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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.
41

Interrogating the cultural constraints of the English literary canon : The potential of 'dialogic spaces'

Abu-Shomar, Ayman January 2010 (has links)
No description available.
42

'It doesn't take a rocket scientist to know when someone is happy ...' : an exploration of what information is of meaning to educational psychologists when evaluating their work

Lowther, C. L. January 2012 (has links)
Evaluation is a central feature of Educational Psychologists' work because of a professional commitment to 'accountable and ethical' practice (Frederickson, 2002, p. 106) and to prove worth within the current financially restricted public sector. A number of studies have been published using different tools with which to undertake this evaluation, however, a consistent approach is yet to emerge. This may be due to a lack of consensus about what information constitutes legitimate evidence both within Educational Psychology and within the broader field of evidence- based practice. Although many authors have philosophised about acceptable sources and types of knowledge, no research has asked the question of what information Educational Psychologists find meaningful when they evaluate their work. Using a mixed methods approach, this research explores this question. Six Educational Psychologists working in a local authority Educational Psychology Service were interviewed about their experiences of their work and what information let them know that they had made an impact. Using Interpretative Phenomenological Analysis a number of key themes emerged from the interviews. What the Educational Psychologists think about their role was prominent, as was the complexity of the work they undertake and the process of measuring the change they facilitate. A diverse range of information drawn upon as evidence that there has been change was described including standardised measures, qualitative feedback, target based evaluations and thinking, feeling, knowing, seeing and reflection or 'professional opinion'. In addition to the interviews, questionnaires were given to all Educational Psychologists in the same service attending a team development day. Quantitative findings equally suggest that a range of information is valued by Educational Psychologists when they evaluate their work. It is thus proposed that a tool which enables Educational Psychologists to collate different types of information from a number of sources may be useful when evaluating their practice.
43

Vico, pragmatism and education : some Vichian perspectives on American thought

Moran, A. D. January 2000 (has links)
This work examines Vico's thought in terms of its possible implications for modern theory and practice of education. A mechanism whereby Vico's work may have influenced later educational theorists, notably Pestalozzi, is examined. This involves consideration of the role of the Swiss Enlightenment thinker F.B. de Felice in carrying ideas like Vico's into that country. Direct transmission of Vichian ideas into the USA in the early nineteenth century by Europeans (e.g. by Niebuhr's protégé Frans Lieber) is examined as is the less direct influence of European ideas on Ralph Waldo Emerson whose views in many ways may be shown to be 'proto-pragmatic'. The pragmatists are next investigated. Similarities and differences between Peirce's and Vico's vies, especially in relation to their notions of 'science' are described and evaluated. William James's work is described and his psychology and its possible effect on our understanding of 'the learner' is compared with Vico's. John Dewey's work in theory and practice of education is related to and compared with Vico's. The investigation shows that the pragmatists had in their work much in common with Vico. They were constructivist and anti-Cartesian, believing men were self-making rather than being made by reference to things outside them. Their epistemology and psychology and the theories of society which follow from these is examined. In particular, their notion of the 'common sense' is shown to have important consequences for education theory. The differences between their views are synthesised. It is concluded that this synthesis, consideration of the historic transmission of such views, and the fusion of Vico's with the pragmatist's ideas will provide a valuable insight into the way in which we may use Vico's work in modern educational practice most notably in curriculum theory and pedagogy.
44

Expressions of Welsh identity in secondary schools in Wales

Exell, N. D. January 2004 (has links)
Within sociological analysis state education has been associated with the inculcation of ideas of citizenship and national identity. While Wales lacks state status, it has recently acquired a significant level of autonomy in education policy making. This has afforded an opportunity to establish different policies from those of England, and to create a distinctly Welsh curriculum. The cross-curricular Curriculum Cymreig and the compulsory status of Welsh Language education throughout statutory attendance seemingly aim to include a sense of Welsh nationality or culture as a significant aspect of this education policy for Wales. This research employs a variety of methods to explore the ‘Welsh dimension’ in secondary teaching in Wales. The main body of research is a comparative ethnography of three case study schools in one locality in south Wales. This focuses on teachers’ and pupils’ own sentiments of national and cultural identity, and how these influence a Welsh dimension both in the sense of the school as institutional organisation and in a school culture, or ethos. At a national level, the types of events organised by secondary schools in celebration of the national patron saint’s day are surveyed providing a detailed analysis of the local variety of voluntary school responses. Hence, this thesis takes a critical look at the ways in which schools in Wales express a sense of Welsh identity, and how such local responses relate to the creation of a greater emphasis on an awareness of Welsh culture within national education policy in Wales. The thesis argues that while there is much variation in the ways in which the three case study schools respond to this national initiative, there is in all three schools a strong relationship between the status of the Welsh language within the organisation of the school, the staff perceptions of the level of Welsh identification among pupils and fellow staff, and the status of a Welsh dimension in the school.
45

Is assessment for learning atheoretic? : a philosphical critique

Robinson, Heather K. M. January 2011 (has links)
No description available.
46

The Fundamental Nature of Educational Predicates : a Wittgensteinian Perspective

Millar, G. N. January 2010 (has links)
No description available.
47

A Teacher's Odyssey : Critical Reflections on Implementing a Writing Course

Lam, Siu January 2008 (has links)
No description available.
48

Work supervision in English YMCAs : a Buberian perspective

Hill, Justin January 2011 (has links)
No description available.
49

The Problem of Interdisciplinarity : A Critical Realist Investigation

Holland, Dominic January 2008 (has links)
No description available.
50

Utopias of education

Parker, Melanie Charlotte January 2011 (has links)
This thesis is a study of the state and position of education today. It takes four utopias, as a starting point, to reveal the possibilities and limitations for education and society today. It is a journey into contemporary education, which seeks to problematize and disrupt the hegemony of knowledge borne from neoliberalism, which has infiltrated all areas of education. The knowledge and epistemology of Plato and Karl Marx are reawakened and contextualised through Post-structuralism on this educational journey. This is an urgent and relevant project in capitalist Postmodernity, which through paradox has the capacity to both resist and comply with the neoliberal hold upon education and society. This thesis presents an argument to put aside neoliberal educational agendas and to focus instead upon more socially orientated, democratic forms of education. It is from this basis that society will truly prosper.

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