M.Ed. (Tertiary Didactics) / During an exploration of the available local literature concerning the use of humour in teaching, a need developed to synthesize literature to determine whether the use of humour is a desirable teaching skill. The main goal of this study was to analyze and identify the term humour as presumable evident and desirable in the tertiary didactic situation, more specifically in a university context. To obtain this goal descriptive and action research were conducted. In this study attention was paid to various desirable characteristics of a lecturer which would earmark him as effective and "good". These characteristics include both personal and practical teaching qualities. Any teaching style would yield positive results if a lecturer possesses the following skills: enthusiasm, humour, approachability to students, a positive self-image and psychological dynamics.

No description available.

No description available.

Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 23, 2005. Dissertation Committee: Richard C. Youngs (chair), Walter D. Pierce, Elmer A. Lemke, Larry D. Kennedy. Includes bibliographical references (leaves 69-76) and abstract. Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Toronto, 2005.

M.Cur. (Nursing Education) / Humour, as an instructional approach is used to facilitate learning and it has been found to have immeasurable benefits to nursing education (Ulloth, 2003b; Chabeli, 2008). However, the use of humour is a challenging activity, especially in nursing education, owing to the profession’s serious nature. Previous studies recommended continued exploration of the teaching and learning situations in order to improve the way nursing education students are educated. Despite the studies conducted about the use of humour to facilitate learning, there is still an absence of guidelines to assist nurse educators to use and integrate humour into the teaching content to enhance the learning of learner nurses at a nursing education institution in Gauteng. The purpose and objective of this study was to explore and describe the experiences of learner nurses regarding the effects of humour in facilitating learning in order to describe the guidelines to facilitate learning through humour at a nursing education institution in Gauteng. A qualitative, explorative, descriptive and phenomenological research design that is contextual in nature was employed (Burns & Grove, 2009:54; Mouton, 1996:102– 107). A non-probability purposive sampling method was used to select participants. The study was conducted into two phases. Phase one consisted of the exploration and description of the experiences of learner nurses with regard to the effect of humour in facilitating learning, through focus group interviews. Phase two of the study consisted of a conceptualization of the findings and a description of guidelines to facilitate learning through humour at a nursing education institution in Gauteng. Tesch’s qualitative open coding method of data analysis (in Creswell, 2012:244 - 245) was used to analyse the data obtained. Trustworthiness was ensured in accordance with Lincoln and Guba (1985:316-327). Ethical considerations were observed using DENOSA’s ethical standards (DENOSA, 1998:7). The three main categories that emerged from the data were positive effects of humour, negative effects of humour, and the effects of an absence of humour. These main categories and sub-categories in conjunction with their related themes were conceptualized and supported by the relevant literature.

xiii, 79 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / The role of humor among teachers in schools has not received much research attention. The purpose of this study was to explore teachers' perceptions of the uses and effects of humor in the naturalistic setting of an elementary school. A qualitative exploratory case study was conducted. Twenty participants from one school completed a survey on uses and effects of humor, and a focus group was conducted with five of the survey participants. Results were transcribed and coded using the constant comparative coding methods, and themes were developed and compared to the scant prior research findings on the topic. Findings identified a group of teachers who used humor mostly to provide stress relief for themselves and each other and to alleviate some of the stresses associated with teaching young children. Participants also reported the use of humor in sharing stories and events that occurred in the school workplace. Findings also included consistent perceived positive effects from the use of humor in building collegial relationships, in providing rejuvenation, and in preventing burn-out. Teachers reported using humor in positive and productive ways and enjoying positive and productive results. Overall, study participants were in strong agreement in regards to uses and effects of humor in their school workplace. As this was an exploratory study, further research is needed in additional school settings to explore reliability in regards to uses and effects of humor in other schools and with other mixes of teachers. As the scant previous research has shown a correlation between positive collegial relationships and good school climate and improved student learning, it would also be beneficial to conduct additional studies on the role of humor among staff in regards to student achievement. / Adviser: Diane M. Dunlap

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

Thesis (M.A.)--Western Kentucky University, 2008. / Includes bibliographical references (leaves 80-83).