• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 21
  • 14
  • 13
  • 10
  • Tagged with
  • 247
  • 57
  • 20
  • 19
  • 12
  • 9
  • 9
  • 9
  • 9
  • 9
  • 8
  • 7
  • 7
  • 7
  • 7
  • 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.

Practitioner research : a journey in optimistic disappointment?

Greaves, Mary 2011 (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.

Group dynamics in problem-based learning (PBL) : a case study of architectural students in a Hong Kong university

Wong, Joseph Francis 2011 (has links)
This thesis investigates the individual and group behaviour of students in Hong Kong who are experiencing a Problem-Based Learning (PBL) curriculum for the first time. The research examines how they cope with problems arising from small group collaborative learning and factors influencing their group dynamics in a PBL setting. The central research question is, “How does a group of university students in a Hong Kong cope with the group dynamics, both inside and outside the classroom, when experiencing a PBL situation in their programme?” Following an interpretivist paradigm, this study aims to develop a substantive theory of the interaction among university students in a PBL tutorial environment and associated phenomena. This research has employed the qualitative approach of grounded theory research methods to collect and analyse data from twelve first year students studying in the Associate of Science in Architectural Studies programme at the City University of Hong Kong. Data collected from semi-structured interviews, non-participant video-taped observations, and documents were triangulated to enhance the rigour of the study. The Theory of Adaptive Formation that has emerged from this study explains the interactive processes that determine student behaviour and group dynamics in the PBL small group collaborative learning setting and describes the phenomenon of constant formation and re-formation adopted by the students and tutorial groups to adapt to different situations arising from the PBL process under the influence of four key factors: Group members, Problem brief, Tutor influence and Group collaboration. The theory also explains the relationship between the four student types –Drivers, Adventurers, Workers and Riders – and the key factors. Although the emergent theory remains predominantly substantive in nature, this study illuminates important implications for the stakeholders as well as highlights critical recommendations for practitioners and researchers of PBL.

Within dialogue and without : how has 'being in the unknown' become a value in my developing as a better dialogical educator?

Geller, Anat 2010 (has links)
This is an autobiographical study using a Living Theory Action Research methodology supported strongly by storytelling and visual data as a means of analysing, illustrating and generating a living educational theory concerning the attributes 'good enough' (Winnicott, 1965:140-152) dialogical educators might strive for in light of the Buberian 'I – Thou' dialogical encounters (Buber, 1955). This thesis is concerned with 'I' as an early childhood pedagogy instructor, an Israeli-Jew from a Hebrew-speaking culture, working mainly in three educational frameworks in three cultures: an Israeli-Arab college which is predominately Muslim; secondly, as director of a course for Druze care-givers on the occupied Golan Heights and, thirdly, as pedagogy instructor in an academic Teachers' Training College that is affiliated with the Zionist Kibbutz movement, servicing the multicultural and multinational sectors of the Israeli society. The originality of the thesis lies in the process of synthesising and acknowledging instances of 'being in the unknown'; in revealing the values that enabled me to recognise and see beyond the socially constructed discourse, values, ethics and morals in varied cultural contextual and educational settings and move beyond their limitations, enhancing my ability to be a better dialogical educator. Although the issues of 'Dialogue' and 'Thou' have been elaborately discussed, the process of revealing the 'I' and the resultant attributes one has to possess in order to be in dialogue with the 'Thou' is not explicit (Buber, 1955). I assert that the process of unveiling one‘s core self (Rogers, 1969) - the 'I' is a necessary component or phase in the process of becoming a ‗good enough‘ dialogical educator. This assertion is examined in the light of fundamental literature on dialogue mainly from Buber, Freire, Rogers and Korczak.

How I have arrived at a notion of knowledge transformation, through understanding the story of myself as creative writer, creative educator, creative manager, and educational researcher

Spiro, Jane Roberta 2008 (has links)
My aim in this thesis is to tell the story/stories of how I arrived at a living theory of creativity which I shall call ‘knowledge transformation’. I explore this theory through ‘story’ as a methodology that connects both the creative writer and action researcher, and raises questions about self, reflective process and voice that are central to my enquiry. In telling these stories, I ask the question: what does it mean to be creative, as a writer, an educator and a manager? Is the nature of creativity transferable across each of these roles? How has this knowledge improved my practice as an educator? My examination leads to a theory of learning called ‘knowledge transformation’, which suggests that deep learning leads to change of both the learner and what is learnt. My premise is that ‘knowledge transformation’ involves the capacity to respond to challenge, self and other, and is central to the notion of creativity. I consider how far this capacity can be transferable, teachable and measurable in educational contexts, arriving at a notion of ‘scaffolded creativity’ which is demonstrated through practice in the higher academy. My journey towards and with this theory draws on my experience of four personae, the creative writer in and outside the academy, and the educator, team leader, and researcher within it; and explores the strategies and issues raised by bringing these roles and intelligences together. This theory of ‘knowledge transformation’ represents an aspirational contribution to our understanding of what it means to be ‘creative’. It explores how educational objectives can lead to deep learning and positive change. It also explores how values can be clarified in the course of their emergence and formed into living standards of judgment.

Towards a realist methodology for school effectiveness research : a case study of educational inequality from Mexico

Sandoval Hernandez, Andres 2010 (has links)
No description available.

On knowing what to do and finding ways of being wise

Shemilt, Moira 2010 (has links)
No description available.

A Primary School Year : rhythms and relationship

Smith, Marion Jenifer 2009 (has links)
No description available.

The structuring of ideology and belief in 'open education' : a sociological study

Syer, Michael Alan 1977 (has links)
This -thesis is concerned with beliefs in and about education. It attempts to develop ways in which such beliefs can be studied in relation to the context of which they are an essential part. Part I explores the nature of belief. The concept of "value- knowledge" is used to emphasize the commitment that underlying beliefs entail. A "tree-root" metaphor is also employed to explore the ways in which beliefs are structured, both internally and in relation to their social context. It is argued that commitment and structure are two aspects of the same thing. A methodology is developed which relates creative thought to belief. Part II considers various treatments of educational ideologies. It is suggested that insufficient attention has generally been given to the commitment and structuring of beliefs. Certain dimensions are elaborated on which educational beliefs and ideologies might usefully be considered. Parts III and BT develop this analysis by examining various meanings and implications of "open education" and by exploring the notion of "closure". Finally, Part V illustrates the methodology by reference to the educational beliefs of early nineteenth-century British Radicals, early twentieth-century American Progressives and contemporary British Child-centred educationists. Though the thesis is intended primarily as a contribution to the sociology of education, it is suggested that it has important implications for the sociology of knowledge.

Curriculum, complexity and representation : rethinking the epistemology of schooling through complexity theory

Osberg, Deborah Carol 2005 (has links)
No description available.

Page generated in 0.0267 seconds