Thesis (Ph.D.) in Computer Science--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 149-155).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: John M. Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Jan. 26, 2006). Document formatted into pages; contains xii, 129 pages. Includes bibliographical references.

Thesis (M.A.)--University of Calif., May 1925. / Bibliography: p. 90-92.

Thesis (M.S.)--University of Wisconsin--Madison, 1990. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 38-49).

Thesis (Ph. D.)--University of Wisconsin, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 153-157).

This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and 7 others that have been prepared for publication were used as exemplar articles for analysis. This included the history and context of the writing and the way in which the three topics hold together and the patterns or relationships that can be seen between them. Most of the articles aim to bring something new to the public arena and challenge the current status quo in Higher Education. The Learning and Teaching articles show active ways of developing learning and seeing things in a new light rather than absorbing knowledge, constructing or working from educational theory. In particular a curriculum is defined for all stakeholders. There is no necessity for teaching and learning to be the same as research but on occasion it helps for it to be “research like”. Research articles are on collaborative qualitative research and detailed reviews of scientific research in my discipline. In my educational research articles I stand up to the dominance of subject-based research. Development articles articulate the practice and facilitation of individual and group reflection methods. They also further the networking, pan-organisation, pro-person approach of academic developers. The analysis produces a dynamic model for Higher Education scholarship that opens up space for academic development and the neglected area of professional and personal development. In particular, some articles articulate and demonstrate the role of academic developers in evaluating research. There is no evidence for the need of a single nexus to fulfil a magical link specifically between learning and teaching and research because links already exist within academic and professional development and through existing border subjects of curriculum, reflection, professional ethics and evaluation. I am grateful for the guidance I have received to create this analysis of my written work. From this it is possible to position myself academically as a developer.

In the diploma thesis 'How teachers view the content of the health education subject in the South Bohemia region,' the theoretical part focuses on definitions of the concepts of health and health education. In health education I deal with history and curriculum documents. Further chapters are focused on teaching methods, which are divided in detail into classic, activating and complex methods of teaching. The final chapter of the theoretical part addresses the preparation of teachers for teaching health education. It approaches lesson planning, teaching goals, motivational and organisational forms and health education assessments. In the research part I set the goal of mapping teachers opinions of the contents of health education in the South Czech region. The research work was realised with the help of questionnaires arranged according to studied literature. From the questionnaire results I discovered that teachers would like a higher allocation of time for first aid in health education lessons. The concluding part of my work responds to my hypotheses and contains a brochure, which should serve as inspiration to teachers on the subject of first aid in primary schools.

The overall aim of the presented work is the enhancement of the student experience through creating conditions where excellent learning can occur both individually and through working in communities of practice. There was a mixed method approach taken within the studies, with a bias towards a more qualitative slant. Each study had an action research focus through the use of small scale case studies of teaching and learning in practice. A criticism of qualitative research and particularly case studies, is in relation to generalisation of the findings. However, case studies in teaching and learning are context specific and explore the activity as it happens and therefore can contribute to the broader picture, through examples but they cannot provide incontrovertible best practice. The work presents two research objectives, the first being an exploration of the ways in which teaching and learning interventions can create conditions to support excellent learning. Within the studies presented in this thesis, the following are key headlines. PDP was found to be a positive addition to the curriculum in particular the activities of goal-setting and reflection. The intensive and bespoke transition programme delivered to the new students facilitated and enhanced student engagement. The module re-design which focused on authentic assessment, engagement, real-world learning and employability enhanced the student skill set. In addition to interventions to support students, the thesis also contains staff development activity. The two articles based on peer review found that, knowing and developing teacher immediacy plays a part in teacher development and can help create better connections with students. Although different each of the articles presents examples which others might find useful in enhancing practice. The second research objective considered how communities of practice for staff and students can support the conditions to enable excellent and purposeful teaching and learning. One of the articles focuses on an organisation set up to support teaching in higher education. It found that a support network can enhance knowledge and experiences and that a community of practice is one way of creating and maintaining groups of staff interested in teaching and learning. The articles on peer review show that this also has value at a more local level where teaching staff felt that by working together they had developed their individual approaches. This did not work for all staff and the study showed that this type of approach to staff development is very personal. Trust, honesty and commitment came out as important factors, which need to be fostered in a community of practice. For the students, working in peer learning groups (PLGs), connecting with each other very early on in their programme and sharing metaphors was found to have value. Learning in a university has been shown to be an isolating experience and working together has merits for both staff and students. This thesis has been based on small scale case studies and has evidenced developments at a local level, which I contend is the only way to change and develop practice. However, from a knowledge and generalisation perspective my research now needs to broaden, to determine cultural and subject differences, as this will make the evidence more compelling across the sector. Two specific areas from this study that would benefit from further research are, PLG groups in different subject contexts and staff working in communities of practice to support teaching and learning.

The work is deal with the education of Catholic social teaching on church schools. At first author mentions general elements of Catholic social doctrine, the next describes various aspects of this learning in more details. He uses method, when he proceeds from general to specific. Author attends to the philosophical and theological context of Catholic social doctrine, its formation of the Popes encyclical and application of this doctrine to the national conditions, especially in the Czech Republic in the end. The main part of the work is research on education of Catholic social teaching in secondary church schools of the Czech Republic. The author wonders in it, whether the Catholic social teaching is taught in secondary church schools, eventually at what level. The result of research author finally considers to impulse for further work on its introduction into the teaching curriculum of these schools.