Дисертації: "Activist education"

1

Hart, Jennifer. "Activism among feminist academics: Professionalized activism and activist professionals." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279983.

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While focusing on the professional lives of women faculty, little of the scholarship addresses how faculty women mobilize or how and with whom they create networks in order to work in academe. It is the extraordinary dimension of women who collectively act on and in academe and society in which I am interested. Through an exploratory comparative case study, I seek to understand the relationships and activism of faculty women in order to shed light on what women are doing to address issues of equity and discrimination and on how women succeed. I will use semi-structured individual interviews and document and observational analyses from two Research I feminist faculty grassroots organizations to provide a deeper understanding of how particular feminist faculty organize in a climate that is entrenched in the patriarchy. From this study, I hope to show that feminism and activism can have a meaningful place in the academy. Moreover, I hope to provide examples of what academic feminism looks like. Finally, I hope that this study will make significant recommendations for those in higher education to assist in eroding the patriarchal systems embedded in academe.

2

Burnam, Mary Ann Bradford. "Lavinia Lloyd Dock : an activist in nursing and social reform." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1269373366.

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3

Campana, Alina M. "A Portrait of Possibility: Examining the Artist/Educator/Activist as an Alternative Model for Art Educators." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/193462.

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Some art educators working in communities exemplify an alternative to the more common and stereotypical notion of the artist as autonomous, self-focused, and neutral. They view art-making and education as vehicles for social justice, and in some cases for social and political activism. In these broader social functions, the boundaries between art, education and activism fade. Drawing on perspectives from community art education, sociology, art criticism, critical pedagogy, and social justice education, and based on in-depth interviews with participants, this study examines the motivations, perspectives, development, and experiences of five artist/educator/activists who work in community-based settings in Tucson, Arizona. Common characteristics, as well as questions and implications for further research, are presented and discussed.

4

Rasheed, Lisa R. "Lucy Diggs Slowe, Howard University Dean of Women, 1922-1937: Educator, Administrator, Activist." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/55.

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ABSTRACT LUCY DIGGS SLOWE, HOWARD UNIVERSITY DEAN OF WOMEN, 1922-1937: EDUCATOR, ADMINISTRATOR, ACTIVIST by Lisa R. Rasheed Within the last twenty years, some educational researchers initiated an emphasis to study the accomplishments and contributions of African-American women in higher education. Although they were marginally recognized, some African-American women forged into uncharted territories by providing examples of administrative leadership in post-secondary settings. Their triumphs and failures have gone unnoticed, leaving a vacant space in the chronicles of history in higher education. Little is know about one African-American woman, as an administrator at a co-educational institution in terms of her vision about her position as a professional, her view of student-oriented services and activities, and her acknowledgement and realization of the need for a student-centered community as a vital context for learning. Using historical methods, this study examines the life and work of Lucy Diggs Slowe, Howard University Dean of Women from 1922 until her death in 1937. The purpose of this study is to offer a more comprehensive illumination about Slowe’s experiences and contributions as an educational leader. Lucy Diggs Slowe was a woman of strong constitution and substance. A woman of many firsts, she was one of the founding members of the African-American sorority Alpha Kappa Alpha in 1908. Slowe would go on to leave an indelible imprint philosophically, professionally, and personally on the lives she touched as both an administrator at Howard University and a member of the Washington, D.C. community. Slowe’s contributions are worthy of study to better understand how she embodied leadership by focusing on her career in higher education as an administrator.

5

Kramer, Brianne. "A Case Study on Leadership Members in a Teacher Activist Group: “The Fight ForPublic Education is a Fight For Democracy”." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513284001679202.

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6

Loentz, Elizabeth. "Negotiating identity : Bertha Pappenheim (Anna O.) as German-Jewish feminist, social worker, activist, and author /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191667181458.

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7

Robinson, Tara C. "Teaching activist intelligence: feminism, the educational experience and the Applied Women's Studies Department at CGU." Claremont Graduate University, 2006. http://ccdl.libraries.claremont.edu/u?/stc,75.

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The need to teach students how to be community activists becomes increasingly relevant as women's studies continues to evolve from its activist roots. Living in a culture that discourages activist work, many women's studies students feel passionately about activist issues, but with frustrating paralysis. For this reason, many of them pursue graduate degrees to equip themselves for an activist-oriented life, since they are not sure how to do this themselves. Without the presence of a concrete social movement, women's studies students need activist behavior and community modeled for them through the institution of the university. Teaching feminist activism to women's studies students will not only provide them with a context in which to discuss women's issues but should also provide tools for a feminist way of life-whether it be deconstructing institutions, feminist networking, policy making or grant writing.

8

Robinson, Tara Chaffee. "Teaching Activist Intelligence: Feminism, the Educational Experience and the Applied Women's Studies Department at CGU." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/7.

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The need to teach students how to be community activists becomes increasingly relevant as women's studies continues to evolve from its activist roots. Living in a culture that discourages activist work, many women's studies students feel passionately about activist issues, but with frustrating paralysis. For this reason, many of them pursue graduate degrees to equip themselves for an activist-oriented life, since they are not sure how to do this themselves. Without the presence of a concrete social movement, women's studies students need activist behavior and community modeled for them through the institution of the university. Teaching feminist activism to women's studies students will not only provide them with a context in which to discuss women's issues but should also provide tools for a feminist way of life-whether it be deconstructing institutions, feminist networking, policy making or grant writing.

9

Butler, Tamara T. ""I See Myself as a Warrior": Cultivating Youth Activist Narratives through Projects of Social Justice." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402068574.

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10

Sartin, Natalie M. "Lifting as we climb| An exploratory study of critical methods and approaches of the late nineteenth-century African American woman activist-educator." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662873.

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This qualitative study examines the critical methods and approaches brought fourth by late nineteenth-century African American women educators Anna Julia Cooper and Frances E. W. Harper in their task of imparting skills for the regeneration of the Black race. Too few people have explored the ways in which their work speaks to the importance of culturally relevant education. Fewer have argued on the relevance of their writings, philosophies, and approaches to present-day educational deficiencies in higher education settings. The purpose of this qualitative study was to explore Cooper and Harper's written work and extract themes that may speak to the importance of culturally relevant education. Second, this study sought to offer a critical examination of the possible contributions that Cooper and Harper can make to the pedagogical model of teaching African American students.

The following published works written by Cooper and Harper were used in this study: "The Colored People in America" (Harper, 1854), "Duty to Dependent Races" (Harper, 1891), "The Intellectual Progress of the Colored Women in the United States since the Emancipation Proclamation: A Response to Fannie Barrier Williams" (Cooper, 1893), and "On Education" (Cooper, 1930s). A close analysis of each text was performed, and patterns and emerging themes were extracted. The data was then coded and reasonable conclusions were drawn about their written work.

Five key themes emerged from Cooper and Harper's written work: commitment to faith, commitment to freedom, commitment to sacrifice, commitment to resistance and struggle, and commitment to the future – all of which were characterized under the overarching concept of tradition. The written data demonstrated clear evidence of thought and practice grounded in African culture and tradition. The findings for this study reveal a number of significant ways that the pedagogies of Cooper and Harper can contribute to the pedagogical model of teaching African American student populations in their pursuit of academic success and achievement.

11

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

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Ghana's democracy is a widely-known African good news story. What is not known about this story is how this democracy's dynamism is fundamentally grounded on ongoing social movement activism that is constantly pressurizing the largely elite democratic institutions to better respond to the everyday needs of average Ghanaians. Critical to this pressurization is not only activism around domestic policies, but also a wide-spread ongoing questioning of the forces of transnational neoliberal governmentality that discipline, contain, and subvert the potential of African states to place the needs of their populace in-front of the needs of transnational capital. This is the alternative story of Ghana's democracy told by this study, where Ghanaian activist-educators embedded in the country's various contemporary social movements have come together in a participatory research endeavour to critically analyze Ghana's current democratic terrain. Key to this analysis is the connection between Ghana's social movement activism, and learning within these movements, to this reconstituted story of Ghana's democracy. According to our participatory research group, it is the intersection of the ways movements learn and communicate with the ways these movements stay rooted in the needs of their wider membership that concomitantly determines their impact on the range of democratic possibility. Instrumental to this intersection, according to this study, are the informal processes through which movement members learn in, through, and to struggle. It is from our mutually-constituted understanding of these processes that our participatory research is now leading to action.
La démocratie du Ghana constitue une bonne nouvelle africaine. Ce qu'on ne sait pas au sujet de cette nouvelle, c'est la façon dont le dynamisme de la démocratie est fondamentalement basé sur l'activisme continu des mouvements sociaux qui exercent une pression constante sur les grandes institutions démocratiques d'élite afin qu'elles répondent mieux aux besoins quotidiens des Ghanéens. En plus de l'activisme relatif aux politiques intérieures, le questionnement constant et répandu des forces de la gouvernementalité néolibérale transnationale qui contrôlent, limitent et minent le potentiel des États africains à placer les besoins de leur population avant les besoins de la capitale transnationale, s'avère essentiel à cette pression.
Voici l'autre version de la démocratie du Ghana racontée par la présente étude, au cours de laquelle des éducateurs activistes ghanéens participant à divers mouvements sociaux contemporains du pays se sont réunis dans le cadre d'une initiative de recherche participative visant à faire une analyse critique du terrain démocratique actuel du Ghana. Le lien entre l'activisme des mouvements sociaux du Ghana, l'apprentissage au sein de ces mouvements, et cette histoire reconstituée de la démocratie du Ghana s'avèrent essentiel à l'analyse. Selon notre groupe de recherche participative, le croisement des façons dont les mouvements apprennent et communiquent et des façons dont ces mouvements restent ancrés dans les besoins de leurs membres, détermine en même temps leur incidence sur l'éventail de possibilités au plan démocratique. Selon la présente étude, les processus informels par l'entremise desquels les membres des mouvements apprennent et luttent sont essentiels à ce croisement. Grâce à notre compréhension mutuelle de ces processus, notre recherche participative nous permet maintenant d'agir.

12

Taylor, Sara. "We don't need no education : belief, and the expurgation of US public school literature texts in response to activist beliefs." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/64223/.

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The critical component of this thesis examines the expurgation of literature textbooks produced for use in government-funded American schools in the 1970s and 80s with regards to the manner in which this affected the texts’ complexity and potential as both works of fiction and educational materials, and the present-day implications of this expurgation. It also addresses the differences and similarities in the goals and methods of the two major advocacy groups who called for the books to be altered and the manner in which methods changed as the political and cultural climate of the United States became more conservative, and challenges the arguments of earlier writers on the subject in light of new research. The creative component of the thesis is the first third of a completed novel titled Belief, which follows an American nuclear family over forty years, from when the parents come of age during the Women’s Movement to when their nearly-adult children attempt to come to terms with their restrictive religious upbringing at the turn of the century. The novel focuses on the parents’ turn to Evangelical Christianity as a way of surviving personal tragedy; their decision to educate their three children at home in reaction to the Satanic Panic and public school textbook lawsuits of the 1980s; and the ways that their children’s experiences of faith, their repressive environment, and the dissonance between their parents’ and church’s expectations and who they naturally are causes conflict both within their family and in their wider community.

13

Jackson, Linda Dolores Guardia. "Becoming an activist Chicana teacher : a story of identity making of a Mexican American bilingual educator in Texas /." Connect to this resource, 2009. http://hdl.handle.net/2152/6709.

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14

Roberts, Siân Lliwen. "Place, life histories and the politics of relief : episodes in the life of Francesca Wilson, humanitarian educator activist." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/848/.

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This study adopts an auto/biographical approach to explore episodes in the life of the teacher, author and humanitarian activist Francesca Wilson (1888-1981). It is concerned with the process of researching and telling aspects of her life history as a means of contributing to the emerging historiography of women educator activists and Quaker women in international humanitarian relief in the first half of the twentieth century. It is structured around the concept of place as an interpretative device, and explores how three particular cities - Vienna (1919-22), Birmingham (1925-39), and Murcia (1937-39) - influenced her sense of identity and self and the trajectory of her subsequent life and activism on behalf of displaced people. Among the methodological aspects considered are issues of ‘truth’ and authorial voice, archival ambiguities and silences, and the role of networks and their representation in the archive. The study analyses her use of life histories for political and educational purposes, a theme that in itself raises other issues. Consequently, the use and exhibition of children’s art as a vehicle for giving ‘voice’ to displaced children is also considered, alongside an examination of the visual and textual representation of children by humanitarian activists and non-governmental aid agencies.

15

Kubiakowska, Joanna. "Aktivistische Bildung. Ein emanzipatorischer Lernprozess fur alle?" Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22915.

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In der vorliegenden Forschungsarbeit nehme ich einen Aspekt der aktivistischen Bildung unter die Lupe, nämlich die Frage nach der Diversität und Inklusivität im Bildungsbereich der linken sozialen Bewegungen in Deutschland. Trotz der scheinbaren Selbstverständlichkeit, dass die linke Bildung weit zugänglich und egalitär sein sollte, scheinen die Ausschluss- und Hierarchisierungsmechanismen der öffentlichen und privaten Bildungssysteme sich im aktivistischen Bildungsbereich zu wiederholen und zu reproduzieren. Wegen der illusorischen Gleichheit und Einheit in den linken Einsichten und im Lebensstil bleiben diese internen Logiken der linken sozialen Bewegungen meistens unsichtbar und unreflektiert. Mit diesem thematischen Schwerpunkt oszilliert meine Forschungsarbeit an der Schnittstelle zwischen Bewegungsforschung, emanzipatorischer Pädagogikforschung und einer Untersuchung zu sozialen Diskriminierungen und zur Inklusion. Den theoretischen Kontext meiner Recherche bildet der Bereich der politischen Bildung und des informellen Lernens. Ich nehme dabei sowohl die Debatten zu den Beteiligungsstrukturen und sozialer Ungleichheit im Bildungsbereich in den Blick, als auch die Forschung zu sozialen Bewegungen in Bezug auf interne Machtverhältnisse und bewegungsinterne Debatten zu Hierarchien sowie der Umverteilung von Wissen und Ressourcen innerhalb von aktivistischen Kreisen.
In this dissertation, I take a closer look at one aspect of activist education, namely the question of diversity and inclusivity in the educational work of left social movements in Germany. Despite the apparent truism that left education should be widely accessible and egalitarian, the mechanisms of exclusion and hierarchization proper to the public and private education systems seem to be replicated and reproduced in the activist education sector. Because of the illusions of equality and unity associated with leftist insights and lifestyles, the internal logics of left social movements remain mostly invisible and unreflected. With this thematic focus, my research oscillates at the interface of movement research, emancipatory pedagogical research and an investigation of social discrimination and inclusion. The theoretical context of my research is the field of political education and informal learning. I focus on debates about participation structures and social inequality in education, as well as on research into social movements, their internal power relations and movement-internal debates on hierarchies and the redistribution of knowledge and resources within activist circles.

16

Chase, Steve. "Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.

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Thesis (Ph. D.)--Antioch University New England, 2006.
Title from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).

17

Kluch, Yannick. "More Than an Athlete: A Qualitative Examination of Activist Identities Among NCAA Division I Student-Athletes." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522976466361136.

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18

Whelan, James M., and n/a. "Education and Training For Effective Environmental Advocacy." Griffith University. Australian School of Environmental Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.140105.

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Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.

19

MourÃo, Alexandre de Albuquerque. "ResistÃncias Ã biopolÃtica na educaÃÃo: arte ativista na exceÃÃo brasileira." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10245.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
A partir do contexto de uma realidade BiopolÃtica, articulada com as doutrinas neoliberais, apontadas por Michel Foucault, procuraremos, em um primeiro momento, relacionar esse poder sobre as espÃcies e as populaÃÃes, com os conceitos de Estado de ExceÃÃo e Homo Sacer desenvolvidos por Giorgio Agamben. Ã dizer, situaremos de que maneira os temas referentes Ã exceÃÃo brasileira â a influÃncia da Ditadura Militar na democracia â se articulam com a educaÃÃo. Nesse sentido, essa dissertaÃÃo tem como objetivo realizar uma pesquisa das prÃticas de arte ativista, as denominadas intervenÃÃes urbanas educativas, Ãs biopolÃticas incrementadas do perÃodo da Ditadura Militar atÃ hoje. Trata-se de pesquisar de que maneira essas intervenÃÃes urbanas se colocam como estratÃgias de resistÃncia educacional ao campo biopolÃtico. Como metodologia, escolheremos a pesquisa bibliogrÃfica e documental em livros, fotografias, vÃdeos e imagens referentes Ã temÃtica. Apresentaremos as estratÃgias de resistÃncia Ã biopolÃtica, com foco na apresentaÃÃo dos trabalhos de trÃs coletivos que vem desenvolvendo IntervenÃÃes Urbanas, de arte e resistÃncia ao modelo de exceÃÃo brasileiro iniciado pela Ditadura Militar e presente na atualidade. Analisaremos experiÃncias do coletivo fortalezense Aparecidos PolÃticos, do paulista Coletivo PolÃtico QUEM e do nacional Levante Popular da Juventude. SerÃo apresentadas algumas intervenÃÃes dos coletivos realizadas entre os anos de 2010 e 2012 centradas nas questÃes concernentes Ãs exceÃÃes brasileiras. Finalizaremos a dissertaÃÃo relacionando com os aportes teÃricos levantados, os trabalhos desses coletivos, e demonstrando de que forma essas intervenÃÃes urbanas educativas vÃm, de alguma maneira, quebrando consensos estabelecidos em relaÃÃo Ã educaÃÃo e Ã realidade.
At first, from the perpective of a biopolitic reality and neoliberal doctrine pointed by Michel Focault, this writting will describe the interectation between the power over species and population with the concepts of "Exception State" and "Homo Sacer", which was developed by Giorgio Agamben. In addition, it will be made referance of how, themes such as the brazilian exception - the influence of military dictactorship in democracy- and education can be articulated. The aim of this dissertation is to research how the artistic intervention on urban areas about the military dictatorship, named as "education urban intervention" can be used as educational strategy in the biopolitc field. The methodology we choose was the bibliographic and documental research, books, photography, videos and images refering to the topic were used. Whatsmore, there will be presented the work of three groups, called "coletivos" which have been using those urban interventions and its strategies. The name of those are : "Aparecidos PolÃtcos" from Fortaleza , "Coletivo PolÃtico QUEM" from SÃo Paulo and the national wide "Levante Popular da Juventude", This intervention are between the years 2010 and 2012 and are linked with the brazilian exception. The dissertation ends with the relationship of the studieded theories, the work of theses colectives and a demonstration at the way this educational urban interventions changes the way people see the education and the reallity.

20

DeVore, Kelly C. O'Gorman. "Design Activism and Design Education: Seeds for Responsive Design Education." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342817424.

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21

Quinn, Melanie Lane. "Autoethnography : my journey from educator to educator-activist /." Connect to dissertation online, 2008. http://watzekpx.lclark.edu/login?url=.

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22

Hernandez, Ebelia. "The journey towards developing political consciousness through activism for Mexican American women." [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:3344575.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0494. Adviser: Vasti Torres.

23

Phelan, Anne M. "An examination of teaching as practical political activity." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08082007-120009/.

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24

Brassat, Emmanuel. "Education, apprentissage et connaissance : la formation des idées pédagogiques." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100030/document.

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Depuis les débuts des sciences humaines à la fin du dix-huitième siècle, la pédagogie et la psychologie scientifiques se sont constituées conjointement autour des questions du développement et de l’activité d’apprentissage chez l’enfant. Les notions d’activité, de développement et d’apprentissage ont permis d’établir l’hypothèse empiriste d’une psychogenèse des facultés mentales dont l’enfance attesterait naturellement à travers ses âges successifs. Les mouvements d’éducation nouvelle, issus des thèses philosophiques et pédagogiques exprimées par Rousseau dans l’Emile en 1762, ont pu donner sa dimension pratique à l’idéal d’une éducation négative fondée sur l’activité de l’enfant comme expression spontanée de ses forces vitales et spirituelles. Dans l’entrecroisement d’une métaphysique de l’activité, d’une conception libérale humaniste de l’éducation, d’une rationalité émancipatrice et de perspectives pédagogiques psychophysiologiques, peu à peu marquées par l’évolutionnisme et l’utilitarisme, sont nés les principaux paradigmes des pédagogies contemporaines : sensualistes, vitalistes, pragmatiques, fonctionnalistes, puis constructivistes. Dans cette recherche, nous avons analysé de façon archéologique et généalogique, à l’instar de M. Foucault, les dispositifs philosophiques et épistémologiques convergents et opposés qui ont permis leur constitution. Il apparaît que Rousseau a non seulement écrit le programme de leur déploiement mais encore anticipé des contradictions que celui-ci allait rencontrer durant la crise institutionnelle ultérieure de la modernité
Since the beginning of human sciences at the end of the eighteenth century, scientific pedagogy and psychology were founded conjointly around questions of the development and learning activity in childhood. The ideas of activity, development and learning have allowed to establish the empiricist hypothesis of a psychogenesis of mental faculties that would be proven naturally by the successive phases of childhood. The movements of New Education, stemming from the philosophical and pedagogical theses expounded in Rousseau’s Emile in 1762 have provided the ideal of a negative education founded on the activity of the child as spontaneous expression of his vital and spiritual forces with its practical dimension. It is in the intertwinent of a metaphysics of activity, a liberal and humanist conception of education, an emancipatory rationality, and pedagogical psycho-physiological perpectives marked increasingly by evolutionism and utilitarianism, that the principal paradigms of contemporary pedagogies were born : sensualist, vitalist, pragmatic, functionalist, and finaly constructivist. In the vein of M. Foucault this thesis proposes an archeological and genealogical analysis of the philosophical and epistemological apparatus or ”dispositives” that, converging and diverging, made the formation of these pedagogies possible. It seems that Rousseau did not only write the program of their deployment, but also anticipated the contradictions that the latter would encounter during the subsequent institutional crisis of modernity

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Jacoby, Jill Beth. "Art, Water, and Circles: In What Ways Do Study Circles Empower Artists to Become Community Leaders around Water Issues." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1260285346.

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Thesis (Ph.D.)--Antioch University, 2009.
Title from PDF t.p. (viewed March 25, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 238-245).

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Slovinec, D'Angelo Monika Eva. "Motivational determinants of physical activity in patients diagnosed with coronary artery disease." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29165.

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In patients with coronary artery disease (CAD), physical activity has a positive impact on physiological and psychological health. Despite the clear benefits of regular physical activity (PA) on recovery from CAD and overall health, only a small proportion of cardiac patients are active enough to derive any health benefits. While some cardiac patients might attain adequate levels of PA without assistance, research suggests that most inactive people will remain sedentary without intervention. Unfortunately, of patients who participate in exercise-based cardiac rehabilitation programs, 25% to 50% withdraw within the first six months (Oldridge, 1988, 1991; Oldridge, Dormer, & Buck, 1983; Radtke, 1989) and less than 25% of the dropouts continue an activity program sufficient to maintain or improve cardiorespiratory fitness (Radtke, 1989). This suggests that many individuals who engage in organized exercise programs are not motivated to self-regulate their PA behaviour. To promote adherence to regular PA in the cardiac patient population, an understanding of the factors, both interpersonal and interpersonal, underlying the regulation of PA behaviours is required. Theoretical frameworks are needed to link these factors and to identify change agents and targets suitable for intervention in this population. The purpose of the present thesis was to test a motivational model of physical activity regulation in patients with CAD. The Self-Determination Theory (SDT; Deci & Ryan, 1985a, 2000a), a theory of human motivation found to be useful in explaining regulation of health behaviors, was used to relate the various model components. The model links intra- and inter-personal antecedents and consequences of self-determined and non-self-determined motivation (regulatory styles) to predict physical activity regulation directly and indirectly through mediator variables. The present thesis is comprised of two studies designed to test the hypothesized model and verify the overarching role of motivational style in the successful regulation of physical activity behaviours. In the first study physical activity intentions were modelled using a correlational design. Participants diagnosed with CAD completed a one-time questionnaire at the time of admission into hospital or while participating in a hospital-based rehabilitation program. The second study employed a prospective, longitudinal design to predict physical activity behaviour in CAD patients six months after admission to hospital for a CAD diagnosis. Baseline information was collected at time of recruitment, and follow-up data was collected at 2 and 6 months after study intake. Structural equation modeling was used to test the models. Results of the two studies showed that the motivational model reliably predicted self-regulation of PA behavior. That is, the model, consisting of intra- and inter-personal variables, explained a relevant amount of variance in both physical activity intentions and behaviour. In particular, self-determined modes of motivation, at both the general and contextual levels, were found to be pivotal in the successful regulation of physical activity behaviour. The implications of the findings of this thesis research are discussed in relation to the SDT, as well as the design and implementation of exercise-based cardiac rehabilitation programs to facilitate long-term adherence to regular physical activity in the cardiac patient population.

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Kientzler, Alesha Lynne 1970. "An empirical study exploring female students' perceptions of personal disengagement in physical activity." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291539.

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In this study, I explored reasons for fifth and seventh grade girls' personal disengagement from physical activity. Regular participants in physical activity were used as a comparison to a target group of irregular participants. One central finding was that girls who do not participate in physical activity on a regular basis demonstrated a much lower knowledge base of the benefits of physical activity than the regular participants. This suggests that the value girls place on physical activity (i.e. willingness to participate) is related to their activity level (i.e. more active girls have a greater knowledge base). The less informed one is, the less one values physical activity. New contributions to the field of girls and physical activity are made from the findings on how irregular participating girls feel about professional suggestions for increasing their participation rate in physical activity.

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Sands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.

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Hudson, Nicholas. "Undocumented Latino Student Activists' Funds of Knowledge| Transforming Social Movements." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602620.

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There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their disposal and how the usage of said resources impacts policy formation on an institutional, state and national level.

The study seeks to uncover whether undocumented students utilize their available funds of knowledge to achieve their educational goals and navigate through the barriers they encounter. The study finds that undocumented Latino student activists utilize their funds of knowledge in agriculture, business, construction, mechanics, music, and religion to develop strategies to navigate through educational, financial, institutional, and intrapersonal barriers they encountered. This application of funds of knowledge and community cultural wealth to student activism moves the debate from a deficiency narrative that has long permeated higher education research to an agency narrative.

This study provides valuable insight into the increase of undocumented Latino students’ participation in activism and how one can best aid undocumented Latino student activists. Through the thematic narrative analysis, the lived history and stories of undocumented Latino student activists from Washington and Virginia are woven together to unveil individual and collective routes to educational attainment and activism on behalf of undocumented students.

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Callor, Suzanne 1967. "Predictors of precocious adolescent sexual activity." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291751.

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The present study examined the possible predictors of precocious sexual behavior in 418 sibling pairs between the ages of 10 and 17. Sexual behavior was measured on a continuum ranging from dating to intercourse. Specific predictors examined included pubertal development, pubertal timing, parental affection, and the personality constructs under-control and extraversion. In addition, several moderating effects between the predictors were tested, none of which were significant. As an additional analysis, this study also examined the effects of precocious sexual activity among one sibling on the other sibling. Results revealed different predictive patterns for males than for females. For males, the personality variables proved to be the strongest predictors of precocious sexual behavior; whereas for females, pubertal timing, extraversion, and parental affection were the strongest predictors. Among sibling pairs, precocity of one sibling was most often the strongest predictor of precocious sexual behavior in the other sibling.

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Burnett, Matthew Christian. "Aesthetic/ activism : the liminal area between aesthetic formalism and socio-political activism in art education." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14856.

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This thesis inquires into how an elementary art education curriculum can embody the space in/between aesthetic formalism and socio/political activism. I call this curricular approach aesthetic/activism. Visual texts will be the catalyst for research subjects to engage with aesthetic/activism through art-making, writing and dialogue. I am also interested in the learning and meaning-making that happens as a result of an aesthetic/activist curriculum. This research is situated in an after-school elementary art program in a multicultural, urban area. Much research has been written about engaging secondary students with socially activist curriculum (see Alter-Muri, 2004; Brown, 2007; Chalmers, 2005; Darts, 2004; Desai , 2006; Gude, 2007; Lanier, 1969; McFee, 1974). There is little research concerned with how younger students would respond to such curriculum. Two questions guided this research inquiry. The first question is: How can a curriculum be enacted that uses visual texts to inquire into the liminal area between aesthetic formalism and socio/political activism? The second question is: What learning results from such a curriculum? The research methodology of a/r/tography was used to inquire into these questions, which requires art, research and teaching to be integral parts of academic inquiry. The process of inquiring into the two research questions stated above led to new learning and knowledge that was co-created by the researcher and the research subjects. While most subjects conformed to the dominant discourse in the classroom as constructed by the teacher, a minority of subjects had the initiative to express their personal, subjective values when analysing and producing artworks. Most subjects demonstrated an appreciation for the therapeutic qualities of natural environments unaffected by the corrupting influence of human activity. A number of students did use art-making as a vehicle to engage with socio/political problems. Finally, some subjects demonstrated an understanding of aesthetic activism and the inter-relationships between visual and textual data. These results are fully explained in the Findings and Discussion chapter. This thesis is organized into five chapters. The introduction is the first chapter, which will explain the purpose, rationale and objectives of my research, as well as my research questions. The second chapter includes a literature review that will survey the history of aesthetic formalism and socio/political activism in art education research, as well as criticisms of each of these paradigms. An inquiry into art, art curriculum and art education theory that embodies both aesthetics and activism will provide a context for my research. The third chapter explains my research methodologies: what they are and how I will use them, as well as a description of the actual research process which involves teaching and art-making activities. The fourth chapter, the Findings and Discussion will analyse my research data. The last chapter is the conclusion of my research and my recommendations for further inquiry.

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Elmakis, Gail Smith. "Survey of physical activity in elementary school classrooms in the state of Virginia." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618726.

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Elementary school age children engage in levels of physical activity that are well below recommended guidelines. It has been suggested that classroom teachers can assist in remedying the problem by providing physical activity breaks and physical activity embedded in instruction. This study utilized the instrument, Physical Activity in the Classroom, to investigate the level of physical activity used in classrooms and to discover whether teachers differed in the amount of activity based on grade level and their own perceived level of personal fitness. It explored academic and behavioral benefits related to incorporating physical activity in the classroom and discovered what supports teachers report they need to incorporate more physical activity during the school day.;The 31-item instrument was tested on a random cluster sample of 393 K-5 elementary school teachers Findings revealed that teachers incorporated low levels of physical activity during their lessons. Math was identified as the subject area where they are most likely to incorporate a physical activity component. The K-5 teachers endorsed academic and behavioral benefits of including physical activity throughout the school day.;They maintained willingness to accept responsibility for including more physical activity but need support from administration and professional development to accomplish the goal. A factor analysis of the study instrument indicated that further refinement is needed to improve construct validity.

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Fullam, Jordan. "Community, caring, and consciousness-raising| Three papers on transformative learning and youth activitsm." Thesis, New York University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129576.

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This paper (1) draws on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and (2) provides anecdotal evidence to explore the potential of instructional video in an asset-focused, transformative, and responsive model of professional development in culturally responsive teaching. The paper concludes that instructional video can be an effective tool for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible.

PAPER TWO: “LISTEN THEN, OR, RATHER, ANSWER”: CONTEMPORARY CHALLENGES TO SOCRATIC EDUCATION

The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato’s dialogues and in invocations of Socrates in contemporary educational practice. This paper explores the implications of this trend through comparing Rancière’s educational thought to an analysis of Socratic education in Plato’s Republic. The paper also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching.

PAPER THREE: PEOPLE MAKE REVOLUTIONS, NOT TECHNOLOGY: THE ROLE OF FACEBOOK, TWEETS, AND TEXTING IN THE DEVELOPMENT OF YOUTH ACTIVISM

This paper explores one teen’s experience using social media to organize a high school walkout. Jonathan Ortiz learned about education budget cuts from his teacher, and leveraged social media and texting as political organizing tools. The paper explores what it meant for Jonathan to develop as a youth activist during a time when social media and texting have made organizing faster and more efficient. The paper concludes (1) face-to-face relationships provided the most impactful developmental opportunities for Jonathan as he came of age as a youth activist, and (2) social media may be more likely to support the development of youth activism when adult mentors intervene with strategies of facilitation and teaching.

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Strauch, Kerry Elizabeth, and Ks_kes@ozemail com au. "Capturing innovation : entrepreneurial activity within an education organisation." RMIT University. Industry, Professional and Adult Training, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.095450.

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The 1990's in Victoria saw a political and economical shift away from the social justice themes of previous years to an economic rationalist approach to public sector services. Like other countries, educational reform initiatives focused on the introduction of market-oriented commercial practices. These were characterised by increased accountability for expenditure, pressure to supplement publicly funded income with commercial ventures, rationalisation of staff, privatisation of some services and a business-oriented approach to service provision. As part of this shift TAFE Institutes in Victoria were actively encouraged to embark on a business-based, entrepreneurial approach to training delivery in a competitive, user-choice market. This changing external environment is the context for this 'practitioner research' investigative project - the development of a motorsports program as a case study of innovation and entrepreneurship at Wodonga Institute of TAFE. A participant-observer research approach was applied to examine the perceptions of the stakeholders about the development of the program. Data was collected through semi-formal interviews with stakeholders, maintaining a reflective research journal and reviewing related literature. Analysis of the data identified emergent themes (enabling factors and barriers), reflecting at a micro level, similar themes and issues from current research and debate at national level. The themes are similarly reflected in literature on innovation, organisational change and entrepreneurship. The products generated from the investigative research project are:  Capturing Innovation: Entrepreneurial Activity Within a Publicly Funded Educational Organisation, an exegesis examining innovation and entrepreneurship at Wodonga Institute of TAFE through a case study (the motorsports program)  What a Great Idea! Where to From Here?, a set of guidelines for Wodonga Institute of TAFE practitioners about what is required in presenting their ideas to Senior Management (Appendix 1 and Appendix 2), and  a Professional development workshop agenda to support promotion of the guidelines (Appendix 2)  recommendations to Wodonga Institute of TAFE Directorate (Director/CEO and two Deputy Directors) for supporting the development of innovative ideas (Chapter 6). These outcomes aim to increase the success rate of innovative ideas being captured and developed into training programs and products at Wodonga Institute of TAFE.

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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.

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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates about (inclusive) education from technical issues of resources and teaching methods to political and value-laden questions about the goals and aims of education (Slee, 1997). Secondly, adopting the social model assertion that disability is not an individual trait but rather the result of social processes of disablement (Oliver, 1990a; Thomas, 1999), I argue that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that promote rhizomatic relations of interdependency (Allan, 2008; Goodley, 2007a; Kittay, Jennings, & Wasunna, 2005), rather than focusing on independence and rationality. A key aspect of the thesis is its prefigurative approach, which stresses the need to simultaneously resist the social order and build alternatives from within (Gordon, 2008). This leads to the argument that the disabled people’s movement is in itself a site of radical inclusive pedagogy, as it supports disabled people in analysing social structures in order to resist their oppression. Further, the insistence on prefigurative research meant looking for ways to engage with disabled students in ways that resist the adult-child hierarchies of the school. The use of playful creative methods (including art, drama and comics) in workshops that were aimed at designing “the best school in the world” allowed for more flexible power relations, and provided an accessible context to foster participants’ engagement in reflexive discussions about social norms and values, thus transgressing the primacy of language and rationality in educational research. Findings from interviews with activists in the disabled people’s movement and from the ethnographic work in a “special needs unit” within a mainstream school were synthesised to suggest four key aspects of radical inclusive pedagogy: the need to value difference and resist practices that seek to make all students follow a uniform, linear and predefined educational path; the need to understand education as a complex and on-going relational process that values interdependence rather than independence; the need to contextualise learning in diverse aspects of experience as a way of supporting conscientization and accessibility; and the need to promote dialogue between teachers and students and resist authoritarian school practices.

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Cronin, Janelle. "Living in a Liminal Space| Standing Rock and Storytelling as a Tool of Activism." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810337.

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To recall on the past through oral tradition is a source of strength, so why not study the stories and actions of female Native leaders today by analyzing the stories and artifacts they leave behind. With the current political climate, it has become opportunistic and necessary to redefine identity, to challenge the dominant narrative, to question history and plan for the future through critical engagement of the present. This research will provide other Native women leaders, writers, poets and storytellers inspiration and confidence in their current actions and skills, as they are tools in resisting and surviving the various systems meant to exclude and terminate their voice and identity. Although there are many different approaches to understanding the use of storytelling as a tool of activism when occupying a liminal space, I focus on these three areas: the liminal spaces Native people occupy force us to constantly negotiate our identity and voice as a Native person, the use of a modern movement like Standing Rock as liminal space platform, and the application of storytelling a tool of activism. I was drawn to using Standing Rock as a platform for study of liminal space for the complex yet inclusive nature that drew in activists like myself from all walks of life. What I was most interested in were my fellow Native sisters, the female leaders in Indian Country that were present at Standing Rock using their statues and platforms to discuss issues otherwise forgotten through their strengths of storytelling. I want to know how they used storytelling as a tool of activism, how they connected to their perceived audiences and created an urgency to act and if there were any issues of the past resolved in the efforts of the present found within their writings. The communication strategies of storytelling within a liminal space like Standing Rock, provides an opportunity for the reclaiming of Native identity by Native people, as seen with the recognition of the Water Protector identity, and the engagement of new ideas and possibilities in solving complex socio-political, environmental-cultural issues.

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Boyd, Peter. "Becoming a professional educator : The professional development of new lecturers in nurse and teacher education as boundary-crossing activity." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504188.

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Schalk, Samantha Dawn. "When Students Take Action: How and Why to Engage in College Student Activism." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208968417.

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America, Carina. "Management education via the internet: factors facilitating and inhibiting the adoption of WEBCT at a faculty in a higher education institution." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2432_1188476943.

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The emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution.

40

Blount, Becky C. Lugg Elizabeth T. "The applicability of activity-based costing in an educational environment using a case study approach." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924343.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Robert Arnold, John R. McCarthy, Rodney P. Riegle. Includes bibliographical references (leaves 73-75) and abstract. Also available in print.

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Yelling, Martin Rhys. "Physical education, physical activity and the National Curriculum Physical Education : policy, provision and prospects." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4097.

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Moran, James P. "The Impact of Extracurricular Activity on Teacher Job Satisfaction." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1492182067273518.

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Horsley, Mike. "Activist professionals and profession-led change /." View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.

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Okaty, Jessica. "The Effectiveness of Outdoor Education on Environmental Learning, Appreciation, and Activism." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/791.

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The main objective of this research was to determine the effectiveness of outdoor education on student knowledge retention, appreciation for nature, and environmental activism in a college level course on south Florida ecology. Six class sections were given quizzes on four course topics either post-lecture or post-field trip. Students were also given pre-course and post-course opinion surveys. Although mean quiz scores for the post-field trip were higher than for the post-lecture, statistical analysis determined that there was no significant difference in quiz scores for location taken (post-lecture or post-field trip). Survey results show a correlation between knowledge of environmental issues and environmental activism. Even though student survey responses point to outdoor education and field trips being the most effective method of learning and influential on appreciation for nature, the quiz scores do not reflect such.

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Surujlal, J., BS Shaw, and I. Shaw. "Physical Education: A qualitative study of Grade 10 learners' perceptions." African Journal for Physical, Health Education, Recreation and Dance (AJPHERD), 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001026.

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Modern sedentary lifestyles, an increase in the consumption of nutrient dense foods and declining levels of participation in physical activity progressing from childhood to adulthood have been implicated in the occurrence of many hypokinetic diseases including obesity and coronary artery disease (CAD). Despite this quality health and physical education (PE) programmes are not employed as a proactive preventative measure to address this issue. The purpose of this study was therefore to investigate, using qualitative methods, the perceptions of grade 10 learners with regard to PE at schools and make recommendations thereon. Informal focus group interviews were conducted with 68 Grade 10 learners (n = 39 males and 29 females) from different high schools in Gauteng, South Africa. The interviews were conducted outside the formal classroom situation and PE lesson to access information regarding the perceptions of learners with regard to physical education (PE). Several underlying themes which included value, enjoyment, support, preferred PE activities and obstacles to involvement in physical activity emerged from the study. The descriptive information demonstrated that future physical education educators should be adequately prepared to guide their learners in the process of becoming physically active and healthy for a lifetime by focusing on lifetime activities and health-enhancing behaviors linked to health concepts and skills such as healthy eating, safety and stress management with less emphasis on athletic skills.

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Burriel, Llombart Pablo. "Matching, education externalities and the location of economic activity." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/2107/.

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In this thesis we demonstrate how important the existence of a pool of qualified workers within the local labour market is for the process of job creation and the location of economic activity. In chapter 1 the basic theoretical model is developed. Using a matching model it is shown that Job Creation will be higher if firms have a larger pool of qualified workers from which to fill their vacancies, since their expected profits per vacancy opened will be greater. At the same time, individuals have a higher incentive to invest in education if job creation is higher. The interaction between these two forces generates a pecuniary externality in the labour market. In chapter 2, we extend the theoretical model by considering two regions and the possibility of migration. In equilibrium, areas where the pool of qualified workers is larger attract more jobs and skilled workers. Job Creation will be higher in such areas since firms located there are able to find a more qualified worker with greater ease. At the same time, given the sunk cost of moving, only the most skilled workers will find migration to these areas worthwhile. The interaction between these two forces generates a pecuniary externality that encourages concentration of economic activity in areas with a larger pool of qualified workers. In chapter 3 we estimate the effect of the pecuniary education externality on the process of matching in the UK regional labour market in the 1990s. We find a significant effect of the average level of education in a region on the conditional probability of finding a job in that region using a duration model. This effect is positive for skilled occupations and negative for unskilled ones. Finally, in Chapter 4 we estimate the effect of the education externality on the individual decision to stay-on in education. We find that the share of the region's working age population with degree has a positive and significant effect on the education decisions of sixteen and eighteen year-olds, while the share with high vocational has a similar effect for seventeen year-olds.

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Qiu, Wei. "Physical activity intervention in early care and education settings." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 185 p, 2009. http://proquest.umi.com/pqdweb?did=1654493001&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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48

Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.

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Marks, Lori J. "Increasing Independence, Communication, and Social Skills through Activity Schedules and Visual Supports." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3682.

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Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.

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Дисертації з теми "Activist education"

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