This mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all three Christian institutions. Qualitative and quantitative data demonstrated that while many students attend their Christian institution due to personal conviction or their Christian identity, other students attend their Christian university or college because it was the best financial decision for them. Additionally, students often indicated that there was not one sole reason for their choice of school, but a combination of various factors that influenced their decision. Additionally, this research study was able to gain insight into students’ perceptions and experiences with Christian campus culture. Interestingly, the major components that were vital to each research site’s environment were present at all three research sites. Therefore, while each institution varied in size, student population, and location, the most frequently noted characteristics were seen at all three Christian institutions. Students often described their environment, the “bubble,” as limiting but safe. However, students also mentioned that the sense of community that they felt within their Christian campus culture encouraged them to interact with people—students, professors, and staff—that were invested in them academically, socially, and spiritually. Students also noted that their institutions make a conscious effort to create an academic environment that integrates faith and learning. In both the quantitative and qualitative data, students pointed to Bible classes and chapel as evidence of their institution’s integration of faith and learning (IFL). Upon further discussion, the participants stated that IFL was often in the way that their professors taught and interacted with them. While IFL remained an integral part of students’ experience with Christian campus culture, students continued to emphasize their invested professors as quintessential features not just in the classroom but also throughout their Christian campus environment. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct a narrative describing the lived experience of females and their performance in two highly selective private university, where students can cross-register between school, while majoring in science, technology, engineering and mathematics (STEM). Through the use of narratives, the research attempts to shed additional light on the informal and formal science learning experiences that motivates young females to major in STEM in order to help increase the number of women entering STEM careers and retaining women in STEM majors. In the addition to the narratives, surveys were performed to encompass a larger audience while looking for themes and phenomena which explore what captivates and motivates young females’ interests in science and continues to nurture and facilitate their growth throughout high school and college, and propel them into a major in STEM in college. The purpose of this study was to uncover the lived experiences of junior and senior undergraduate female science majors during their formal and informal education, their science motivation to learn science, their science identities, and any experiences in gender inequity they may have encountered. The findings have implications for young women deciding on future careers and majors through early exposure and guidance, understanding and recognizing what gender discrimination, and the positive effects of mentorships.

The aim of this study was to examine how newly qualified social workers from Linnaeus University in Kalmar feel that the school has prepared them with the professional skills to meet the demands that exist within social work. Social work education is a generalist training that will result in a professional qualification. With a qualitative approach eight newly qualified social workers were interviewed.We used the sociology of knowledge as an overall theoretical approach. We also used experience- based knowledge as a theoretical approach. One of the study's conclusion was that the graduates had difficulty linking theory to practice. The graduates also felt that knowledge about the law and dialogue methodology were two useful courses for use in practical work. The results and conclusions can be seen as a reinforcement and extension of previous research in the subject.

published_or_final_version / abstract / Education / Master / Master of Education

This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula. the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons. / ix, 173 leaves ; 29 cm.

This study seeks to investigate the extent to which novice Foundation Phase (FP) teachers who are former Post-Graduate Certificate in Education (PGCE) students, perceive the programme as adequate for preparing them to become Foundation Phase teachers. Traditionally, the PGCE programme focuses on Senior and Further Education and Training (FET) teachers and it is clear what disciplinary knowledge these students bring from their undergraduate degrees. The disciplinary content knowledge that FP students bring to the PGCE is less clear. Students with at least one major (third year level) subject and two subjects at first year level, from the subject areas like Languages, Psychology and Sociology, are accepted into the PGCE FP programme. The PGCE focuses primarily on developing teaching skills. This study also seeks to determine in what ways the undergraduate degree was of help in preparing them to become Foundation Phase teachers. Individual interviews were conducted with six participants, who were practicing teachers, from a group of thirty six students who completed the PGCE in 2008/2009. The study is underpinned by Grossman's theory about teacher knowledge and teaching. Five of the participants who were teaching in rural schools perceived the programme to be adequate. They said that they acquired knowledge of psychological, sociological and linguistic foundations of reading and writing; process and instruction; and that they gained knowledge on how to plan for and use a wide range of curriculum materials. However one teacher, who was teaching at an urban school, indicated that the programme was not very useful in preparing her for Foundation Phase teaching. Rather, she perceived the knowledge she gained at the school where she taught after completing the PGCE as being relevant. She cited that she received support mainly from her mentor teacher who was her Head of Department. These findings seem to suggest that novice teachers learn more in well-resourced schools where there is good support and mentoring, whereas in poorly resourced schools that lack instructional mentoring, teachers tend to rely more on what they learn in formal programmes like the PGCE. / Theses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

In studying postgraduate students’ lived experiences and their learning moments in their postgraduate studies, my study offers a deeper understanding of who these African, international, postgraduate students are and how they negotiate their learning experiences within the various social, personal and professional spaces at University of KwaZulu-Natal (UKZN). I explored postgraduate students’ lived experiences in higher education within the context of internationalisation. My study is located within a qualitative research approach which allows me to understand the postgraduate students’ lived experiences in higher education from the perspective of the participants, as they negotiate and construct particular meanings of self and learning.Using a narrative inquiry approach offered me the opportunity to reflect on the diversity, richness and complexities involved in understanding the personal and professional learning experiences of postgraduate international students studying in higher education. The research methods used included life history interviews, collage and photo voice to understand the complexities, challenges and highlights of studying in a foreign country. The data generated enabled me to produce rich and vivid narrative accounts of their learning.Through narrative analysis, two reconstructed students' stories were produced. The findings of the data show that international students are faced with both positive and negative learning experiences. Particular meanings of self shaped by dominant discourses and practices in their homeland shape who they are as international postgraduate students. The study concludes that these African, international, postgraduate students’ personal, social and professional identities are negotiated on a daily basis within the postgraduate learning. Their professional space offered them a platform to realise their goals at UKZN as international students. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

The management of the environmental education in selected Europe countries Bohunka Vrchotická ABSTRACT The diploma thesis deals with environmental education in selected countries of Europe. The thesis describes the method of description and comparison. The thesis seeks to answer the question of whether environmental education in selected European countries differs significantly. KEYWORDS Management, environmental education, social responsibility of educational organizations, methods, instrument, target group.