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The leadership role of head of department at universityLyons, Mollie 06 1900 (has links)
Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective
The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated.
The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations).
The following contributions are made by the study:
* The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes.
* HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas.
* HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate.
* This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations.
Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university. / Industrial & Organisational Psychology) / D. Com. (Consulting Psychology)
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A comparative, holistic, multi-case study of the implementation of the Strategic Thinking Protocolà and traditional strategic planning processes at a southeastern universityUnknown Date (has links)
This study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then compared and contrasted to provide more evidence and confidence in the findings. The findings are framed by two constructs : strategic planning and strategic thinking. The conceptual framework for the study identified the distinction between the systematic nature of strategic planning and the more integrated perspective of strategic thinking. Traditional business based strategic planning model uses an analytical process, logic, linear thinking and a calculating process to develop a plan. Strategi c thinking places a premium on synthesis, systems thinking and a social cognitive process that results in an integrated perspective of the organization. The resluts of this study indicate that the use of the Strategic Thinking Protocolà is suitable for higher education organizations to create a learning environment, to implement creative and emergent strategies, that result in the organization's positioning and responses to a rapidly changing environment. The strategic thinking process in both the department and college cases were found to be effective in altering the attitudes, values, beliefs and behaviors of the participants. The integration of the plan is an ongoing process with strong beginnings in both the department and college cases. / The traditional strategic planning process used in the university case was found not to be an effective model for higher education organizations. Finally, the inclusion of strategic thinking elements is an effective change model for higher education institutions. / by Deborah J. Robinson. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.
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Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate AssistantsUnknown Date (has links)
According to higher education preparation standards, students who
complete master’s preparation programs in student affairs should not only be
acquiring skills and knowledge, they should be socialized into the field of student
affairs Master’s level preparation programs in college student personnel or
higher education leadership are often coupled with a graduate assistantship so
that students are able to obtain valuable theory-to-practice experience This
additional experience becomes complementary to the work the graduate student
is doing in the classroom and thus becomes a practical learning opportunity
After completing a preparation program, a former master’s student will
most likely move into an entry-level position in student affairs, such as residence
hall director, student activities coordinator, judicial affairs coordinator, or a
fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate
assistantship plays in assisting students in their socialization and transition into
the field and how this prepares these new student affairs professionals for their
first position post-master’s degree
Thirteen new professionals in student affairs who graduated from two
preparation programs in the southeastern region of the United States participated
in this basic interpretive qualitative study The purpose of this basic interpretive
qualitative study was to examine and describe the experience of new student
affairs professionals who held a graduate assistantship in student affairs during
their graduate preparation program and the role, if any, the graduate
assistantship played in their perceptions of preparedness Based on the findings
of this study, the graduate assistantship in student affairs indeed plays a role in
the perceptions of preparedness of these new professionals The overarching
themes that emerged using Schlossberg’s (1984) transition theory as the
analytical lens were mentorship, hands-on experience, peer interactions, and
financial enticement The findings from this study align with and expand upon
the existing student affairs literature, and provide awareness to student affairs
practitioners and higher education leadership faculty on how to best support new
professionals as they transition into the field of student affairs / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection
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tale of two universities: organizational culture and general education reform. / 兩所大學的故事: 組織文化與通識教育改革 / CUHK electronic theses & dissertations collection / A tale of two universities: organizational culture and general education reform. / Liang suo da xue de gu shi: zu zhi wen hua yu tong shi jiao yu gai geJanuary 2011 (has links)
Lau, Pui Kwan = 兩所大學的故事 : 組織文化與通識教育改革 / 劉珮君. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 305-329). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Lau, Pui Kwan = Liang suo da xue de gu shi : zu zhi wen hua yu tong shi jiao yu gai ge / Liu Peijun.
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A Phenomenological Study of Perceptions of Early Childhood Administrators Related to Transformational Leadership, Educational Paths, and Organizational ClimateHayes, Lori 01 January 2011 (has links)
Early childhood (EC) administrators could be the most important contributors to quality experiences in EC settings; they are also responsible for the caliber of experiences for children and staff. A quality EC program is licensed and accredited with administrators who have professional preparation and work experience and can lead and manage EC programs. There are the few direct educational paths to become an EC administrator. This lack of standardization influences the quality of leadership and organizational climate in EC settings. The purpose of this qualitative study as reflected in the research questions was to explore the experiences of EC administrators regarding their educational paths, their views of themselves as transformational leaders, and the influence of their leadership on their organizational climate. Prior research on the subject of leadership practices in EC suggests that Burns' transformational leadership is most beneficial, but this leadership style has not been explored in detail in EC settings. This phenomenological study included interviews of six EC administrators about their educational paths, their views as transformational leaders, and how their leadership influenced the organizational climate in their setting. Data were analyzed for themes that emerged. Findings suggested the need for streamlined undergraduate and graduate coursework. Implications for positive social change are the potential for improved quality of programs and for the support needed for early childhood leadership.
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The leadership role of head of department at universityLyons, Mollie 06 1900 (has links)
Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective
The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated.
The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations).
The following contributions are made by the study:
* The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes.
* HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas.
* HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate.
* This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations.
Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university. / Industrial and Organisational Psychology) / D. Com. (Consulting Psychology)
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Competências administrativas do bibliotecárioSilva, Fabiana Menezes Santos da 25 March 2014 (has links)
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Previous issue date: 2014-03-25 / Indaga se os bibliotecários reúnem competências administrativas que lhe permitam
gerenciar as bibliotecas na contemporaneidade. A pesquisa de natureza exploratória
tem como pano de fundo o contexto das bibliotecas e dos bibliotecários na
sociedade da informação. Discorre sobre o desafio dos bibliotecários para
compreender e vislumbrar as bibliotecas como organizações e utiliza as metáforas
de Garret Morgan para auxiliar nesta compreensão. Aponta a prática
biblioteconômica como sendo, ainda, fortemente atrelada ao modelo tradicional de
biblioteca e reforça a premência de reflexões sobre o papel do bibliotecário e sua
capacidade para agir e gerir seus ambientes de trabalho, na atualidade. O trabalho
tem como referencial teórico a Teoria do Agir Comunicativo (Jürgen Habermas),
basilar para a proposta de uma administração discursiva, enquanto modelo
contemporâneo de gestão organizacional nas bibliotecas; e a Teoria dos Sistemas
(Niklas Luhmann), vital para o entendimento destes espaços, enquanto sistemas
complexos que precisam recriar sua identidade. Identifica, pela revisão de literatura
em comunicações orais apresentadas nos Congressos Brasileiros de
Biblioteconomia, Documentação e Ciência da Informação de 2011 e 2013, o enfoque
dado pelos profissionais da área para a administração de bibliotecas. Como
resultado, mostra que a competência administrativa do bibliotecário é, ainda,
precária e tem sido discutida, embora divida espaço com outros vieses como, por
exemplo, o de preservação/memória e o pedagógico. Identifica, pela análise das
matrizes curriculares, a proporção de carga horária de cunho administrativo ofertada
nos cursos de Biblioteconomia brasileiros, bem como que cursos mais se dedicam a
este aspecto. Como resultado, chega-se a um grupo de oito escolas, sendo que
deste, três cursos encontram-se acima da média geral de oferta de disciplinas de viés gerencial, que é de 25%. Categoriza-se os conteúdos das disciplinas de
administração dos cursos acima da média de acordo com as competências
gerenciais - técnica, conceitual e humana - descritas por Katz como necessárias ao
desempenho de um administrador. Identifica-se maior tendência para conteúdos de
foco técnico, seguido do foco conceitual e por fim, o humano. O resultado geral da
análise das matrizes curriculares mostra que os cursos de Biblioteconomia buscam
sanar as deficiências apontadas na literatura, todavia ainda não atendem à demanda
de uma abordagem contemporânea para administração de bibliotecas. Destaca,
dentre as habilidades administrativas para reconfigurar bibliotecas contemporâneas,
a competência comunicacional, própria de uma Administração Discursiva e capaz de
abrir espaços argumentativos para uma reconstrução racional e consensual de um
modelo de biblioteca próprio às sociedades complexas. Conclui-se que os esforços
para garantir competência administrativa do bibliotecário devem incluir sua
competência comunicativa como habilidade indispensável, a ser aprendida e
aperfeiçoada desde a sua formação profissional, para formulação de novos modelos
de bibliotecas em sociedades complexas. / Asks whether librarians gather administrative skills to manage the libraries
nowadays. The exploratory research has as background context of libraries and
librarians in the information society. Discusses the challenge of librarians to
understand and envision libraries as organizations and uses the metaphors of Garret
Morgan to assist in this understanding. Pointing to the library science practice as also
strongly linked to the traditional model of library and reinforces the urgency of
reflections on the role of the librarian and his ability to act and manage their
workplaces, at present. The work has the theoretical framework of the Theory of
Communicative Action (Jürgen Habermas), basic to the proposal of a Discursive
Administration as contemporary organizational management model in the libraries,
and the Theory of Systems (Niklas Luhmann), vital to the understanding of these
spaces as complex systems that need to recreate their identity. Identified by
reviewing the literature, on oral communications presented in the Brazilian Congress
of Librarianship, Documentation and Information Science, 2011 and 2013, the focus
given by professionals for library administration. As a result, shows that the
administrative competence of the librarian is still precarious and has been discussed,
although divide space with other biases, such as the preservation/memory and
pedagogical. Identifies, for the analysis of curriculum matrices, the proportion of
workload of administrative nature offered by librarianship courses in Brazil, as well
as courses that are more devoted to this aspect. As a result, we arrive at a group of
eight schools, and this three courses are above average overall supply of disciplines
of managerial bias, which is 25%. Categorizes the contents of administration
disciplines of courses above average according to the managerial skills - technical,
conceptual and human - described by Katz as necessary for the performance of an
administrator. Identifies a greater tendency to focus technical contents, followed by conceptual focus and finally the human focus. The overall result of the analysis of
curriculum matrices shows that Librarianship's courses seek remedy the deficiencies
pointed out in the literature, however, still do not meet the demands of a
contemporary approach to library management. Highlights among the managerial
skills to reconfigure contemporary libraries, the communicational competence, own of
a Discursive Administration and argumentative able to open spaces for rational and
consensual reconstruction of a model of library to complex societies. It's concluded
that efforts to ensure administrative competence of the librarian should include their
communicative competence as an essential skill, to be learned and perfected since
his professional education, to formulate new models for libraries in complex societies.
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Competências administrativas do bibliotecárioSilva, Fabiana Menezes Santos da 22 March 2016 (has links)
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Dissert_Mestrado Fabiana Menezes Santos da Silva COM ASSINATURAS.pdf: 1157724 bytes, checksum: f93674dd4391d526b793d0c22e564c3c (MD5) / Universidade Federal Fluminense. Superintendência de Documentação. Biblioteca da Escola de Engenharia e Instituto de Computação. Niterói, RJ / Indaga se os bibliotecários reúnem competências administrativas que lhe permitam gerenciar as bibliotecas na contemporaneidade. A pesquisa de natureza exploratória tem como pano de fundo o contexto das bibliotecas e dos bibliotecários na sociedade da informação. Discorre sobre o desafio dos bibliotecários para compreender e vislumbrar as bibliotecas como organizações e utiliza as metáforas de Garret Morgan para auxiliar nesta compreensão. Aponta a prática biblioteconômica como sendo, ainda, fortemente atrelada ao modelo tradicional de biblioteca e reforça a premência de reflexões sobre o papel do bibliotecário e sua capacidade para agir e gerir seus ambientes de trabalho, na atualidade. O trabalho tem como referencial teórico a Teoria do Agir Comunicativo (Jürgen Habermas), basilar para a proposta de uma administração discursiva, enquanto modelo contemporâneo de gestão organizacional nas bibliotecas; e a Teoria dos Sistemas (Niklas Luhmann), vital para o entendimento destes espaços, enquanto sistemas complexos que precisam recriar sua identidade. Identifica, pela revisão de literatura em comunicações orais apresentadas nos Congressos Brasileiros de Biblioteconomia, Documentação e Ciência da Informação de 2011 e 2013, o enfoque dado pelos profissionais da área para a administração de bibliotecas. Como resultado, mostra que a competência administrativa do bibliotecário é, ainda, precária e tem sido discutida, embora divida espaço com outros vieses como, por exemplo, o de preservação/memória e o pedagógico. Identifica, pela análise das matrizes curriculares, a proporção de carga horária de cunho administrativo ofertada nos cursos de Biblioteconomia brasileiros, bem como que cursos mais se dedicam a este aspecto. Como resultado, chega-se a um grupo de oito escolas, sendo que deste, três cursos encontram-se acima da média geral de oferta de disciplinas de viés gerencial, que é de 25%. Categoriza-se os conteúdos das disciplinas de administração dos cursos acima da média de acordo com as competências gerenciais - técnica, conceitual e humana - descritas por Katz como necessárias ao desempenho de um administrador. Identifica-se maior tendência para conteúdos de foco técnico, seguido do foco conceitual e por fim, o humano. O resultado geral da análise das matrizes curriculares mostra que os cursos de Biblioteconomia buscam sanar as deficiências apontadas na literatura, todavia ainda não atendem à demanda de uma abordagem contemporânea para administração de bibliotecas. Destaca, dentre as habilidades administrativas para reconfigurar bibliotecas contemporâneas, a competência comunicacional, própria de uma Administração Discursiva e capaz de abrir espaços argumentativos para uma reconstrução racional e consensual de um modelo de biblioteca próprio às sociedades complexas. Conclui-se que os esforços para garantir competência administrativa do bibliotecário devem incluir sua competência comunicativa como habilidade indispensável, a ser aprendida e aperfeiçoada desde a sua formação profissional, para formulação de novos modelos de bibliotecas em sociedades complexas. / Asks whether librarians gather administrative skills to manage the libraries nowadays. The exploratory research has as background context of libraries and librarians in the information society. Discusses the challenge of librarians to understand and envision libraries as organizations and uses the metaphors of Garret Morgan to assist in this understanding. Pointing to the library science practice as also strongly linked to the traditional model of library and reinforces the urgency of reflections on the role of the librarian and his ability to act and manage their workplaces, at present. The work has the theoretical framework of the Theory of Communicative Action (Jürgen Habermas), basic to the proposal of a Discursive Administration as contemporary organizational management model in the libraries, and the Theory of Systems (Niklas Luhmann), vital to the understanding of these spaces as complex systems that need to recreate their identity. Identified by reviewing the literature, on oral communications presented in the Brazilian Congress of Librarianship, Documentation and Information Science, 2011 and 2013, the focus given by professionals for library administration. As a result, shows that the administrative competence of the librarian is still precarious and has been discussed, although divide space with other biases, such as the preservation/memory and pedagogical. Identifies, for the analysis of curriculum matrices, the proportion of workload of administrative nature offered by librarianship courses in Brazil, as well as courses that are more devoted to this aspect. As a result, we arrive at a group of eight schools, and this three courses are above average overall supply of disciplines of managerial bias, which is 25%. Categorizes the contents of administration disciplines of courses above average according to the managerial skills - technical, conceptual and human - described by Katz as necessary for the performance of an administrator. Identifies a greater tendency to focus technical contents, followed by conceptual focus and finally the human focus. The overall result of the analysis of curriculum matrices shows that Librarianship's courses seek remedy the deficiencies pointed out in the literature, however, still do not meet the demands of a contemporary approach to library management. Highlights among the managerial skills to reconfigure contemporary libraries, the communicational competence, own of a Discursive Administration and argumentative able to open spaces for rational and consensual reconstruction of a model of library to complex societies. It's concluded that efforts to ensure administrative competence of the librarian should include their communicative competence as an essential skill, to be learned and perfected since his professional education, to formulate new models for libraries in complex societies.
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A critical realist exploration of the emergence, development, management and sustainability of a Christian private institution of higher education in MalawiKadyakapita, Mozecie Spector John 24 March 2013 (has links)
This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern. / Adobe Acrobat 9.53 Paper Capture Plug-in
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Effectively Using Presentation Technology in the History ClassroomJohnson, Scott Louis 01 January 2011 (has links)
In spite of increased use of technology in the history classroom, the impact of technology remains low on student retention and comprehension of historical information. This project study examined the manner in which PowerPoint slides in history classes are formatted and the elements they contain for effective use. The literature related to best methods was reviewed to reveal practices that lead to the highest levels of comprehension and retention and how those practices could be implemented in PowerPoint presentations. This grounded theory study in the field of cognition and instruction centered on a high school that successfully implements technology in the history classroom. Qualitative data were obtained from interviews with 4 history teachers who used presentation technology on a regular basis and surveys that asked for both qualitative data and some limited quantitative data for demographic and background purposes of students and other teachers. Data from the study were viewed through the lens of schema theory. Findings indicated that bullets promoted memorization, and, as a result, information was placed in a narrative format. Findings also suggested the effectiveness of visual images and interactive activities and they were incorporated extensively. The project study's impact and the resulting implications for social change include increased retention and comprehension of history for students.
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