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L'éducation nouvelle chez J.G. Fichte.Lapierre, Raymond January 1972 (has links)
No description available.
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Paul Ernest's social constructivist philosophy of mathematics education /Wilding-Martin, Erin Cecilia, January 2009 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Walter Feinberg. Includes bibliographical references (leaves 201-210) Available on microfilm from Pro Quest Information and Learning.
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Capturing the space in-between : understanding the relevance of professional "use of self" for social work education through hermeneutic phenomenology /Larrison, Tara Earls. January 2009 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Wynne S. Korr. Includes bibliographical references (leaves 209-220) Available on microfilm from Pro Quest Information and Learning.
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Performing teaching: in search of the profoundWright, Arthur Lawrence 28 August 2008 (has links)
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A THEORY OF RIGHTS FOR EDUCATIONMacy, Vaughana January 1979 (has links)
No description available.
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Theories of learning and their educational implicationsVan Bibber, Florence Holliday, 1890- January 1935 (has links)
No description available.
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Public stories in public dialogue: Structures of a university faculty senate's democratic public cultureFonte, Anita Carol, 1949- January 1996 (has links)
From my previous community work, I had a sense that recognizing the pattern of how and why public stories emerge in public dialogue was an important part of understanding and strengthening a democratic public culture. I studied the public dialogue of the University of Arizona Faculty Senate in part because I belong to this community. I observed six public meetings of the faculty senate, developed field notes, analytical memos, listened to and transcribed the audiotapes of the faculty meetings, and analyzed the sixteen public stories from those meetings. I developed a new research methodology for understanding public stories in public dialogue which uses combined perspectives of ethnographic, conversational and narrative analysis. I analyzed the research through the lens and audiophone of a critical ethnographer in order to see and hear the public stories in public dialogue and understand the faculty senate's democratic public culture. The results of my research show that the UA faculty senate's public speech is partially demonstrated by public speech which includes public stories in public dialogue. The results show that the democratic public culture of the UA faculty senate is functional, fragile and fragmented. This juxtaposition of characteristics is, to some degree, mediated by public stories which develop as trigger stories. Trigger stories are produced when one of Grice's conversational maxims--functioning as norms of interaction--quality or quantity is violated. In this research, other norms of interpretation, specifically, equality as moral power or relationship building do not generate trigger stories. This research is important for understanding and strengthening the public speech of the UA faculty senate and its democratic public culture. Also, the method of story and dialogue analysis developed in this research can be applied to other democratic public cultures.
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VALUE THEORY IN EDUCATION: THE APPLICATION OF AN HYPOTHESIS FOR THE EMPIRICAL NATURE OF VALUE TO THE PHILOSOPHY OF EDUCATIONElwood, William Frederick, 1907- January 1959 (has links)
No description available.
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Exploring feminist pedagogiesGolo, Erica Maria, 1951- January 1998 (has links)
Feminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pedagogies and problematized the boundaries between feminist and other emancipatory pedagogies. The thesis comprises an analysis of the historical and theoretical implications of the literature on feminist pedagogies, and an ethnographic part based on six interviews with Professors of Women's Studies at the University of Arizona, who were asked to discuss the meanings, possibilities and predicaments of feminist teaching in a large research University.
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Randolph Bourne on educationHorsman, Susan Alice, 1937- January 1965 (has links)
No description available.
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