the intention of influencing the ethical perspectives of their readers. This t

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Dunford, Willie Charles Jr. "Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs)." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930268.

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<p> This study surveys the knowledge base of culturally responsive instruction (i.e., culturally relevant, responsive, sustaining, revitalizing, and reality pedagogies) and consolidates them under the term Culturally Agile Pedagogies (CAPs). CAPs are defined as theories, principles, and methods of teaching that require the mutual understanding, valuing, and use of teachers' and students' linguistic and cultural identities to inform instruction and optimize learning. This study engages teachers who have been identified by their principals as exceptionally culturally responsive and helps those t

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29

Hill, Erika. "Co-learning Pedagogies in the Media Literacy Education Classroom." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.

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This qualitative research project describes the experiences of students in BYU's Hands on a Camera Project as they were introduced to co-learning pedagogies. Hands on a Camera is a media literacy service-learning project where university students are placed in public schools to teach K-12 students documentary production and media literacy. The project consists of a preparation phase and a teaching phase. In the research project, students were required to complete peer-learning and peer-teaching assignments during the preparation phase as in order to prepare for the teaching phase. This ethnogr

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30

Wexler, Dara H. Biklen Sari Knopp. "Shifting pedagogies: intersections of computer-supported technologies, education, and power." 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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Golter, Paul B. "Combining modern learning pedagogies in fluid mechanics and heat transfer." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/p%5Fgolter%5F063006.pdf.

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Lee, Yu-Ling. "Designing technotheologies : ethics, pedagogies, and spiritualities in maker actor-networks." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61944.

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The purpose of this study was to understand how religion and spirituality matter in the consumer use, design, and engineering of media and technology. Specifically, the research questions were: 1) What role do ethics and values perform in maker and hacker networks? 2) How are ethics and values integrated and manifested throughout the design process in maker or hacker networks? 3) What are the routines, rituals, and subjective well-being of participants in the maker or hacker design process? The research setting was the designers in the maker community in Vancouver and technologists associated

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Wolfe, Neal Clayton. "Pedagogies for the imagination, critical approaches to 'world issues' curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ53037.pdf.

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Cao-Nguyen, Vannee Thi. "Empathy is not enough clinical pedagogies in mental health counseling /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000094.

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35

Galvin, John. "Partnership pedagogies : family-school-community educational partnerships in disadvantaged settings." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521989.

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36

Miller, Aaron L. "Bushido vs. Science : Beyond Conflicting Pedagogies of Japanese Basketball Coaching." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517241.

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37

Jones, Christian. "Spoken discourse markers and English language teaching : practices and pedagogies." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12260/.

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This thesis reports on a mixed methods classroom research study carried out at a British university. The study investigates the effectiveness of two different explicit teaching approaches, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers to two different groups of Chinese learners at the same level of language competency. It was hypothesised that one explicit teaching approach would be more effective than the other in terms of both short and longer term acquisition and both would be more effective than no teachi

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38

BARROCA, CAROLYNA FERREIRA. "HOW TO BE A SLUT?: PEDAGOGIES OF A FEMINIST MOVEMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28258@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta pesquisa objetiva analisar como um movimento social feminista desenvolve estratégias formativas de seus quadros ou mesmo de simpatizantes à causa das mulheres. Optou-se por um estudo de caso e foi analisado a Marcha das Vadias do Rio de Janeiro de 2015. Por meio de uma pesquisa participante, observações de reuniões e entrevistas semiestruturadas, os dados coletados viabilizaram a escrita da pesquisa em três temas-chave. O primeiro se refere à militância no movimento como

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Tiffany, Austin Robert. "Pedagogies and practice : how religious diversification impacts seminaries and clergy." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289941.

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This thesis considers how religious diversification has shaped the roles of clergy and seminaries. The focus of this qualitative, interview-based study is seminaries and clergy affiliated with various denominations of Judaism and Protestant Christianity in greater London and New York City. Religiously diversifying societies in the US and England have brought forth new challenges for clergy and seminaries, prompting new questions about how or why a faith community should or should not engage with diversity in the public square. This study investigates how seminaries and individual members of th

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40

Kempster, Jonathan. "Integrating innovative environmental pedagogies into practice in adult community education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16421/.

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This study explores whether innovative environmental pedagogies that encourage learners to reflect on nature and are socially-critical can be integrated into teaching practice in a local government adult community education setting. Existing environmental education (EE) research reports that integrating innovative environmental pedagogies into teaching practice is problematic as a result of institutional constraints and teachers’ subjective influences. Most of this existing research has been conducted in schools, not in adult community education. My study recognises this gap in knowledge and e

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41

Marshall, Elizabeth. "Inventing American girlhood: gendered pedagogies in women's memories, 1950-1999." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302101368.

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Marshall, Elizabeth. "Inventing American girlhood : gendered pedagogies in women's memoirs, 1950-1999 /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398528556704.

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LaGrotteria, Angela. "Feminist Pedagogies in the Creative Writing Classroom: Possibilities and Reflections." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1498598135412239.

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Schulleri, Phillipa. "Teachers' Perceptions of the Adoption of New Pedagogies in Kazakhstan." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6373.

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Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and s

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45

Suhendra. "Reforming mathematics education in Indonesia using the productive pedagogies framework." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1078.

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The overarching aim of the study was to examine, on a small scale, the usefulness of the Productive Pedagogies framework to reform the current practices of teachers in Indonesia. The findings indicated that, by implementing the framework, the teachers improved the interactions among students, made mathematics more relevant to students’ lives and enhanced social justice in mathematics classrooms. As a result, the students became more enthusiastic to attend and more engaged in their mathematics classes.

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46

Montague, Elizabeth. "Counterhegemonic pedagogies : educators’ reflections on social vision, subjectivity, resistance and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25120.pdf.

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47

Katz, Steven. "The knower and the known in folk pedagogies, a paradox exposed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63669.pdf.

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48

Blaj, Ward Lia. "Doctoral education in the humanities: Research training pedagogies in the UK." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489918.

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Current research training policies for doctoral students in the UK place knowledgemaking and thesis-writing centre-stage and are accompanied by funding which enables training provision to be organised in the universities. This thesis focuses on the uptake of doctoral training policies in the context of the Humanities. The main aims of the research were to document and to theorise training opportunities available outside the doctoral student-supervisor relationship, in order to give empirical weight to the concept of "research training culture" (Deem and Brehony, 2000).

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49

Raza, Nadia. "Pedagogies of Repair: Community College and Carceral Education for Adult Learners." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24178.

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This dissertation examines the relationship between community colleges and prisons as similar institutions that absorb and manage displaced workers, economic refugees, and dispossessed adult populations. Based on interviews with adult learners in two community college settings, I discuss how these two seemingly distinctive institutions work together to subvert individual and collective desires for self-determination through policies and pedagogies that institutionalize discouragement and emotional management. Specifically, I am concerned with what it means for working-class adults to particip

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50

Narayananayar, Vijayan. "Polytechnic education in Singapore : an exploration of pedagogies for a polytechnic." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18425/.

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Polytechnic education in Singapore is currently going through a watershed period. The redesign of economic development in Singapore is necessitating changes to many institutions and establishments within the county. Polytechnic education that nurtures 45% of each school-going cohort to be job-ready upon graduation is emerging as a critical player in these changes. The establishment of SkillsFuture Council and various national level reports with particular reference to polytechnic education are signposts of the watershed period. Polytechnics, with an astute focus on applied study orientation si

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