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M.Tech. (Education) / Students of human anatomy at the University of Johannesburg (UJ), seem unable to appreciate the relevance of human anatomy as a basic science and the role it will play in their future clinical practice. They complain about the 'massive volume' of learning material, the need to memorise copious amounts of factual information, the insufficient time allocation for the learning content, and the difficulty of the subject. These complaints led the teachers to take corrective measures, however with limited success. It was therefore decided to undertake this study to investigate the learning approaches students adopt and the possible influence that learner motivation and teaching approaches may have on them, as it seemed that the learners' lack of appreciation may be related to the way they approach their studying of anatomy. The main research question that directed the study was "What is/are the possible relationship(s) between student motivation, teaching approaches and learning approaches of the second-year Anatomy Chiropractic and Homoeopathy students and teachers?" In answering the research question my objectives were to explore the students' and teachers' perceptions about their learning and teaching respectively. In order to reach the objectives, a qualitative research approach was adopted for the study as I wanted to explore the lived experiences of participants and gain information rich data of the naturally occurring situation. I purposively chose seven learners and three teachers as the sample to be interviewed. Data was collected by individual interviews about the views students and teachers had about their learning approaches and teaching approaches, respectively. In addition, I asked students about their motivation towards their studies. The data was analysed using qualitative content analysis and was coded and categorised to develop themes from the transcribed interviews. Some of the findings revealed that student learning approaches were informed by memorisation, searching for meaning of learning material, assessment, time, task requirement and workload in Anatomy. A further finding of the study was that students were motivated by ambition, application of knowledge, passing assessments and workload in the Anatomy course. Students were found to be lacking motivation towards their studies. It was further established that the leaching approaches for Anatomy were focused on assisting students and encouraging meaningful learning. Finally, I found that intrinsic motivation led students 10 adopt a deep learning approach while extrinsic motivation led them to surface learning approach when studying Anatomy.

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據稿本複印 / 論文(博士)--香港中文大學硏究院歷史學部,1993. / 參考文獻: leaves 168-180 / 李廣健. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 顏氏起家背景 / Chapter 第一節 --- 魏晉以前有關顔氏的記錄 --- p.7 / Chapter 第二節 --- 從《晉書.顔含傳》看顏氏起家的背景 --- p.9 / Chapter 第三節 --- 顔含冒昇與兩晉之際政治社會情態 --- p.12 / Chapter 第四節 --- 顔含與顔氏家族訓誡的確立 --- p.16 / Chapter 第三章 --- 顔氏家訓的形成 / Chapter 第一節 --- 顔之推生平簡歷及《顔氏家訓》成書 --- p.20 / Chapter 第二節 --- 《顔氏家訓》的形成 --- p.22 / Chapter 第三節 --- 顔之推的經歷及其經史觀 --- p.26 / Chapter 第四節 --- 《顏氏家訓》內容结構的分析 --- p.31 / Chapter 第四章 --- 顏氏家學中的經史研究傳統 --- p.38 / Chapter 第五章 --- 顔氏家族中對經典的研究-顔師古與《漢書注》 / Chapter 第一節 --- 顔師古的時代與生平 --- p.45 / Chapter 第二節 --- 顔師古《漢書注》的寫作背景-南學與北學 --- p.47 / Chapter 第三節 --- 顔師古《漢書注》的成書與成就 --- p.55 / Chapter 第四節 --- 顏氏家族環境對顔師古《漢書注》的影響 --- p.66 / Chapter 第六章 --- 顔氏家族的書法家學 --- p.71 / Chapter 第七章 --- 顏氏家學中的藝術成就-顏真卿及其書法 / Chapter 第一節 --- 顔真卿的生平與人格 --- p.78 / Chapter 第二節 --- 顏書出現前的書法發展大勢 --- p.81 / Chapter 第三節 --- 顔真卿書法的淵源 --- p.87 / Chapter 第四節 --- 顏真卿書法的特色 --- p.93 / Chapter 第五節 --- 顔真卿的書法與《顔氏家訓》 --- p.98 / Chapter 第八章 --- 结論 --- p.100 / 註釋 --- p.105 / 〔圖表一.一〕顏氏世糸表 --- p.159 / 〔圖表二 .一〕《漢書.古今人表》顔姓人物品第表 --- p.160 / 〔圖表二.二〕《漢書.古今人表》顏姓人物分佈比例表 --- p.161 / 〔圖表二.三〕《晉書》顔畿故事來源關係表 --- p.162 / 〔圖表五.一〕南北朝《漢書》研究一覽表 --- p.163 / 〔圖表五.二〕顔師古引用前人《漢書》硏究表 --- p.164 / 〔圖表六.一〕顔氏家族善書成員名單 --- p.165 / 〔圖表七.一〕王虞歐褚顏五家「如」、「以」字比較 --- p.166 / 〔圖表七.二〕顏真卿書法淵源譜糸略圖 --- p.167 / 引用書目 --- p.168

The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective. / Department of Elementary Education

This case study examined the self-directed and team-based learning activities of a software quality assurance organization in central Indiana. The skills required to assure a high level of software quality evolve rapidly and software quality professionals must embrace ongoing technology and process changes. The thirty focus group participants performed a variety of quality assurance tasks including configuration management, research, automated test development, test planning and execution, and team leadership. The case study was based on semi-structured interviews of four focus groups of software quality professionals, and explored the learning styles, preferences, and activities deployed to learn new technologies and solve complex software problems. Software products are becoming increasingly pervasive in our culture. The study of continuing education for the software quality profession is important due to our increased reliance on this profession to meet customer expectations for high-quality software products. The proliferation of software products in our culture has also increased the demand for software quality professionals. Those professionals who have access to continuing professional education to improve and maintain skills have the opportunity to meet customer expectations. There is no mandated certification or licensing for this profession therefore professionals are left to chart their own course of learning. This study sought to understand how these software quality professionals meet their continuing professional educational needs. As well, the study identified key resources required to support such continuing professional education both within the workplace and off the job. Future study of the role of critical self-reflection in establishing learning objectives could enhance our understanding of how software quality professionals identify and plan their learning activities. Further investigation of the value of computer programming and logic knowledge to the software quality professional would benefit our understanding of baseline skill requirements for the various roles performed in the profession. There are also opportunities to engage in future action research projects on co-location of teams, mentoring, and job rotation strategies, as employees were found to learn effectively from peers. / Department of Educational Studies

The purpose of this case study, HRD—Leadership Training for Women on the Lower Rungs of the Organizational Ladder: A Qualitative Study, was to determine the responses of a group of women to a series of classes on leadership development and to perceive what they might have gained from this experience. These classes were modeled after those offered by the Academy for Community Leadership and offered to a group of workers who are not normally slated for this type of training. This study addressed the following research questions: 1. Given completion of an eight-week program introducing leadership skill enhancement opportunities, how did the participants describe this experience? 2. At the conclusion of the training, what types of leadership opportunities did participants express an interest in pursuing? 3. What barriers did participants note that might prevent them from pursuing their interests? 4. What unexpected outcomes emerged from providing the Academy for Community Leadership model of curriculum to women who typically do not have access to it? The participants in the study were Residential Assistants working in a group home setting for an organization that provides residential services for adults with intellectual disabilities/developmental disabilities in east central Indiana. The women in the study did not hold a designated leadership position. Through a series of eight two-hour classes the participants were introduced to various topics related to leadership such as leadership styles, teambuilding, workplace diversity, problem solving, communication and action plan development. The data collection methods included a weekly evaluation, journaling, non-participant observation and a post-session interview. The results revealed that the participants had increased their self confidence, and they felt better prepared to do their current job. They expressed aspirations to continue their education as well as to seek promotions. They came to understand the qualities of leadership that they already possessed as well as areas for improvement. The results of this qualitative study suggest that leadership training should be offered to groups such as CNAs, direct support professionals and others on the lower rungs of the organizational ladder who are not typically offered this type of training. / Department of Educational Studies

This current study explored the reading strategies that emerged through the case studies of five sixth-grade students as they read Internet websites. Data was collected from student surveys, field notes, and transcripts of three separate Internet sessions that required participants to think aloud about the reading process as they explored web sites to answer questions. Despite the varying reading abilities of the subjects, upper elementary children use traditional as well as additional reading strategies when they read online articles. Using grounded theory, four reading strategy themes emerged consistently from three different reading sessions: determining importance (DI), matching skills (MS), monitoring understanding (MU), and navigating (N). Through this study, the researcher hoped to provide another snapshot of how the typical students in the upper elementary might read Internet resources which would ultimately allow classroom teachers to focus on the development of those strategies. / Department of Elementary Education

Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / Education / Master / Master of Education