Thesis (Ed. D.)--Boise State University, 2003. / Includes abstract. Includes bibliographical references (leaves 96-102). Also available online via the ProQuest Digital Dissertations database.

Thesis (MTech (Radiography))--Peninsula Technikon, 2003. / Word processed copy. Summary in English. Includes bibliographical references. Also available online.

No description available.

In past research we have demonstrated how methodologies used in the training of performers can both encourage whole-brain learning and answer to the demands of South Africa’s current educational paradigm, outcomes-based education (OBE). OBE is a needs-driven, outcomes-driven and competency-orientated pedagogy, which aims at incorporating learners as active agents within the learning process as opposed to the previous content-driven, teacher-orientated approach to education (Coetzee 2004). Our research was prompted by the constant need for our Drama departments to validate their existence in the light of changing funding structures for the arts, governmental and institutional demands for measured outcomes and our institutions’ emphasis on whole-brain learning as the preferred pedagogical approach to education and training. We explored the ways in which the changes in the South African educational dispensation impact on the work of educators within a Drama department in the Higher Education and Training band (HET) in South Africa. These changes include a focus on competencies and critical outcomes across learning areas and across the qualification bands identified by the new National Qualifications Framework. In our search for ways in which to implement the critical outcomes2 demanded by the OBE framework, we turned to Herrmann’s argument (1995) that optimal, deep structure learning can only take place when whole-brain modes are operative.

Thesis (Ph. D.)--Carleton University, 2001. / Includes bibliographical references (p. 165-175). Also available in electronic format on the Internet.

This Participatory Action Research (PAR) project focused on “holistic learning” which includes “social” and “spiritual” learning and “whole-brained” learning. Broadly interpreting and applying the four-quadrant brain model of Herrmann (1994), and other models of the brain, my study seeks to understand whether, to what extent and how learning can be advanced by deliberately employing holistic learning strategies to narrow the gap between theory and practice, between left-brain and right-brain learning, and between cognition and emotion. I introduced tri-dimensional (3-D) practice as the combination of using holistic learning strategies in cooperative learning groups within spiritual learning environments. The site of this PAR study was the network of cooperative learning groups in Mozambique within the educational system of the Church of the Nazarene. Facilitators were trained to use six specific “holistic learning strategies”: group discussions of various types, praxis (as reflection-dialogue-action), teamwork, rehearsing integrity, singing-for-learning and classical spiritual disciplines within cooperative learning groups, also a holistic learning strategy. These aspects are typical of the widely used model of Theological Education by Extension (TEE), refined in this study. According to data gathered in a large hybrid survey, 97% of the 595 respondents to this question responded favourably in terms of the skills of these facilitators even though the average number of years of their formal schooling, 7.7, would normally be considered “minimal”. The study generates findings to support the position that holistic learning strategies enhance the quality of adult learning, at least in settings like those in Mozambique in which the facilitation of learning was 1) bilingual (Portuguese and maternal language), 2) focused on learners who are leaders-in-training, 3) deliberate in spiritual content and ambient, and 4) conducted by minimally-schooled facilitators in cooperative learning groups. The findings, from the responses recorded in qualitative phases of the research, corroborated by descriptive statistics, indicate that the efficacy of holistic learning strategies is related to certain modes of mental activity like whole-making, categorising, and others. This PAR project was conducted within an original research framework, Arboric Research, which takes into account the dynamic, fluid and organic nature of human systems, recognising that infrastructures in which the research takes place are different at the end of the study than at the beginning, like observing the “sap” within a growing grapevine or a tree. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This research investigates the use of action research and Whole Brain Teaching© for beginner teachers’ professional development through the use of peer mentoring. Five beginner teachers formed part of a peer mentoring group. Whole brain learning and action research provided the theoretical framework for the informal mentoring project. It was used as content for professional learning and as core theories for the research design. Action research principles were applied by the mentor and the participants. In the first instance action research was used by the beginner teachers to consider their own teaching practice, while Whole Brain Teaching© was implemented as an innovative idea to consider its effect on whole brain learning and classroom management. The mentees were empowered to transform their teaching practice by implementing the principles of whole brain learning as a means to acting out the role of facilitator; and to take responsibility for developing scholarship of teaching as it is aligned with the role of scholar and lifelong learning. The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Hermann Whole Brain Instrument (HBDI) was used. The instrument was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. It included feedback questionnaires, observations and video en photographic evidence. The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers. / Dissertation (MEd)--University of Pretoria, 2011. / Curriculum Studies / MEd / unrestricted

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 198-229).

Neurowissenschaftliche Befunde haben gezeigt, dass Erfahrungs- und Lernprozesse die Gehirnfunktion und -struktur verändern können. Das Gehirn lässt sich makroskopisch in die graue und weiße Substanz sowie die Cerebrospinalflüssigkeit unterteilen. Während die Bereiche der grauen Substanz u.a. Neurone, Glia Zellen und Blutgefäße beinhalten, befinden sich die Nervenfaserverbindungen vornehmlich in der angrenzenden weißen Substanz. Längsschnittstudien zur Magnetresonanztomografie (MRT) konnten zeigen, dass sich die Struktur der grauen und weißen Substanz im Gehirn erwachsener Versuchspersonen durch motorische Lernprozesse verändern lässt. Da vergleichbare strukturelle Veränderungen auch durch Alterungs- und Krankheitsprozesse ausgelöst werden können, stellt sich die Frage, inwieweit motorische Trainingsinterventionen krankheits- und alterungsbedingte Gehirnveränderungen beeinflussen können? Bevor die klinische und präventive Bedeutung verschiedener Trainingsinterventionen in Evaluationsstudien überprüft werden kann, ist es jedoch erforderlich, die Ursache-Wirkungs-Beziehungen zwischen den Strukturveränderungen und der Trainingsintervention genauer zu charakterisieren. In der vorliegenden Doktorarbeit konnte beispielhaft gezeigt werden, dass (1) bereits geringe Trainingsumfänge beim Erlernen einer neuen motorischen Aufgabe zu makroskopischen Strukturveränderungen führen, dass (2) lokale Strukturveränderungen in der grauen und weißen Substanz sowie globale Veränderungen in der funktionellen Netzwerkkonnektivität miteinander in Verbindung stehen können und dass (3) der zeitliche Verlauf der trainingsbedingten Struktur- und Funktionsveränderungen mit der individuellen Lernleistung zusammenhängt. Diese Ergebnisse erweitern den derzeitigen Kenntnisstand zur lernbedingten Neuroplastizität im menschlichen Gehirn und liefern Bezugspunkte zu bereits bekannten Plastizitätsprozessen auf der mikrostrukturellen Ebene im nicht-menschlichen Gehirn.