Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.

Not available / text

This thesis is a theoretical and practical investigation of the role played by informal learning and teaching in the development of identity and applied knowledge. With the advent of mass schooling, there came to be a distinction between formal and informal education, with formal schooling representing the superiority of abstract, decontextualized, and rule-based learning over the informal, or the concrete, situated, and supposedly unstructured learning from everyday life. Research and theory in anthropology, sociocultural psychology and progressive educational philosophy have challenged this distinction, explicitly demonstrating the dialectical relationship between the formal and informal modes of all activity, regardless of setting. Inseparable from this conception of cognition is the notion that all knowledge is transmitted via culturally and sociohistorically framed and interrelated valuations of norms, beliefs, social conduct and the application of knowledge across spheres. / Progressive educational theorists argue that the creative process is the best means to tap the identity and skill-shaping potential of the informal mode. This proposition is actively and concretely investigated in this thesis through the writing, by this researcher, of a one-act play, Nineveh . As postulated by the theory, through the creative process the author's sense of identity and ability to creatively apply knowledge was affected positively. From this combined theoretical and practical examination of the informal mode of learning and teaching, a need for pluralistic educational praxis is forwarded. Engagement with the creative process is suggested as a means to help students feel more confident to learn from and enrich their lived experiences in their cultural environment, and thereby actively contribute to their interconnected sense of identity and mastery over multiple forms of applied knowledge.

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Thesis (Ph. D.)--George Mason University, 2007. / Title from PDF t.p. (viewed Jan. 18, 2008). Thesis director: Stephen J. Zaccaro. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 95. Includes bibliographical references (p. 88-94). Also available in print.

Thesis (M A (Research Psychology))--University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Nov. 20, 2008). PDF text: vii, 107 p. : ill. ; 3 Mb. UMI publication number: AAT 3310978. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 201-213). Also available via the Internet.

Integrative project (M.A.R.)--Gordon-Conwell Theological Seminary, 2005. / Includes bibliographical references (leaves 28-30).