Дисертації: "3901 Curriculum and pedagogy"

1

Moorehead-Carter, Yvette M. "The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3901.

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Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.

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2

Svennbeck, Margareta. "Omsorg om naturen : Om NO-utbildningens selektiva traditioner med fokus på miljöfostran och genus." Doctoral thesis, Uppsala University, Department of Teacher Training, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3941.

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This thesis is intended as a contribution to the discussion about science education, especially with regard to how care for nature can be understood, to what extend care for nature is included or excluded in the science education discourse and the importance of this in regard to an environmental education and a gender perspective. The empirical part of the thesis is carried out as a case study, where the discourse of physics is studied as a case within the discourse of science education. The discourse of physics is investigated by analyses of textbooks for lower secondary school in Sweden.

In the thesis, I present two ways of understanding care for nature. The first way is related to a systemic aspect of ethics that is based on principles. If the principles in use ascribe intrinsic value to nature, then the ethics can be seen as an expression of a systemic aspect of care for nature. The second way is related to an aspect of ethics based on care in ‘I-Thou encounters’ with nature, and is seen as a non-systemic aspect of care for nature.

Three forms of analyses are performed: 1) of the discourse and selective traditions in physics, 2) of orientations (attitudes) towards nature, and 3) of ways of knowing (indicating what meetings with nature students are offered in science education).

The analyses performed showed one discourse in physics education, consisting of two selective traditions. The systemic aspect of care for nature is excluded as the discourse has an anthropocentric foundation. The non-systemic aspect of care for nature is also excluded, as no I-Thou meetings are offered through the ways of knowing and no expression for the I-Thou attitude is found in either of the traditions. Further, ways of knowing and an ethical orientation associated with female gender are excluded. Thus, the discourse in physics does not contribute to obtaining the goals of the national syllabuses concerning gender equality and care for nature from the perspectives investigated.

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3

Sportun, Jaime. "Advertising as a pedagogy? using literacy and critical pedagogy to empower youth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104836.

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Partially grounded in the work of George Gerbner, and also in other media theorists including John Berger, Roland Barthes and Michael Hoechsmann, this thesis aims to explore the concept of media as public pedagogy. Based on these theories, an in-depth analysis of the advertisements produced by cellular goods and service providers and their effect on the youth generation with respect to the relatively new phenomenon of cyber-bullying will be examined. Then, through the works and writings of critical pedagogues including Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe and Donaldo Macedo, a media literacy approach to education will be introduced which aims to empower youth by enabling them to critically examine the media designed for their consumption.
Principalement fondée par le travail de George Gerber, mais aussi présente dans celui de d'autres théoriciens médiatiques incluant John Berger, Roland Barthes et Michael Hoechsmann, cette thèse a pour but d'explorer le concept des médias comme pédagogie publique. Fondé sur ces théories, une analyse approfondie des publicités produites par les fournisseurs de produits en téléphonie mobiles et leurs effets sur la jeune génération dans le cadre du nouveau phénomène de cyber intimidation sera examinée.Ensuite, par l'entremise de travaux et d'écrits de pédagogues critiques tels que Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe et Donaldo Macedo, une approche d'éducation médiatique sera présentée, ce qui a pour but de donner plus de pouvoir aux jeunes en leur permettant d'examiner d'une façon critique les médias conçus de leur consommation.

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4

Tholin, Rasmus. "Plankning och transkribering : Influenser för solospel på trumset." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3901.

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Att härma och hitta inspiration från förebilder har varit vardaglig praxis under jazzhistorien. Genom att appropriera (Säljö, 2014), lägger individer beslag på andra individers kunskap och omvandla det till egen kunskap. Senare i externaliseringen (Bruner, 2002) synliggörs kunskapen i handling. I denna studie har metoderna plankning och transkribering undersökts som verktyg för att utveckla eget solospel på trumspel. Genom att följa den egna läroprocessen undersöktes också hur man pedagogiskt kan använda plankning och transkribering som metod för att bidra till konstnärlig utveckling. Den musikgenre som behandlas i studien är jazz, där trumslagaren Max Roach solospel använts genom valda exempel. I resultatet presenteras en jämförelse av två egna trumsolon där ett spelades in i början och ett i slutet av studien. Läroprocessen i övningsrummet och under instrumentallektioner har dokumenteras med hjälp av loggbok. Resultatet visar att en del fraser har härmats exakt och en del har härmats rytmiskt men med en egen konstnärlig prägel. Vid en egen konstnärlig prägel av en exakt rytm har en antydan till ett mer självständigt solospel påträffats och plankning och transkribering har visat sig fungera som metod för att utveckla solospel, men metoden är tidskrävande.

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5

Helmbrecht, Brenda M. "A Mediatic Pedagogy: Rhetoricizing Images within Composition Curriculum." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1089742902.

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6

au, Alison Lee@uts edu, and Alison Lee. "Gender and Geography: Literacy Pedagogy and Curriculum Politics." Murdoch University, 1992. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.144620.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.

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7

Lee, Alison. "Gender and geography: literacy pedagogy and curriculum politics." Thesis, Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/149/.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.

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8

Lee, Alison. "Gender and geography : literacy pedagogy and curriculum politics /." Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. http://researchrepository.murdoch.edu.au/149/.

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Анотація:

This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.

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9

Spooner, Holly S. "Agape: Love as the Foundation of Pedagogy and Curriculum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882.

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10

Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.

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Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance?

The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity.

Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.

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11

Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15909/1/Gemma_Carey_Thesis.pdf.

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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.

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12

Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15909/.

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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.

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13

Martello, Julie Marie, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Acting on literacy curriculum and pedagogy in early childhood education." THESIS_CAESS_EEC_Martello_J.xml, 2005. http://handle.uws.edu.au:8081/1959.7/764.

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The eight published articles in this portfolio collectively constitute a reconceptualising of literacy curriculum and pedagogy in early childhood education, with an emphasis on the use of drama pedagogy. The portfolio includes a synthesis of the themes that unify the articles and a review of the qualitative research methods that inform the articles, namely theoretical/conceptual and case study research. In relation to literacy curriculum, the portfolio explicates an inclusive and extended definition of literacy which reflects the wide range of social and cultural practices that engage young students in their everyday lives. From a sociocultural perspective, the articles investigate current literacy practices involving spoken, written and visual modes of representation and highlight the prevalence of multimodal texts within the concept of multiliteracies. Reconceptualising literacy pedagogy is another major theme of the articles in the portfolio. The majority of articles explore the use of drama pedagogy for the teaching and learning of literacies in early childhood education. A second pedagogical strategy researched in the articles is the explicit teaching of knowledge about language to young school students. The portfolio is underpinned by the premise that the proposed reforms of literacy curriculum and pedagogy contribute to social justice in education by facilitating success in literacy for more young students
Doctor of Education

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14

Martello, Julie. "Acting on literacy curriculum and pedagogy in early childhood education." View Thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060201.103358/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2005.
A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the award of the degree of Doctor of Education, May 2005. Includes bibliography.

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15

Hill, Landon. "Unique forms of knowledge and curriculum in hip-hop pedagogy." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.

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Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.

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16

Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.

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17

Meirson, Tal. "Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.

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Literacy & Learners
Ph.D.
This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy.
Temple University--Theses

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18

McMillan, Sylvia. "Kierkegaard and a Pedagogy of Liminality." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3624.

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There is a strain of curriculum theory especially since the reconceptionalist movement that applies existential philosophy to educational issues and questions. There is also a related branch of curriculum theory that looks especially at existentialist theology to cast light on curriculum issues from a more religious slant. Both of these strains of analysis are rooted in Kierkegaard, the father of existentialism and existential theology (Huebner, 1999; Tillich, 1948). The educational implications of the works of Kierkegaard are a subject that has been virtually unexamined in either educational or Kierkegaardian scholarship except by two scholars whose works are already 40 years old. A pedagogy of liminality aims at empowering the teacher and student to make what is being studied in the classroom something that each student will appropriate in her own way. The teacher facilitates this process by never letting the student rest for very long in any particular solution to a problem. Rather the teacher positions the student on a landscape which is filled with paradoxes. Each solution breeds a new set of questions and often equally viable though opposite solutions. The teacher thus constantly places herself and her student between dialectical poles, always reaching higher and higher syntheses in recursive process. The purpose of a pedagogy of liminality is twofold. First, it prevents the curriculum from becoming an inert object. It becomes a dynamic growing thing. Second, it requires the student to never rest in any so-called objective answer but to always be striving towards a higher answer and an even better set of questions. In this way the teacher and student in collective discourse are each appropriating the discourse uniquely in enriching their life narratives. This is consistent with Kierkegaard's primary emphasis on subjectivity and his view of objectivity as secondary and always ideally in the context and service of subjectivity. This dissertation is done in the hybrid style. The main part of the work is designed as a journal article.

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19

Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course aims to develop and support an advocate/activist teacher identity, a teacher identity that is not neutral and can challenge and disrupt the ideas and practices that have become normalized in our schools. This research draws on three theoretical frameworks to inform the design and analysis of this study on teacher identity: poststructuralism, feminist pragmatism, and queer theory. These theories provide a conceptual vocabulary for critically examining anti-oppressive teacher education curricula. Specifically, this work looks at the way public and conflict pedagogy can be used to achieve anti-oppressive curricular ends through the potential impact on preservice teacher identity.

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20

Meier, Lori T. "Negotiating a Pedagogy of Teacher Education: An Ever-Renewed Adventure of Hope." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5916.

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21

Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.

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22

Rautenbach, Deirdre. "Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27566.

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The aim of this study was to investigate the content, organisation and outcomes of undergraduate vocal pedagogy modules. Goals and objectives guide outcomes which in turn will facilitate the delineation of the content or scope of the moduls. The organisation of content will involve the sequencing of study units appropriate for beginner, intermediate and advanced levels of undergraduate vocal pedagogy studies. A qualitative research method was chosen to direct the empirical investigation. Primary data collection was conducted through semi-structured interviews. Certain participants opted to reply in writing and similarly structured open-ended questionnaires were sent electronically to them. Purposive sampling was used to select South African respondents by virtue of their knowledge and expertise in the field of vocal pedagogy. A degree of snowballing also followed and valuable data was collected from participants in Canada and the USA. The investigation regarding the restructuring of vocal pedagogy modules was viewed from a multi-disciplinary and holistic perspective. Establishing the underlying principles that direct the goals, objectives, scope and sequencing of undergraduate vocal pedagogy modules guided the study. Goals direct the bringing together of relevant and mutually supportive disciplines essential to undergraduate vocal pedagogy modules. The demands of prospective careers for students dictate what knowledge and skills they need to be equipped with. Moreover, the judgement of lecturers based on institutional level descriptors as well as knowledge and experience of appropriate content designation for beginner, intermediate and advanced students further guides the formulation of goals and objectives. The rich and diverse body of vocal pedagogy literature provides the material that informs the scope of undergraduate modules. Sequencing of content for a vocal pedagogy offering is directed by the scientific base of knowledge, feedback from students, the tried and trusted traditions of established lecturers and authors, as well as the intuitive teaching talent of lecturers. Scaffolding (the gradually diminishing role of a lecturer as students gain independence) emerged as an important component of creating a balanced undergraduate pedagogy offering. Lecturers should have a reflective and deep knowledge of vocal pedagogy in order to successfully integrate it with vocal practice. This is the hallmark of a holistic approach that will effectively equip students for a career after tertiary training. From the information received from participants it can be concluded that a vital requirement for organising content is that learning and therefore also teaching should be a gradual and ongoing process. The basic building blocks of vocal pedagogy (posture, breathing, phonation, resonance and articulation) should be supplemented by auxiliary disciplines (historical background of vocal pedagogy, psychology and ethics, comparative pedagogies, and elements of performance) that support and further inform vocal pedagogy studies.
Dissertation (MMus)--University of Pretoria, 2012.
Music
unrestricted

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23

Kom, Brian S. R. "Tuning In to a Hit Parade Pedagogy." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30559.

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Contemporary popular music is a ubiquitous social, cultural, and pedagogical force. Enabled by ever-evolving and -expanding technology, its songs and lyrics are transmitted into our most public and private spaces. For this study, I present the Billboard music charts as a functioning pedagogy and curriculum. Riffing on Richter’s denkbilder, Aoki’s curricular worlds of plan and lived experience, Giroux’s public pedagogy, and Giroux & Simon’s theorizing on youth culture, I sound out messages and motives embedded within the hit parade pedagogy. DJing a methodology of qualitative inquiry, autoethnography, and free association, I listen closely to chart-topping songs by Lady Gaga, Katy Perry, and P!nk that feature themes of marginalization, and consider the paradox presented by the juxtaposition of their popularity and subject matter. I suggest that this playlist legitimizes and perpetuates its listeners’ marginalization, running counter to its supposed intent to galvanize and inspire. Before signing off, I consider the implications for school-based educators and pedagogy in regard to engaging marginalization, particularly the notion of implementing a curriculum with which students may participate and sing along.

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24

Searcy, Naryn. "Integrating Indigenous and Eurocentric pedagogy within the English First Peoples curriculum." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58149.

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This study focuses on the incorporation of Aboriginal content and pedagogy into senior level academic secondary school courses with students of both Aboriginal and non-Aboriginal ancestry within the English First Peoples curriculum. The results reveal the positive relationship between Indigenous approaches, student engagement, and academic performance as well as challenges and tensions resulting from the merging of diverse educational perspectives. Both theoretical support for the use of Indigenous pedagogy as well as practical classroom examples are described. These findings have the potential to support educators as we move towards increased collective understanding of the necessity of the acknowledgement of Indigenous culture and perspectives both within our public education system and society as a whole.
Education, Faculty of (Okanagan)
Graduate

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25

Poulson, Louise. "Education policy, curriculum and pedagogy in English and literacy, 1991-2005." Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438612.

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26

Guo, Yuan. "Perspectives on curriculum and pedagogy in a private kindergarten in China." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/13338/.

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Set against the rapid development of private kindergartens in China in the last two decades, this thesis explores the Chinese perspectives of practitioners, parents and children on the curriculum and pedagogy of a private kindergarten delivering the Western Multiple Intelligence (MI) programme. This ethnographic study captures practitioners and parents perspectives by employing multiple methods including participant and non-participant observations, formal and informal interviews. It generated data on children's views through multiple participatory techniques. Research findings identify a changing perspective of childhood and children's rights in early childhood education and care (ECEC) provision in China. Practitioners and parents demonstrated a positive view about the MI programme and supporting children’s learning in relation to their different patterns of intelligences. Children liked the opportunities to develop their own interests in the areas of play provision linked to individual intelligences. Whilst practitioners and parents valued play-based activities in the MI programme, children conceptualised play differently and viewed some activities as 'learning' rather than 'play', which were defined by adults as 'play'. Practitioners and parents believed there was rich provision for 'play', however children felt opportunities for 'play' at kindergarten were fairly limited, in particular their 'play' time had been reduced in the final year of kindergarten due to the pressure of the transition from kindergarten to primary school. Children generally felt controlled and led by adults for most of their time at kindergarten and they articulated competently their interests, preferences and experiences in the kindergarten. The thesis identifies a need for Chinese policy-makers and ECEC practitioners to address the challenges of transplanting international programmes to a society with a Confucian educational tradition. Addressing the issue of children's participation in and construction of their kindergarten life would require acknowledging a wider range of stakeholder perspectives, including children's own voices.

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27

Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.

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Philosophiae Doctor - PhD
Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.

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28

Riney, Mark Reisz. "The intersection of curriculum and pedagogy: A teacher's theory of content." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186826.

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This case study is an examination of a high school English teacher's role in the curriculum process. The researcher wrote a "grammar" of a teacher's conception or theory of her subject matter from the perspective of its enactment as curriculum events. In other words, her theory of content was studied to provide an indepth examination of the teacher's role as a transformative agent of curriculum. Three different constructs were employed to capture various expressions of her theory of content during her six weeks unit on the Odyssey: (1) interviews, (2) individual lessons, and (3) academic tasks. The researcher found that the teacher had a visible theory of her subject matter. For example, she organized her curriculum around different genres (e.g., epic, tragedy, comedy, etc.), and she exposed her students to the structure of the epic. Also, her theory of literary criticism was influenced by American formalism and archetypal criticism. These schools of literary criticism complemented each other. Her version of formalism gave her a specific vocabulary and a general method to teach students to explicate literature in general. She emphasized close textual reading and required to support their ideas with passages from the text. Also, she used Joseph Campbell's monomyth to structure the narrative of the Odyssey, and she encouraged students to relate themes and symbols to their own lives and to society in general. She stressed that the Odyssey is an archetypal myth that is relevant to every epoch. In short, this study illustrates that curriculum and pedagogy are intertwined; her version of literary criticism is a pedagogy in itself, a pedagogy that is unified with--not separated from--content.

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29

Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.

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30

Lewis, Lucy Karelyn. "A model for developing a holistic collegiate curriculum for string performance and pedagogy." Thesis, The University of Iowa, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638399.

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Анотація:

This thesis is directed toward teachers who work primarily with music degree students on the collegiate level. Pedagogy is simply too often "hit or miss" in a student's degree curriculum, and yet the reality is that most musicians will have to teach at some point in their careers, whether they realize it as students or not.

This thesis provides a model for how to holistically integrate pedagogy into all aspects of the performance curriculum, so that string performance students are provided with the necessary tools to be both excellent performers and teachers, regardless of whether they ever take a pedagogy class. This is accomplished through: the examination of survey results regarding how schools are incorporating the National Association for Schools of Music requirements and recommendations for the integration of pedagogy into course curricula; an overview of survey results reporting how string performers and educators feel about the quality of the education they received in regards to preparedness for artist string teaching; and a discussion of how to create a holistic curriculum for performance and pedagogy that encompasses the three main areas of most string performance curriculums (the private studio, chamber music, and orchestra).

The overarching goal of this thesis is to build on the rich tradition of string playing and teaching that already exists, by introducing a curriculum that will holistically educate the student as both performer and pedagogue. At the heart of this approach is the need for fostering a "see one, do one, teach one" mentality in students.

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31

Morton, David Robert. "Changing the rules : staff reactions to planned curriculum change." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021521/.

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This study is an action research project concerned with the effect of a change initiative on primary teachers' behaviour. It involves trying out a change approach and then refining and testing that approach in a consciously conducted change experiment. The study has two investigative strands. Both of these build on previous research into change that I conducted at a school in which I was working in 1986. The 1986 research described difficulties I had in conducting school self evaluation and the development of a revised approach to change. The product of the 1986 study was a change model. One strand of this study is an investigation into the effectiveness of that model in supporting teachers moving along the path to change. The second investigative strand of the study is concerned with the wider effect of implementing the change model on staff relationships in primary schools. The phrase 'changing the rules' in the title of the study harks back to an article by Helen Simons (1987) in which she suggests that activities such as self evaluation are 'against the rules of schools as institutions'. One element of this second strand of the study is an investigation into the rules governing staff relationships. It examines whether the closed behaviours that initially undermined the 1986 initiative are more widely prevalent in primary schools. The 1986 change initiative appeared to leave a residual effect of increased openness and collaboration between staff. A further element of this strand of the study is therefore an examination of whether implementing the change model affects staff relationships in other primary schools. The study examines the extent to which the change model acts to dismantle closed patterns of interaction between staff and replace them with more open ones. During the time that has elapsed between setting out and concluding this research there has been a growing focus on staff relationships in schools. Reviewing research into school culture Fullan (1991) suggests that "we have not yet made much head way in how to establish collaborative cultures in schools". This study is an investigation into a possible process by which the rules of schools I have known as a teacher, deputy headteacher and headteacher might be changed.

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32

Alderman, Lyn. "From rhetoric to practice : issues in teaching and learning touch keyboarding." Thesis, The University of Newcastle, 2004. https://eprints.qut.edu.au/54630/1/54630.pdf.

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Touch keyboarding as a vocational skill is disappearing at a time when students and educators across alleducational sectors are expected to use a computer keyboard on a regular basis. there is documentation surrounding the embedding of Information and Communication Technology (ICT) within the curricula and yet within the National Training Packages touch keyboarding, previously considered a core component, is now an elective in the Business Services framework. This situation is an odds with current practice overseas where touch keyboarding is a component of primary and secondary curricula. From Rhetoric to Practice explores the current issues and practice in teaching and learning touch keyboarding in primary, secondary and tertiary institutions. Through structured interview participants detailed current practice of teachers and their students. Further, tertiary students participated in a training program aimed at achquiring touch keyboarding as a skill to enhance their studies. The researcher's background experience of fifteen years teaching touch keyboarding and computer literacty to adults and 30 years in Business Services trade provides a strong basis for this project. The teaching experience is enhanced by industry experience in administration, course coordination in technical, community and tertiary institutions and a strong commitment to the efficient usage of a computer by all. The findings of this project identified coursework expectations requiring all students from kindergarten to tertiary to use a computer keyboard on a weekly basis and that neither teaching nor learning tough keyboarding appears in the primary, secondary and tertiary curricula in New South Wales. Further, teachers recognised tough keyboarding as the prefered style over 'hunt and peck' keyboarding while acknowledging the teaching and learning difficulties of time constraints, the need for qualified touch keyboarding teachers and issues arising when retraining students from existing poor habits. In conclusion, this project recommends that computer keyboarding be defined as a writing tool for education, vocation and life, with early instruction set in primary schooling area and embedding touch keyboarding with the secondary, technical and tertiary areas and finally to draw the attention of educational authorities to the Duty Of Care aspects associated with computer keyboarding in the classroom.

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33

Ferreira, Maria Manuela Costa Malheiro Dias Aurélio. "An investigation into the problems of curriculum planning and development in geography with special reference to the curriculum of the secondary schools of Portugal." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018716/.

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This study aims to investigate problems of curriculum planning and development in geography, with special reference to the curriculum of Portuguese secondary schools. It identifies the theoretical and practical influences which affect curriculum planning and development and gives some suggestions and a rationale that can be employed to overcome these problems. The theoretical bases of curriculum planning and development in general and of curriculum planning and development in geography are examined first. Following this theoretical backg round, the evolution of geographical education over the past 150 years is indicated in order to contribute to an awareness of curriculum change in the past. In order to obtain evidence of the present main problems concerning geographical education and to collect opinions on how to improve it, questionnaires were sent to geography teachers in secondary schools. Questionnaires were also sent to 9th year and 12th year students respectively, (approximately 15 and 18 year old) to ascertain their views about geography and its teaching. To discover how the process of curriculum planning takes place at school level, interviews were undertaken with the heads of geography departments of eight secondary schools which differ in several aspects, e.g. in location, in type, in size, in number of geography teachers and their qualifications and in the availability of teaching resources, among others. In orderto find out how the process of curriculum planning has evolved since the revolution of April 25th 1974 interviews were conducted with curriculum planners. Lastly, strategies and conditions needed for curriculum development in geography are put forward. The essential conclusions of this investigation are that in orderto improvethe delivery of the geography curriculum in Portugal it will be necessary: first, to develop the links between the central, regional and school authorities; secondly, to raise the level of qualifications of teachers of geography; and thirdly, to increase the resources available to schools' geography departments. Consequently the quality of delivery of the curriculum will depend on teachers having expertise in schoolbased curriculum development. The possible ways of extending this study are also discussed in the final chapter.

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34

DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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35

Buterbaugh, Walz Ivy. "Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725201.

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36

Cruz, Ian M. "Redefining the Performance Degree Curriculum for the Crossover Saxophonist." UKnowledge, 2017. http://uknowledge.uky.edu/music_etds/84.

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Анотація:

Many collegiate saxophone performance degree programs are overwhelmingly classical, adopting from other performance programs in the Western music tradition. However, there is a growing number of saxophone compositions that are “crossover” in nature. Crossover is a term used to describe the fusion of popular music styles in a classical setting. There is also evidence that collegiate music education as a whole is moving towards a more diverse curriculum, which emphasizes ethnomusicology. Due to this trend in composition and education, it is becoming increasingly important that saxophonists have the training of both classical and jazz disciplines. The problem is that while many colleges have saxophone majors, there is a strong divide between classical and jazz education. This leaves students in a Bachelor of Music in Saxophone Performance degree track without the ability to accurately perform crossover music or have the opportunity to perform jazz and other genres of music. The purpose of this study is to develop a crossover degree in saxophone performance by highlighting aspects of crossover saxophone repertoire and reviewing current university degree catalogs. The research in this study is meant to diagnose omissions in performance degree programs as far as crossover development and to create a new degree track for saxophonists in an effort to promote diverse performance ability.

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37

Knowles, Kelsey. "Living Pedagogical Moments Between Curriculum as Lived and Curriculum as Plan: A Phenomenological Inquiry Into the Tensions of Teacher Education." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32573.

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This master’s research is a phenomenological inquiry into the pedagogical moment in teacher education. This phenomenon is explored through a conceptual lens that draws from the phenomenological pedagogical ideals that are intrinsic to the work of both Ted Aoki and Max van Manen. Following a comprehensive outline of the phenomenological methodology that guides this thesis, the pedagogical moment is described in terms of three phases: tension, opening and pulse. The phenomenon is further explored through several sub themes relating to the lifeworld existentials (time, body, space, relation to other). This research intertwines several phenomenological concepts (such as intentionality, embodiment, consciousness, pedagogy, and motion sensitive phenomenology), within the context of one “living” phenomenon as a way of shedding light on what it is like to experience a pedagogical moment from within the tensions of practicum teaching.

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38

Green, Anna Theresa. "The gendering of secondary music education : curriculum, pedagogy and the classroom experience." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021824/.

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Анотація:

This thesis explores the extent to which curriculum content and pedagogy in current secondary music education can be understood as gendered. The study is situated primarily within a qualitative paradigm whilst also possessing some quantitative aspects. It consists of a mixed-methods investigation into the practices and beliefs of music teachers and their pupils via a) a survey across 78 co-educational, non-selective and non-denominational English secondary schools; and b) detailed case-studies of three purposively selected music departments of contrasting complexions. The research springs from, replicates and extends that conducted for L. Green’s early study (1993) concerning gender and music and its findings are examined in the light of a range of historical and theoretical concepts that underpin this domain including Green (1997), O’Neill (1997), Paechter, (2000, 2009), Harrison (2009), Legg (2010), Abramo (2011), Armstrong (2011) and Bjork (2011). Throughout the thesis I compare and contrast three data sets (L. Green’s survey, the modern-day survey and the present case studies) in order to explore similarities and differences between the thoughts and behaviours of both past and current respondents. In addition I aim to extend existing theoretical paradigms by identifying how particular aspects of curriculum and pedagogy can be defined as feminine-gendered’ or ‘masculine-gendered’, (regardless of the sex of the teacher) through the development of a framework of descriptive criteria. In particular I review data emanating from the case studies in the light of this, examining how gendered practices and approaches affect pupils’ responses. Despite evidence of change concerning gendered participation in school music nowadays (such as boys’ improved involvement in 14+ examinations) I show how wide-ranging, complex and deeply-embedded historical constructs continue to govern the dynamics of the music classroom. These reveal themselves, both overtly and covertly, via the expression of a broad range of beliefs and behaviours which usefully elucidate and illuminate the concepts expressed throughout this study.

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39

Bauer, Edstrom Melissa. "Mindful curriculum and pedagogy in the practice of a home economics educator." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59354.

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Анотація:

A common conception is that the singular focus of home economics educators and home economics education is the development of a technical perspective (technê) in students with the goal of producing a product through reasoned, instrumental action (poïesis). However, taking such a curricular and pedagogical focus reduces the opportunity for interaction with praxis and phronesis. By excluding thoughtful engagement with the topics in this subject area, teachers may unknowingly facilitate mindlessness in themselves and their students regarding everyday life actions, which has the potential to unintentionally propagate harmful ideas and actions. This research is positioned on the idea that attaining a mindful disposition can help educators develop curriculum and pedagogy that challenges students to think critically and, as a result, make thoughtful decisions about their actions in their everyday lives. The home economics curriculum engages with everyday life actions. While they are ‘small’, everyday life actions have the potential to be emancipatory. The purpose of this study is to investigate what non-meditative mindfulness looks like in the practice of a mindful home economics educator and to uncover connections between education, home economics, and mindfulness. Through the use of case study and action research methodology, the research investigates how a home economics teacher engages with and employs mindfulness in her curriculum and pedagogy. Data collected throughout the semester delivery of secondary school courses include a reflective personal journal on classroom activity; lessons and classroom documents; and feedback from students within the course. Four themes identified from the data that appeared to reduce mindless tendencies in my teaching practice were: i) having an intentionally evolving curriculum and pedagogy, ii) the inclusion of place-based learning opportunities, (iii) the inclusion of inquiry based learning opportunities, and iv) the importance of external validation. This research indicates that engaging with non-meditative mindfulness has an impact on both an educator’s thinking about his or her pedagogy and also on his or her practice. Employing non-meditative mindfulness may appeal to educators because it offers the opportunity for individuals to experience empowering, transformative ways of thinking without demanding that individuals commit significant amounts of time to modifying their practice.
Education, Faculty of
Graduate

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40

Goudie, Mun Har Eliza. "Student teachers' experiences of the art and design curriculum : a transformative pedagogy." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020332/.

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Анотація:

The thesis examines the learning process in the critical reflective activity of art production. It invokes a notion of critical aesthetics as a normative theory about how we ought to educate student teachers to be reflective autonomous learners in a world of change and uncertainty. As a teacher-researcher in the study, the writer introduces a pedagogy of critical aesthetics to engage students in the social construction of collective and self knowledge. It is argued that the aesthetic formation of visual art is rooted in social and moral consciousness and that this pedagogy enables learners to perceive the Art curriculum as a process of making sense of their everyday life experiences. Under appropriate pedagogic interventions, they adopt different modes of aesthetic understanding in the construction of symbolic forms and reflexively monitor their aesthetic actions to create new cultural meanings. Grounded in the empirical data of the students' visual texts and pedagogic discourse, the writer develops a notion of sublimation as a modality by which various kinds and levels of consciousness are integrated or combined in the production of cultural forms. The thesis examines the complex relationships between the subjective formation of consciousness, procedural operations of morality and the external reality of sociocultural life. This mobilization of internal human energies in non-discursive and discursive communications may be ideological and produce intended or unintended consequences. While visual art as a cognitive tool in the education of persons is not highly recognized in teacher education in Hong Kong, the self-empowering engagement with critical and aesthetic activities creates a space for symbolic resistance to inequitable social conditions and education. The concept of de-alienation of sensuous, affective and critical beings points to the possibility of social and curricular change as a consequence of authentic education through a sublimated process of expanding of human energy.

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41

Elzinga, Laura Jo. "The Relationship Between the Use of Curriculum Materials and Inquiry-Based Pedagogy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8905.

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Анотація:

Little change has resulted from decades of attempts at reforming the teaching of mathematics (Davis et al., 1990). This study involved approximately 43 teachers who had completed an inquiry-based professional development program prior to being provided with a new mathematics curriculum designed to support inquiry-based teaching. It analyzed the relationships between their implementation of the inquiry-based teaching and their use of the curriculum materials. A series of bivariate correlations were run to investigate the relationships between the professional development and aspects related to the implementation of the new curriculum. The factors being so inter-related, it was hypothesized that relationships would exist between all of the factors, but only some of the expected relationships materialized. Like others before, this study supports the idea that merely providing professional development and new curriculum will not always result in a change in teaching. While the teachers in this study were not necessarily resistant to change, a lack of time to implement new teaching does seem to have affected the level of change in teaching. Future research is needed related to methods and timing related to the implementation of new teaching practices and curriculum and their relationship to teacher change.

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42

Namafe, Charles Mwendabai. "An exercise in environmental education : investigating, disseminating and evaluating two contrasting floodwater metaphors." Thesis, Institute of Education (University of London), 1992. http://eprints.ioe.ac.uk/18847/.

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Анотація:

In academic and real life, issues of water have been predominantly ruled by a single approach. Such an approach, I argue, is the enemy metaphorical vision and I contend that this metaphorical vision comes particularly from the Dutch culture. It is further argued that the Dutch enemy vision, while not only problematic and giving rise to questions, is also nearly global in extent now. Running alongside the Dutch dominated Western metaphor I argue for the existence of another approach to water and floods. This is the Lozi flood approach in Western Zambia. The Lozi metaphorically view floodwaters as a patelo (ie. an open space in the centre of a village, public place). In effect, we have two contrasting views, namely, the 'enemy' and 'patelo' flood metaphors belonging to the Dutch and Lozi cultures respectively. Indeed, in the course of writing and researching this thesis I came to realise that the Dutch vision of water as enemy may be seen as metaphorical in itself for Western attitudes and policies towards water and floods. Throughout the thesis the Dutch enemy vision stands in as metaphor. This needs to be understood. Particular contexts are reviewed in order to understand the enemy/patelo issue and include (a) the Western flood-hazard school of thought (b) the Western Zambian experiences (c) environmentalism and (d) the 'serviceknowledge' concept for the role of universities in the dissemination of knowledge and understanding. Since the view of floods originating with the Dutch is, arguablyl considered to be a problem and now global in extent, the idea in this inquiry is to propose as a partial solution materials which would be seen, debated and assessed internationally. Theoretically, the proposed solution consists of an exercise in environmental education and a 'serviceknowledge' concept of education as defined in the text. In practice, the theoretical and abstract concept of serviceknowledge takes the tangible form of a pamphlet (for the local Zambian public) and the 'video script in embryo' (for the international public outside Zambia). Moreover, in practically carrying out the study, I adopt a mixture of three research paradigms, namely, the positivist, interpretive and action research paradigms. The pamphlet and video script are, in effect, both research instruments and dissemination techniques. The results of the inquiry are reported in discussion. My position moves from two contrasting ideas of natural floods to three different and contextually based interpretations of the biblical flood story. The study concludes with a hope that our knowledge of and attitudes towards floods and flooding, as well as modes of university public service in education, will have increased slightly in the course and aftermath of this inquiry.

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43

Bentley, T. Mark. "The game studio| Developing literacy through the lens of game design." Thesis, Middle Tennessee State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597407.

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In this thesis, I propose a curriculum for first year composition (FYC), called the Game Studio curriculum, in which students learn writing through experiences playing, analyzing, and designing games. In Chapter 1, I review the ways in which many students are already learning in video game spaces and argue that the study of games has potential to alter FYC instruction for the better. In Chapter 2, I frame the scholarship behind the Game Studio using James Paul Gee’s What Video Games Have to Teach us About Learning and Literacy and Jesse Schnell’s The Art of Game Design: A Book of Lenses. I also provide context for Middle Tennessee State University’s “Literacy for Life” objectives and discuss how the Game Studio curriculum supplements these objectives. In Chapter 3, I provide a detailed list of introductory projects designed to give both students and instructors a running knowledge of game jargon and game design concepts. In Chapter 4, I provide details for the final two projects, which involve the development of student-designed games. I conclude in Chapter 5 with my reflections on student responses to an exit survey at the end of the Game Studio semester.

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Moonsamy, Maistry S. "Foregrounding a social justice agenda in economic education : critical reflections of a teacher education pedagogue." Journal for New Generation Sciences, Vol 10, Issue 2: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/610.

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Published Article
Social justice as a higher education project in South Africa has been a subject of intense debate mainly at institutional level, with considerable time and energy devoted to how such projects should take shape. There is, however, a need for a more profound understanding of how such an agenda plays itself out at classroom level. By engaging a self-study methodology, I argue for how the critical spaces that comprise a teacher education pedagogy curriculum can be effectively harnessed to foreground issues of social justice. I proceed to theorise an integrated social justice model for a pedagogy curriculum by demonstrating how the social justice teacher education pedagogue, a social justice pedagogy and a social justice troubling of disciplinary knowledge is likely to shape the social justice dispositions of the imagined student teacher.

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Chadwick, Hunter M. Dmitriyev Grigory. "Towards a critical coaching curriculum." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/hunter_m_chadwick/Chadwick_Hunter_M_200908_edd.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Dr. Grigory Dmitriyev, major professor; Dr. John Weaver, Dr. Daniel Czech, Dr. Trey Burdette, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 109-115).

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Robertson, Anne. "Let the children speak : Year 1 children inform Cognitive Acceleration pedagogy." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021730/.

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Cognitive Acceleration (CA) Intervention Programmes claim to raise children’s thinking abilities. Evidence from cognitive tests suggests that participants achieve a higher level of thinking by the end of the Year 1 Programme and better results the following year in National Standard Attainment Tests than non- participants. However, test results measuring impact neither inform teachers about how to improve their pedagogy nor give any insights into how the children experience being learners during CA lessons. A constructivist approach is used in this two year study to better understand the children’s perspective on learning within the CA Programme. Interviews where children have opportunities to express their personal constructs afford insights into their understanding of learning during lessons. The impact of CA on children’s developing personal constructs regarding what helps learning is considered. Observations of CA lessons provide insights into the way teachers actualise the CA pedagogy and the way in which children respond within the lessons. The participants of the first year of this study are one group of six children from each of six classes - four CA classes and their four teachers and two non-CA classes and their two teachers. The participants of the second year are one group of six children from each of the same four CA teachers. Interviews reveal how the teachers understand what helps children learn. At the end of the first year the four CA teachers participate in a short intervention. This provided opportunities for the teachers to discuss the children’s constructs to inform the teachers’ understanding of the learning process with a view to using this information to improve teaching. Analyses of observations reveal differences in the actualisation of the CA pedagogy in each class. At the end of the first year, analyses of personal constructs indicate that CA participant children participating verbalise their understanding of learning very differently from non-CA participant children indicating that the CA Progamme has made a substantial difference to the children’s awareness of being a learner and their ability to articulate their ideas. Analyses of personal constructs in the second year of the study indicate that the children are more conscious of the CA pedagogy helping them to learn. Also, results from CA lesson observations in the second year indicate that the teachers have made substantial changes to their pedagogy in line with CA theory which gives support to the belief that understanding the children’s perspectives holds practical implications for teachers in order to maximise children’s thinking abilities through the CA Programme. This study adds a new dimension to the CA literature. This is the first time that the impact of CA is considered through the voices of Year 1 children. In addition, the teachers demonstrate improved pedagogy subsequent to listening to children’s lived experience and set themselves personal targets to implement their new understanding.

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Archer, Arlene Hillary. "Access to academic practices in an engineering curriculum : drawing on students' representational resources through a multimodal pedagogy." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/23682.

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Pente, Patti Vera. "Being at the edge of landscape : sense of place and pedagogy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2579.

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This study is an experiment in landscape art where artists put large pieces of fabric in personally significant places to be marked by the land. Landscape art is a site of power that can challenge embedded assumptions regarding national identity within tensions among local, national, and global scales. This research ruptures the Canadian myth of wilderness nation through the creation of an alternative landscape art that is informed by a theoretical discourse on the threshold as a site of difference and of learning. Inspired by the creative processes of the participating artists, Peter von Tiesenhausen, Pat Beaton, and Robert Dmytruk, I consider pedagogical implications for art education when pedagogy is structured on the powerful premise that learning is an uncertain, relational, and continual process. Using my understanding of the methodology of a/r/tography, I create and poetically analyze art that offers opportunities for personal reflection into the nature of transformative educational practices. This form of arts-based research is influenced by the notion of assemblage, as presented by Deleuze and Guattari (1984), as well as practices of narrative, action research, and autoethnography, all of which echo the research method of currere (Pinar & Grumet, 1976). Within a/r/tography, image and text are creatively juxtaposed to inspire new understandings about the pedagogical thresholds among my roles of artist, researcher, and teacher. Arguing that social change must begin from a personal awareness of one's tacit values, I posit that a/r/tography can be an educational opening into reflection of such values due to the embodied, personal nature of art-making. Through a philosophical discussion of subjectivity and community following the work of Jean-Luc Nancy and Jacque Derrida, I take the participants' and my local, significant places as sites from which to reverse the binary of landscape and artist, following an artistic version of deconstruction. From this a/r/tographical inquiry into elements of the land that serve as structural and heuristic supports, I critique the neoliberal subject position within nationalism, education, and landscape art. I draw on understandings of identity as theorized and performed from the premise that it, like learning, is an unpredictable, relational activity of emergence that is alway slocated on the threshold of difference between one person and another. Thus, I examine the educational, ontological, and social importance of what it means to exist within community in the land. In doing so, I raise questions regarding the normative structures of our educational institutions and suggest that social transformation could begin through art practices as a creative form of pedagogy.

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Lichtenwalner, Pamela. "Ethnographic study of Nigerian early childhood educators' implementation of constructivist curriculum." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737240.

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This qualitative ethnographic collective case-study of two Nigerian Early Childhood Education (ECE) practitioners focused upon the practitioners’ reflections over a three-day period in February 2014 (and then a 3-month period from February through April 2014) of their first 18-months of implementing constructivist curriculum after participating in a week-long workshop in October 2012 on constructivist education theory and practice. The reflections were framed by seven questions, and their sub-questions, addressing their impressions of the most efficacious sections of the workshop, what worked and did not in their classrooms, their frustrations and successes, and their recommendations for further workshops for additional ECE practitioners. The practitioners responded to the inquiries in three different formats, as follows: the face-to-face discussion of the seven formal interview questions, a three-month journal (from February 2014 through April 2014) with the formal interview questions, and informal afternoon chat sessions that were more free-ranging. A comparison among the answers, mediated by NVivo10 (2012) software thematic sorting, revealed differences in the quantity and emphasis of the answers to the questions, varied by written and verbal responses. The most surprising finding and one that qualifies as a central phenomenon was that without sufficient parent education and support that the smooth transition from the Rote systems to the constructivist curriculum could be slowed down and even halted at the school site, as the parents voiced their concerns that the students were not going to be well-educated under this new curriculum. In further workshops, it is now apparent that parental education and engaged support must be presented and discussed so that ECE constructivist curriculum can be more widely implemented in Lagos, Nigeria and elsewhere.

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DUARTE, Jos? Itapuan dos Santos. "Estudos pedag?gico e curricular para implanta??o do curso em agropecu?ria no campus de Porto Grande - Amap?" Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2273.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-04T18:22:29Z No. of bitstreams: 1 2017 - Jos? Itapuan dos Santos Duarte.pdf: 551218 bytes, checksum: e96df1c95380056bf7fff48be069c0d8 (MD5)
Made available in DSpace on 2018-05-04T18:22:29Z (GMT). No. of bitstreams: 1 2017 - Jos? Itapuan dos Santos Duarte.pdf: 551218 bytes, checksum: e96df1c95380056bf7fff48be069c0d8 (MD5) Previous issue date: 2017-02-22
Through this work we will focus on the pedagogical and curricular studies for the implementation of the agricultural course in the campus of Porto Grande - Amap? with a specific focus on the agricultural course, with a view to an analysis where one can perceive how the curriculum and pedagogy in the educational scope changes According to time and needs, whether social, political or economic. It is necessary to present a brief history of the state of Amap? and the municipality of Porto Grande, with a succinct approach to its history, creation, and economic potential Of the respective area for implantation, especially that focused on the area of agriculture and livestock. The methodology proposed in this study was based on the following topics: In the methodology of the present work qualitative research was adopted, in a participatory approach. The case study technique was used to allow the study of something unique. In the qualitative research of this work describe on the process of implantation of the Technical Course in Agropecu?ria at the Federal Institute of Education, Science and Technology of Amap?. Qualitative research was adopted aiming at the execution of this dissertation, in the first place, through a broad bibliographic reference, which dealt with several themes focused on the field of curriculum development, concepts related to education in the field, as well as information geared to the reality of Agriculture and livestock from Amap? and specifically from the municipality of Porto Grande, and we also make a consistent reflection on the main aspects that encompass the reality of the elaboration of a curricular grid for a given course. The perceptions and perspectives of the first IFAP students, an analysis carried out in this work was a first step to get to know better a little of the school reality in the city of Porto Grande. It is not a closed study with ready and finished answers. But, a step, to think about the reality of the subjects involved with aspects such as economic, political, cultural, religious, and especially with regard to IFAP campus Porto Grande that is being implemented to absorb the educational demand of the Region.
Este documento aborda os estudos pedag?gico e curricular para implanta??o do curso em agropecu?ria no campus de Porto Grande ? Amap? com enfoque espec?fico no curso de Agropecu?ria, com vistas a uma an?lise onde se possa perceber como o curr?culo e a pedagogia no ?mbito educacional mudam de acordo com o tempo e as necessidades, quer sejam de ordem social, pol?tica ou econ?mica, sendo necess?ria a apresenta??o de um breve hist?rico da realidade do Estado Amap? e do munic?pio de Porto Grande, com sucinta abordagem de sua hist?ria, cria??o, e potencial econ?mico da respectiva ?rea para implanta??o, sobretudo aquela voltada para a ?rea da agropecu?ria. A metodologia proposta neste estudo pautou-se na observ?ncia de uma pesquisa qualitativa, em abordagem participativa. Utilizou-se a t?cnica de estudo de caso, por permitir o estudo de algo singular. A pesquisa qualitativa deste trabalho descreveu o processo de implanta??o do curso T?cnico em Agropecu?ria no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amap?. Esta modalidade de pesquisa foi adotada visando ? execu??o desta disserta??o, em primeiro lugar, por meio de um amplo referencial bibliogr?fico, o qual tratou diversas tem?ticas voltadas para o campo de elabora??o curricular, conceitos relacionados ? educa??o no campo, bem como informa??es voltadas para a realidade da agricultura e pecu?ria do Amap? e de forma espec?fica do munic?pio de Porto Grande, tecendo-se ainda, uma reflex?o consistente sobre os principais aspectos que englobam a realidade da elabora??o de uma grade curricular para o determinado curso. A an?lise das percep??es e das perspectivas dos primeiros alunos do IFAP foi realizada neste trabalho no intuito de conhecer melhor um pouco da realidade escolar no munic?pio de Porto Grande, n?o sendo um estudo fechado com repostas prontas, mas um passo para pensar a realidade dos sujeitos envolvidos com os aspectos como econ?micos, pol?ticos, culturais, religiosos, e principalmente no que concerne ao IFAP campus Porto Grande que est? sendo implantado para absorver a demanda educacional da Regi?o.

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Дисертації з теми "3901 Curriculum and pedagogy"

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