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Dialogic interactions, the construction of self in the secondary choral classroomYounse, Stuart. January 2004 (has links)
Thesis (D.M.A.)--University of North Texas, 2004. / Includes bibliographical references (p. 318-321).
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Trends in Soviet architectural thought, 1917-1932 the growth and decline of the Constructivist and Rationalist movements /Senkevitch, Anatole. January 1974 (has links)
Thesis (Ph. D.)--Cornell University, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 474-496).
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Emancipating parents : facilitating growth through a constructivist program /Leung Chong, Ngai-ngor, Anita. January 1998 (has links)
Thesis (Ph. D.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 229-243).
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Can a constructivist learning environment enhance a deep approach to learning?Fok, Po-yan. January 2002 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 84-93). Also available in print.
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Design of learning objects to support constructivist learning environmentsLiu, Yuanliang. January 2005 (has links)
Thesis (M.S.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
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The influence of computer-supported instruction (CSI) on the principles of constructivist pedagogy in the social studies curriculumAcikalin, Mehmet. January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug 16
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Teaching, learning and assessment of liberal studies in secondary one classes /Ng, Ka-yun, Amanda, January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 200.
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A study of movement and order : the securitization of migration in Canada and FranceBourbeau, Philippe 11 1900 (has links)
This dissertation is about the movement of people and the system of order
underpinning the movement. In undertaking a comparative study of Canada and France
between 1989 and 2005, the study explores a widespread phenomenon that security
studies and migration scholars would have considered an anomaly only two decades ago:
understanding the movement of people as an existential security threat.
How is it that nation-states around the globe are cracking down on migration for
security reasons? How do we know if migration has been securitized - and which criteria
should we employed to guide our analysis? What are the social mechanisms at play in the
interaction between movement and order? Does a variation in levels of securitized
migration exist - and if so, what are the key determinants of the variation? These
questions are at the heart of the present study.
My argument is twofold. First, I contend that a constructivist perspective is useful in
gaining a better understanding of the social mechanisms involved in the securitization of
migration as it highlights discursive power, ideational factors, and cultural/contextual
elements. Second, I argue that securitization theory - the current benchmark in
securitization research - remains silent on the issue of variation in levels of securitized
migration. As such, securitization theory, as currently applied and organized, cannot
explain empirical findings of my study - a weak securitization in Canada versus a strong
securitization in France. Underscoring the necessity to amend securitization theory, I
investigate the impact of cultural factors - and especially the role of domestic audience -
to account for the variation. / Arts, Faculty of / Political Science, Department of / Graduate
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Investigating isiXhosa language literacy Practices in the foundation phase: an ethnographic case study in the Western CapeNgece, Someka Monica January 2014 (has links)
Magister Artium - MA / This study investigated language literacy practices of Grade 3 teachers and learners in the Foundation Phase where isiXhosa was used as a medium of instruction. It explored the extent to which the instructional practices enhanced or hindered literacy development in the Grade 3 classroom in one school located in a disadvantaged area in the Western Cape. This study followed a qualitative ethnographic case study design. Qualitative data collection techniques, namely, classroom observations, interviews and document analysis were used to collect data for this study. The findings of this study indicate that there are many pedagogical or instructional challenges that tend to impede learners’ literacy development. The use of resources is also a concern with regard literacy instruction. The study concludes that literacy instruction or pedagogy determines literacy practices, regardless of the language used for learning and teaching.
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Metalinguistic Development Paralleled with Piagetian StagesMcCall, Joanne Y. 01 January 1988 (has links) (PDF)
No description available.
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