Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.

The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.

Subaltern persons continue to be most negatively impacted by the hegemonic practices of institutions. Subaltern populations are the furthest removed from political agency, not only by the insecurities of their lived experiences, but also by academic and agency discourses that recreate the subaltern political citizen-subject in modes representing the “Other” through lenses of elite scholarship and high theory. The subaltern agent is not present in her own political making. The considerations of social justice require both the underpinnings of a global ethics of caring and a commitment to center the subaltern citizen subject’s account of herself as corresponding privileged record. This paper explores the marginalizing outcomes in the historiography of subaltern studies and defends both ethical cosmopolitanism and participatory democracy as modes that better respect diverse worldviews outside of neoliberal constructions. Advocacy on behalf of subaltern groups must include Community-Based Participatory Research and eco-cultural analysis that give priority to positive near stakeholder goals and outcomes for their communities. Subaltern self-representation is the needed checks and balances for 21st century policy making

Cette thèse est l’étude d’une expérience en situation de composition électroacoustique collective sous l’angle du développement d’une communauté de pratique. Elle a été réalisée en France, sur l’année scolaire 2013/2014, dans deux classes de l’école élémentaire publique Pasquier de la ville d’Antony située en région parisienne. Nous parlons donc d’un enseignement collectif de la musique à de jeunes enfants sur le temps scolaire réalisé dans un co-enseignement professeur des écoles et professeur de musique. La « théorie des communautés de pratique » d’Étienne Wenger sera utilisée comme une grille de lecture et un prisme à travers lesquels nous analyserons les interactions des participants au sein d’une expérience de pédagogie musicale de groupe menée en milieu scolaire. Nous étudierons les situations d’apprentissage via les interactions inter et intra-communautaires qui sont pour partie médiatisées par des artefacts informatiques (fichiers audio des pièces musicales, photographies numériques, publications et mises à disposition sur internet, communication par mails, etc.). À ce titre, nous nous sommes intéressés à l’usage et au rôle joué par les technologies de l’informatique et de la communication (TIC) dans les échanges de la communauté ainsi qu’aux théories relatives aux sciences documentaires.Enfin, dans la troisième partie de ce mémoire nous proposons la construction d’un modèle d’action pédagogique privilégiant les interactions que nous considérons comme transposables à l’enseignement universitaire de la composition musicale en environnement Max et Pure Data au département Musique de l’Université Paris 8. / This dissertation is the study of an experiment in a situation of collective electroacoustic composition from the point of view of the development of a community of practice. It was carried out in France, during the school year 2013/2014, in two classes of public elementary school Pasquier of the city of Antony located in Paris suburbs. We are therefore talking about a collective teaching of music to young children on school time realized in a co-teaching school between a teacher and a music teacher.Étienne Wenger's "theory of community of practice" will be used as a grid of reading and a prism through which we analyze the interactions of participants in an experiment of group music pedagogy conducted in school. We will study learning situations in this situation via inter-community and intra-community interactions, which are partly mediated by computer artifacts (audio files of musical selections, digital photos, publications and Internet availability, e-mail communication, etc.). As such, we have been interested in the use and the role played by information and communication technologies (ICT) in the exchanges of the community and in the theories of documentary sciences.Finally, we propose the construction of a pedagogical action model focusing on the interactions that we consider to be transposable to the university teaching of music composition in the Max and Pure Data environment in the Music Department of Paris 8 University.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.

The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge. This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.

As the human population increases, it becomes increasingly more important for society to understand the impact of humans on the environment. Preserving fixed resources by engaging in sustainable practices is necessary to ensure those resources are available for future generations. Since the early 1960s, policy makers and educators alike have sought to ensure that students graduate environmentally literate. Previous research has identified a multitude of barriers that limit classroom teacher’s ability to integrate environmental education into their curriculum. The purpose of this study was to investigate how teachers overcome those barriers that restrict the integration of action based environmental education into the public school classroom. This was a three case study of public high school teachers. Data were gathered for this qualitative study through observations, interviews, and the collection of documents. Constant comparative method was utilized to analyze data. The researcher conducted a within-case analysis for each case and a cross-case analysis as well. Through the use of coding, the researcher identified patterns and themes across cases. Barriers identified by participants included resources, time, and risk. The primary factors uncovered by this study, which potentially affect teacher efficacy, are personal and educational background, the availability of mentors, and support of outside agencies. The implications for policy makers and institutions of higher education that can be drawn from this study are that, through the course of teacher undergraduate and graduate education, teachers should be provided with field experiences in the area of environmental education. In addition to providing field experiences, finding ways to link teachers to outside environmentally focused agencies and mentors increases teacher efficacy by providing support and resources.

Made available in DSpace on 2016-12-08T17:06:43Z (GMT). No. of bitstreams: 1 114574-1.pdf: 643225 bytes, checksum: 51375769c7d466dbc92e9e2ec465d06f (MD5) Previous issue date: 2013-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study was to investigate the dynamics that bring out the ideas of music of children who participated in a music workshop, by analyzing and documenting how these ideas are shared and transformed in the community of practice and learning established in the classroom. The study focused on the children s perspective, with the intent of comprehending how they relate to music and interact social within and outside the Workshop. The theoretical basis of the study was based on research studies of the field of creative learning in the areas of education and music education. These researches studies point out the importance of involving the children in the process of learning viewing them as active agents and coconstructors of knowledge. Within this perspective, the creativity in education focuses on the processes of collective construction of knowledge in which the following aspects are pointed out: imagination, thinking process, inventing process, experimentation, the agency, protagonism and independence of the students in the construction of meanings (CRAFT et al, 2008; AROSTEGUI, 2012). A qualitative case study was conducted in a Music Workshop for children ages 6 to 11, offered to the community as an extension project of Santa Catarina State University. The methodological design tried to document the learning process of the children through an articulated group of data collection: (1) observation and video recording of the classes during the year; (2) initial semi-structured interviews with the children; (3) memory stimulation with edited videos of the observations, from which the children analyzed and reflected about productions in a collaborative manner and (4) notes voluntarily taken by the children in individual diaries, which were produced for the research and called ideas of music notebooks. The data analysis was divided in two categories: the first discussed the children s notes in the notebooks and how they reflected and shared their ideas of music based on conversations about these observations, and the second analyzed the activities performed in the classroom, especially in the activities of musical composition. The results revealed that the ideas of music are shared and transformed in the classroom through processes of negotiation perceived among the children while working collaboratively, including the teachers. The study points out also the importance of listening to the children, valuing their perspective and offering an environment that offers the possibility of developing the agency and configuration of a community of learning and musical practice within the classroom. Under the optic of the referential of creative learning, the importance of knowing the ideas of music of the children is strongly advocated in order for the musical education to intervene in a relevant and significant manner, recognizing and valuing the point of views of the children about their processes of musical learning. / Esta pesquisa teve o objetivo de investigar as dinâmicas que movimentam as ideias de música de crianças participantes de uma oficina de música, analisando e documentando como essas ideias são compartilhadas e transformadas na comunidade de prática e aprendizagem estabelecida em sala de aula. A pesquisa focaliza a perspectiva das crianças, buscando compreender o modo como elas se relacionam com música e interagem socialmente dentro e fora da Oficina. O estudo é fundamentado em pesquisas no campo da aprendizagem criativa nas áreas de educação e educação musical. Essas pesquisas ressaltam a importância de envolver as crianças no processo de aprendizagem, entendendo-as como agentes ativos e coconstrutores de conhecimento. Nessa perspectiva, a criatividade na educação focaliza os processos de construção coletiva de conhecimento, no qual são ressaltados: a imaginação; o pensamento; a inventividade; a experimentação; a agência e o protagonismo e a independência dos estudantes na construção de significados (CRAFT et al, 2008; AROSTEGUI, 2012). Foi realizado um estudo de caso qualitativo em uma Oficina de Música para crianças de 6 a 11 anos, oferecida à comunidade enquanto projeto de extensão da Universidade do Estado de Santa Catarina. O desenho metodológico da pesquisa buscou documentar a aprendizagem das crianças, através de um conjunto articulado de coleta de dados: (1) observação e registro em vídeo de aulas ao longo do ano; (2) entrevistas semiestruturadas iniciais com as crianças; (3) entrevistas de estimulação de recordação com vídeos editado das observações, a partir dos quais as crianças analisaram e refletiram sobre suas produções colaborativamente; e (4) registros produzidos voluntariamente pelas crianças em diários individuais, produzidos para a pesquisa e chamados de cadernos de ideias de música. A análise dos dados foi dividida em duas categorias: a primeira discute os registros das crianças nos cadernos e como elas refletem e compartilham suas ideias de música a partir de conversas sobre esses apontamentos; e a segunda analisa as atividades realizadas na Oficina, visando compreender os movimentos dinâmicos acionados na sala de aula, especialmente nas atividades de composição musical. Os resultados revelam que ideias de música são compartilhadas e transformadas em sala de aula, em processos de negociação percebidos entre as crianças, enquanto trabalhavam colaborativamente, incluindo as professoras. A pesquisa ressalta também a importância de ouvir as crianças, valorizar sua perspectiva e proporcionar ambiente que possibilite o desenvolvimento de sua agência e a configuração de uma comunidade de aprendizado e prática musical na sala de aula. Sob a óptica do referencial da aprendizagem criativa, argumenta-se pela importância de conhecer as ideias de música das crianças para que a educação musical possa intervir de forma relevante e significativa, reconhecendo e valorizando os olhares das crianças sobre seus processos de aprendizagem musical.

Doctor Educationis / Health professionals worldwide are currently inadequately trained to address the health issues of communities, particularly in developing countries where there are major health disparities. This study argues for an alternative and more appropriate education, one which would better prepare future health professionals to address these needs. The study draws attention to how the University of the Western Cape (UWC) responded to preparing its health professional graduates to better meet the needs of South African society. The thesis explores the rationale for a shift in health professions education to one which supports service-learning, locating the study within the broader developments in higher education within South Africa. The specific aim of this thesis was to evaluate a community-based interdisciplinary health promotion course offered to the undergraduate health sciences students from the faculties of Community and Health Sciences and Dentistry at the University of the Western Cape (UWC). It focused on evaluating the perceived effectiveness and the impact on the stakeholders of the Interdisciplinary Health Promotion course, with the aim of developing an appropriate framework to guide the teaching of health promotion at higher education institutions in South Africa. Ten primary schools in three disadvantaged communities in the Western Cape were used as the health promotion settings for the Interdisciplinary Health Promotion course. The study design was a program evaluation that used the explanatory sequential mixed-methods design. An evaluation matrix was developed, consisting of three core concepts (curriculum, community-based learning, and university-school collaboration) against which the course was evaluated. Indicators and criteria were developed for each core concept. Questionnaires were distributed to all the stakeholders, that is, the university students, the lecturers, the supervisors, and the school educators, involved in the Interdisciplinary Health Promotion Course during 2006. Focus group discussions with the stakeholders were also conducted at the UWC campus and in the Delft community. There was a good response from all the stakeholders who participated in the study (students (72.4%), lecturers (85%), supervisors (100%), and school educators (71.5%)). A main finding of the study was that the Interdisciplinary Health Promotion course was relevant and up-to-date with developments in the field of health promotion. Course topics were dealt with in sufficient depth and the assignments were clear, specific, and related to the course outcomes. The interdisciplinary teaching and learning approach allowed the university students to learn and develop a better understanding of the roles and contributions that the various professions played in health promotion in a community. The course was perceived as having been of value to all the stakeholders and having a positive impact on the schools. The findings revealed that the health promotion projects implemented in the schools helped the university students to learn how to plan, implement and evaluate a project in a community setting. Furthermore, the findings suggest that the schools offered an ideal placement for university students to learn about health promotion and its application. In addressing a concern about the course not making any meaningful long-term impact on the schools and the surrounding communities, the study showed that it is important to revisit the current teaching and learning approach of the Interdisciplinary Health Promotion course. It revealed that service-learning as an alternative to the field education approach would facilitate a closer relationship between theoretical and practical knowledge, where the practical application was translated into a service that met the needs of a community. The study further revealed that the collaboration model between the university and the school also needed to be reconceptualized, to include all the stakeholders as well as their needs concerning health promotion in the schools. It was recommended that the Health Promoting School framework should be seen as the overarching framework for the sustainability of school-based health promotion. In conclusion, this study showed that the recognition and establishment of university-community partnerships and reliance upon them in the educational process would provide many new opportunities for relevant and meaningful health professional education and training. These efforts would contribute to improving the quality of higher education delivered to students, thereby ensuring their competency to better meet the needs of the communities they will serve.