Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2004.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

This study has emerged from concerns expressed by science students, educators, and researchers, and from my own teaching experience, that writing in school science often remains disconnected from students' experience, and rarely stimulates further learning. The purpose of this study is to explore the potential of open, expressive writing tasks to illustrate students' understanding of the phenomena of floating and sinking. A specially selected series of seven explorations in physical properties of matter provide a rich context for Grade Eight students and I, their teacher, to experience and explore this topic. The interconnections between lab explorations and writing in school science, and the interactions in a classroom fostering science inquiry, are central to this study. A classroom-based story is unraveled from an enactivist perspective. My analysis of students' writing tasks and reflections on learning illuminates possibilities for encouraging personal connections and embodied writing in science class. Students' insights into learning about science and about themselves through expressive ways of writing shape this story. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 298-316).

Skills development is acquired by the beneficiaries that are sufficient for self-sustenance when the period of study expires. The outcomes of this study will help government with an indication of the success or failure of EPWP and ways of improving identified shortfalls and/or failures in the North West Office. It highlights problems of the current skills development by delineating the weaknesses and pitfalls. The relevant literature has l been visited and has served as a primary data that adds value to the dissertation. Collation of the relevant data is followed by a discussion of the employee perception of the impact of skills development implementation. The relative lack of research of impact skill development is the primary impetus of this study. The sample was drawn from The Department of Public Works, Roads and Transport in the North West Province office employees who were cooperative in the execution of the study. As a result of this, the research on the subject has moved beyond the limited confines of skills development to focus more on the impact of the skills development. Skills development is focused on standardisation and synchronisation of information as a result of improved organisational efficiency, but unfortunately problems with skills development can create challenges and dissatisfaction among the end users, resulting in failure to deliver the anticipated benefits. The findings of this study revealed that there is deficiency The Department's mandate with regard to Expanded Public Works Programme will ensure that the delivery of accessible services through integrated socially developmental and empowering processes can improve the quality of life of communities within the province by the way of community development programmes thus eradicating poverty and look at the conclusion and recommendations made in this dissertation. / Thesis (MBA) North-West Ubiversity, Mafikeng Campus, 2013

Published Article / In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.

This inquiry reconstructs three Experiential Learning Events (ELE) as case studies through the use of questionnaires, semi-structured interviews, and narrative. The ELEs in the study included a total of 70 students and teachers in unique cultural formations. The sites of study included: the 2001 Intensive English Seminar (IES): Fiction to Film High School English Class, the 2014 NASA + Real World Matters Climate Change in the Classroom Workshop in New York City, and the 2016 Glenbard District 87 Mathematical Curiosity Adventure in Ann Arbor, Michigan. Each ELE allowed students and teachers to interact with a field (literature/film, science, and mathematics) “in the wild.” Narratives were analyzed using metaphor theory and Gendlin’s EXP scale to understand learners’ perceptions of ELEs in relation to our understandings of traditional schooling. The primary research questions included: What happens during and after experiential learning events? Specifically, What did people perceive? How did it happen? For whom? Why? Findings: While this inquiry was not designed to present any definitive answers, case studies and the metaphors related to them suggest ELE participants have richer experiences than they might in traditional settings. Narratives also suggest that a hallmark of ELEs is that they are more fluid in relation to the commonly fixed learning experiences found in traditional secondary school settings.