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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Lotman's semiosphere : a systems thinking approach to students' meaning-making practices with digital texts

Clark, Wilma 2010 (has links)
No description available.

Changing thoughts, changing practice : factors influencing the delivery of group cognitive behaviour therapy, by an educational psychologist in a school setting

Weeks, Caoimhe 2012 (has links)
Promoting mental health and well-being for children and young people in schools has been central to contemporary government initiatives in the United Kingdom. Cognitive Behaviour Therapy (CBT) has been advocated as an effective intervention for psychological conditions such as anxiety and depression; its application for adolescents, through individual and group means, has been subject to increased focus. Most research has been clinically based and there is a need to expand this in order to facilitate the transfer of these methods to alternative settings with delivery by external service providers, such as Educational Psychologists (EPs). This study set out to explore what factors contribute to the outcomes of a group-CBT intervention, delivered by an EP in a school setting, for anxious adolescents. A social constructionist approach placed the focus on the participants' experiences within their social context. 19 girls aged 11-14 years participated in this study: 10 formed an experimental group and nine made up the control group. Quantitative measures were applied pre- and post-intervention in order to identify if there were any differences in changes between the groups. Qualitative measures were also used to elicit the views of all stakeholders (pupils, parents and school staff) and identify common themes. These consisted of: semi-structured interviews (for pupils and staff) and a focus group (with parents). Questionnaires were also administered as an evaluation of the intervention. Results from this mixed methods data collection highlighted the potential for EPs, with their unique psychological skills and knowledge of school systems, to contribute to the expansion of CBT services for young people through consultation, training and direct facilitation. Particular emphasis is also placed on the need to employ appropriate means of identification and assessment. The need to ensure therapist competence is maintained is also paramount. This study adds to the increasing evidence base for the application of group-CBT in a 'natural' setting (school).

Practitioner research : a journey in optimistic disappointment?

Greaves, Mary 2011 (has links)
No description available.

Alienation, education and markets : a philosophical discussion

Teague, Glynis Jean 2010 (has links)
This thesis offers a Marxian critique of 'marketization' in school provision and schooling. The first part argues that a degree of marketization of school provision and schooling has taken place in the UK. It examines contemporary philosophical defences of these markets in the works of James Tooley and Harry Brighouse. The second part broadens the philosophical context by examining some of the philosophical ideas associated with the growth of markets which Marx, in his theory of alienation, is both influenced by, and against which he reacts. The central argument is that alienation is a necessary consequence of marketization, on account of the transfer of control (and, increasingly, ownership rights) from the public to the private sector. This results in the control of school provision and schooling necessarily being passed, even from those who are to some extent working under the direction of democratically elected institutions, to those who may well use the marketization process primarily to further their own interests. This further loss of control is bound to increase alienating relations and estrangement. The third part examines whether it is possible to escape from alienation by moving in a socialist direction while retaining markets to varying degrees. Critical accounts are given of different proposals of this kind, drawn from David Miller, Patricia White and Oskar Lange. It is argued that, because these proposals all retain market relations, these would make an unalienated form of education impossible. By contrast Mihail Markovic argues that markets, as remnants of capitalism, cannot of necessity prefigure an unalienated society. The final chapter, with reference to Marx's concept of 'the realm of freedom', distinguishes Marx from anarchist thought and illustrates the relations and conditions which would be necessary to support an unalienated society, and enable education as an 'end-in-itself'.

The educational relevance of two radical thinkers for 21st century society : Tsunesaburo Makiguchi in Japan and Mahatma Gandhi in India

Sharma, Namrata 2006 (has links)
No description available.

Literature, dogma and education : a study of Matthew Arnold's later criticism and its educational implications for today

Andrews, R. G. 1980 (has links)
The main object of the thesis is to explore the concepts 'literature' and 'dogma' in relation to education. It considers the place of literature in the educational curriculum and examines its relationship with religion, moral education and science. The point of departure for the study is Matthew Arnold's Literature and Dogma (1873) which, in conjunction with related writings, is considered first within the cultural and educational climate of its own age, and then evaluated for its relevance and educational implications for the present day. Matthew Arnold, a distinguished social critic, professor of poetry and Inspector of Education, wrote Literature and Dogma at a time of considerable social and intellectual upheaval; and the pattern of social change bro ught about by accelerating technology over the past century, with its increasing clash of cultures and diverse dogmatic and ideological systems has given new significance to Arnold's thought. In particular, his ideas on moral, scientific and religious education have implications for the modern curriculum and for the place of literature within it, which the research endeavours to bring into focus and develop. In a shrinking and increasingly complex world1where there is evidence of an increasing need for education to provide young people with both a sense of security and a flexible capacity to cope with unexampled change, Arnold's own upbringing is shown to be of some educational interest. The conclusion reached is that, while it is impossible to prove the moral. efficacy of literature, there seems to be some justification for believing that imaginative literature, appropriately taught, has an increasingly significant role to play as a means of ordering emotions, conveying values, enhancing our capacity for empathy and communicating insights, as religious certainties and moral dogmas come under challenge from alternative competing dogmas and agencies for change.

The epistemological character of the relation between the concepts of teaching and learning

Fleming, K. G. 1976 (has links)
No description available.

A critical review of some concepts of freedom in education in England from 1900 to 1944

Campbell, Hugh 1956 (has links)
Consideration of the concepts of freedom reflected in some important Parliamentary Debates on education and revealed by some theoretic and practical contributors to English Education during the period 1900 to 1944, shows that freedom has been a regulating idea directing attention to constraints on full human growth. Consequently, the idea of freedom has become associated with the removal of a wide range of constraints varying in nature according to the time, place, circumstance and particular outlook of the writer or speaker. Whilst the participants in the Debates have been chiefly concerned with the removal of constraints on access to appropriate education, most of the theoretical and practical contributors have recognised that freedom arises from the gradual assumption of personal responsibility for growth through the effort of the child and the guidance of adults. But the problem of assuming responsibility, it is recognised less explicitly, requires the integrating and harmonizing of the child's unique inner nature through willed commitment to an experienced reality - physical, social, moral and spiritual. It is the active commitment to the truth thus experienced which gives rise to the positive freedom that makes the removal of constraints meaningful and, to this end, the individual needs a belief which makes coherent the reality of self, society and universe if he is not to suffer a limitation of his freedom through acting upon a partial concept of reality. This involves the achievement of an outlook which is essentially religious. The general consensus in the political debates and in the theoretical concepts of freedom points to the almost universal desire for a way of life based upon religious belief, yet rising above the details of any particular creed. Thus the final question for education and freedom is the adequacy of the values and the purpose to which the individual is prepared to actively commit his whole life, and the degree to which the community, in its persons and its institutions, is prepared to commit itself to the active pursuit of the value system it ostensibly supports.

Transmodal semiosis in classrooms : case studies from South Africa

Newfield, Denise Roleen 2009 (has links)
No description available.

The characterization of communal knowledge : case studies in knowledge relevant to science and schooling

Dal Pian, Maria Christina 1990 (has links)
This work attempts the task of analysing communal knowledge in relation to schooled knowledge. At one level. the thesis concerns a peculiar method of measuring land (cubarfio) used by peasants in Brazil and their understanding of the transformations of soil. At another level. it attempts to look outwards all the time to some very general issues so as to discuss Questions about the relative \'ah,lation of school knowledge and communal knowledge; the distance between educational discourse on the one hand and the teachers and ordinary people's discourse on the other: together with a discussion of knowledge elicitation, representation and acquisition. The account of the specific communal knowledge described in the thesis is based on a empirical study with adults in a rural community in Brazil and data is quaiirativc. Information is obtained mainly from farm-workers and indigenous primary school teachers. Teachback, in the sense proposed by Pask, is the central precess around which 'conversations' between participants take place. Research in Science Education has very largely treated knowledge from an essentially individual Doint of view. In this thesis. however, knowledge is regarded as a social entity realized in individual discursive action. Knowing becomes being a particiDant in a discourse and to possess knowledge is turned into to be able to operate a certain kind of discursive process. The goal of trying to reach understanding leads the informants to create new explanations, and to think explicitly about the taken-for-granted discourse. This gives the researcher, the possibility of a further level of analysis about the discourse (not just of structures R'ithin the discourse). As an outcome. novel results concerning methods of land measurement serve as an example to place the knowledge of cubacao in relation to historical knowledge structures and the mechanisms of social transmission and reproduction of knowledge.

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