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Improving primary school health education through action research: A case studyLanders, Denise, mikewood@deakin.edu.au January 1994 (has links)
Limited research has been conducted concerning the actual practice of health education in Victorian schools.
This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a small action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries.
The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices.
During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small authentic action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.
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Narratives and Landscapes: Their Capacity to Serve Indigenous Knowledge InterestsFord, Linda Mae, linda.ford@deakin.edu.au January 2005 (has links)
The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr spiritual knowledge systems have guided our Pilu for millennium and have powerful spiritual affiliation to the land and our continued presences. The understandings of the spiritual connectedness and our practices of relatedness have drawn on Pulitj, our deep awa mirr spiritual philosophy that nourishes us on our country. This philosophy gave us our voice and our presence to act in our own ways of knowing and being on the landscapes created by the Western bureaucratic systems of higher education in Australia to bring forth our Tyikim knowledge systems to serve our own educational interests.
From this spiritual Puliyana kunun philosophical position the thesis examines colonising constructions of Tyikim peoples, Tyikim knowledge systems in education, Tyikim research and access to higher education for Tyikim students. From the research, it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identified five key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The thesis identifies the elements of the spirituality of the narrative exposed in the research-in-action through the Marri kubin mi thit wa!. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the thesis identifies the scope for Tyikim knowledge use in the construction of contemporary bureaucratic and institutionalised higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice.
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Teacher-researchers in composition studies : subverting education's political hierarchyHardin, Holly E. 02 November 1992 (has links)
This study focused on composition teachers in elementary and
secondary schools who researched their own teaching practices. Specifically, it
examined political implications of their work within the larger context of the
education hierarchy. Central to this examination were teacher-researcher (t-r)
perceptions of and interactions with other members of the education
hierarchy (i.e. university researchers, other t-rs, and students). Evidence for
this study was gleaned from journal articles, descriptive essays, and
conference sessions in which composition studies t-rs and their consultants
discussed their work.
A rhetorical analysis of what t-rs have said and written, along with an
examination of the politically charged origins of the t-r movement support
the hypothesis of this study: t-rs research (at least in part) for political
empowerment. In the process of researching, t-rs alter their traditionally
defined relationships with university researchers, other t-rs, and students.
Composition studies offers a natural setting (philosophically and practically)
for the t-r movement. / Graduation date: 1993
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Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Masters of Music Therapy /Savaiinaea, Chelsea Makere. January 2009 (has links)
Thesis (M.Mus.Ther.)--New Zealand School of Music, 2009. / Includes bibliographical references.
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Providing a web-based information resource for Afrikaans first language teachersHeyns, Danielle. January 2002 (has links)
Thesis (M.A.)(Information Science)--University of Pretoria, 2002. / Summaries in Afrikaans and English. Includes bibliographical references (leaves 95-104).
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From learner algebraic misconceptions to reflective educator : three cycles of an action research project.Reed, Rosanthia Angeline. January 2010 (has links)
This was a qualitative study carried out with one grade 8 multicultural, multiethnic,
mathematics class. This research study began with the idea of finding out whether the
learners home language (especially Zulu Xhosa) could be linked to algebraic
misconceptions. The 40 learners (participants) in my study had just been introduced to
algebra. I chose the school and participants through “convenience sampling”. This made
sense since I am an educator at this particular school. I had explained the meaning of the
word "variable" in depth. The concepts "like terms" and "unlike terms" had been
explained. The index laws for multiplication and division of the same bases had been
discussed. It was within this context that the algebra worksheet was given to the learners,
in the first cycle. I examined the algebra errors made by the grade 8 learners after marking
the worksheets. I linked the errors to past literature on algebraic misconceptions as well as
to Bernard's (2002b) error classification list. The conclusion was that the learners were
making common errors which were not affected by their home language. I spent time on
reflection since the outcome was not exactly what I had anticipated (that is, I had
harboured strong suspicions that English second language learners would commit more
algebraic errors than the English home language learners). I then considered a possible
link between culture and algebraic misconceptions. Videotaped lessons were used for this
purpose. However, observations of these videotaped lessons did not produce much data. I
honestly could not reach a conclusion. This formed the second cycle of my action research.
Prompted by the obvious lack of interaction in the video recordings from my teaching, I
changed my focus to what I, the teacher, did during the lessons, and how these actions may
or may not have supported some of the algebraic misconceptions. I reflected on my
teaching method and recognized the need to change to a more interactive teaching style. I
needed to give the learners the space to think for themselves. I would merely facilitate
where necessary. In the third cycle, I drew up a set of problems which matched the new
teaching style (interactive teaching).The lessons during which the new set of problems
were discussed and solved, were videotaped. These videotaped lessons were analyzed and
a completely different picture emerged. The learners were absolutely responsive and
showed a side of them that I had not seen before! This study came to be an action research
study because I went through three cycles of reflecting, planning, acting and observing and
then reflecting, re-planning, further implementation, observing and acting etc. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.
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A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics /Fisher, Katherine Jane. January 2000 (has links)
Thesis (Ph.D.) -- University of Western Sydney, 2000. / A thesis submitted to fulfill the requirements of Doctor of Philosophy in the School of Social Ecology, University of Western Sydney, December 2000. Bibliography : leaves 343-364.
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He's too young to learn about that stuff an examination of critical, anti-racist pedagogy in an early childhood classroom /Husband, Terry, January 2008 (has links)
Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 203-212).
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Hearts and minds through hands online a narrative analysis of learning through co-reflection in an online action research course /Yukawa, Joyce. January 2005 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 346-360).
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Establishing a peer and mentoring network to support achievement as an intervention for underachieving gifted Latino high school studentsCastro, Roderick Maurice-Francis. January 1900 (has links)
Thesis (Ed. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 137-147).
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