Global ETD Search

611	Learning, Improvisation, and Identity Expansion in Innovative Organizations Keidan, Joshua January 2020 (has links) No description available. Adult Education Behavioral Sciences Business Administration Business Education Design Education Education Philosophy Education Policy Educational Leadership Educational Sociology Educational Theory Entrepreneurship Higher Education Inservice Training Instructional Design Management Multicultural Education Vocational Education Theater Studies Teaching Teacher Education Systems Design Social Structure Sociology Social Psychology Secondary Education Psychology Organization Theory learning improvisation identity change identity expansion innovation innovative organizations learning organizations well-being Vygotsky infinite games joy fear ownership self-directed learning student-centered learning business
612	Utilizing Play to Help Adopted Children Form Healthy Attachments Sallot, Coleen Michelle 26 April 2021 (has links) No description available. Behavioral Psychology Behavioral Sciences Cognitive Psychology Cognitive Therapy Clinical Psychology Counseling Psychology Developmental Psychology Educational Psychology Families and Family Life Individual and Family Studies Neurosciences Pedagogy Psychology Social Psychology Social Work Special Education Technology Therapy Design Early Childhood Education Educational Technology Elementary Education Information Technology Instructional Design Mental Health Preschool Education child adoption foster care domestic adoption international adoption trauma abuse neglect ambiguous loss attachment attachment theory therapy play therapy play social play self-directed play imaginative play video games role-play games virtual therapy
613	Teachers and Technology: A Qualitative Program Evaluation of Technology SkillsDevelopment in a Teacher Preparation Program Donnelly, David M. 16 September 2022 (has links) No description available. Adult Education Curricula Curriculum Development Education Education Policy Educational Evaluation Educational Leadership Educational Technology Educational Software Elementary Education Higher Education Administration Information Technology Instructional Design Organization Theory Organizational Behavior Pedagogy Preschool Education Reading Instruction School Administration Secondary Education Special Education Teacher Education Teaching Technology technology fluency technology integration technology infusion instructional technology teachers and technology technology training professional development for teachers teacher preparation programs program evaluation technology curriculum technology skills educational technology ISTE technology standards technology education
614	The design and development of information and communication technology instructional tools for primary school teachers Motene, Rannosi Francis 06 1900 (has links) Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools. The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop. The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) Information and Communication Technology ICT integration in teaching and learning ADDIE Computer literacy Evaluation Instructional design Design research 372.133409682
615	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project Van Winkle, Kristina A. 19 July 2021 (has links) No description available. Adult Education Bilingual Education Community College Education Continuing Education Curricula Curriculum Development Education Education Philosophy Education Policy Educational Leadership Educational Psychology Educational Sociology English As A Second Language Environmental Education Ethnic Studies Families and Family Life Foreign Language Gender Studies Higher Education Hispanic American Studies Instructional Design International Relations Language Language Arts Middle Eastern History Minority and Ethnic Groups Modern Language Multicultural Education Multilingual Education Native American Studies Pedagogy Psychology Social Psychology Social Structure Social Studies Education Sustainability Teacher Education Teaching Black Studies Global competence teaching learning education globally responsive pedagogy action research adaptive challenges technical challenges coaching positive deviance
616	FASHIONFUTURISM: The Afrofuturistic Approach To Cultural Identity inContemporary Black Fashion Amoah, Maame A. 15 September 2020 (has links) No description available. Black Studies Textile Research African American Studies African Americans Aesthetics African Studies Sub Saharan Africa Studies Religion Psychology Philosophy Performing Arts Personality Psychology Pedagogy Music Multicultural Education Modern History Minority and Ethnic Groups Mental Health Mass Media Mass Communications Marketing Instructional Design Individual and Family Studies Health Gender Studies Fine Arts Educational Theory Education Ecology Divinity Design Curriculum Development Communication Art Education American Studies
617	Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution Grugan, Cecilia Spencer 23 May 2018 (has links) No description available. Communication Community College Education Community Colleges Curricula Curriculum Development Design Education Education Policy Educational Evaluation Educational Leadership Educational Theory Engineering English As A Second Language Experiments Instructional Design Transportation Teacher Education Systems Design Special Education Speech Therapy Secondary Education School Administration Robotics Robots Rehabilitation Reading Instruction Recreation Public Policy Public Health Education Public Health Public Administration Personal Relationships Occupational Therapy Occupational Health Multicultural Education Minority and Ethnic Groups Mental Health Mass Communications Management Labor Relations Intellectual Property Universal Design Accommodations Accessibility Organizational Change Proactive Practices Disability Disability Resource Specialists Disability Services Higher Education Student Affairs
618	An e-learning instructional design framework for mobile devices in Africa Garbers, Rachel 12 1900 (has links) English text, with summaries in English, Afrikaans and Zulu / This study aims to propose an e-learning framework for mobile devices in Africa to help improve enrolment rates and education standards in the FET (Further Education and Training) phase. The study is qualitative in nature and employs document analysis as main research method. An overview of the South African education context with supporting statistical data to motivate why an e-learning alternative is crucial for improving South African and African education is provided. The literature review includes a descriptive analysis of 7 existing e- and m-learning frameworks, with key features highlighted for possible adaptation or incorporation into an e-learning framework for Africa. Behaviourism, Constructivism and Connectivism are discussed as applicable learning theories to pedagogically underpin this proposed e-learning framework. Thereafter, a critical evaluation of current South African education policy documents (White Papers, the Norms and Standards for Educators and the Draft Policy for the Provision and Management of Learning Teaching and Support Materials) is conducted to determine whether these policies support and enable e-learning effectively. Part 2 of Chapter 5 comprises a critical analysis and comparison of education systems and applicable legislation in the USA, Finland and Malawi to establish how education is structured and how e-learning is administered in these countries to make relevant recommendations for South Africa and to inform the design of an e-learning framework for Africa. Research findings are presented as answers to the research questions posed and the proposed e-learning framework with further recommendations are presented to the South African Department of Basic Education, teachers and researchers. / Die doel van hierdie studie is om ‘n e-onderrig-en-leer raamwerk vir mobiele toestelle vir Afrika voor te stel, sodat inskrywingsgetalle en onderrig- en leerstandaarde in die Verdere Onderrig en Opleidings (VOO) fase verbeter kan word. Dit is ‘n kwalitatiewe studie en dokumentanalise word as navorsingsmetode toegepas. ‘n Oorsig van die huidige Suid-Afrikaanse onderwysstelsel en konteks met ondersteunende statistiese bevindinge word verduidelik om e-onderrig-en-leer as noodsaaklike alternatief vir Suid-Afrika en Afrika te motiveer. Die literatuuroorsig sluit ‘n beskrywende analise van sewe bestaande e- en m-onderrig-en-leer (mobiele-onderrig-en-leer) raamwerke in. Hoofkenmerke van elke raamwerk word uitgelig vir moontlike aanpassing en inkorporering in ‘n e-onderrig-en-leer raamwerk vir die Afrika-konteks. Leerteorië, nl Behaviourisme, Konstruktivisme en Konnektivisme (Connectivism) word in diepte bespreek as pedagogies fundamenteel om die e-onderrig-en-leer raamwerk te onderbou en te ondersteun. ‘n Kritiese evaluasie van Suid-Afrikaanse onderwysbeleid (d.w.s. Witskrifte, die Norme and Standaarde vir Onderwysers en die konsepdokument oor die Voorsiening en Bestuur van Onderrig-, Leer- en Ondersteuningsmateriaal) is gedoen om vas te stel of die beleid wel e-onderrig-en-leer effektief ondersteun en prakties moontlik maak. ‘n Krities analitiese en vergelykende studie van die VSA (Verenigde State van Amerika), Finland en Malawi se onderwysstelsels- en wetgewing is gedoen in hoofstuk 5 deel 2 om te bepaal hoe dié lande onderwys struktureer en hoe e-onderrig-en–leer geadministreer word, sodat relevante voorstelle vir Suid-Afrika gemaak kan word en om insae te lewer in die ontwerp van ‘n e-onderrig-en-leer raamwerk toepaslik vir die Afrika-kontinent. Navorsingsbevindinge word voorgelê aan die Suid-Afrikaanse Departement van Basiese Onderwys, onderwysers sowel as aan navorsers. / Lolu cwaningo luhlose ukuphakamisa uhlaka lwe-e-learning lamadivaysi eselula e-Afrika ukusiza ukuthuthukisa izinga lokubhalisa nezindinganiso zemfundo kwiSigaba se-FET (Further Education and Training). Ucwaningo luyimfanelo enemvelo futhi lusebenzisa ukuhlaziywa kwedokhumenti njengendlela yokucwaninga eyinhloko. Ukuhlolisisa umongo wezemfundo waseNingizimu Afrika ngokusekela imniningwane yezibalo ukugqugquzela ukuthi kungani enye yokufunda email ibalulekile ekuthuthukiseni imfundo yaseNingizimu Afrika ne-Afrika. Ukubuyekezwa kwezincwadi kuhlanganisa ukuhlaziywa okuchazayo kwezinhlaka eziyisikhombisa ezisekhona ze-e- e-m-learning, nezici eziyinhloko eziqokonyiswe ukukhishwa kwe-adaption noma ukufakwa kwisakhiwo se-e-learning se-Afrika. Ukuzikhethela, Ukwakhiwa kwe-Constructivism (Kwe Zokwakha) kanye ne-Connectivism (Kwe Zokuxhumana) kuxoxwa njengezifundo ezifanele zokufunda ukusekela lolu hlelo oluhlongozwayo lwe-e-learning. Ngemuva kwaloko, ukuhlolwa okubalulekile kwemibhalo yamanje yemfundo yaseNingizimu Afrika (Amaphepha Asemhlophe, Imigomo Nemigomo Yabafundisi kanye neNqubomgomo Yohlaka Lokufundiswa Nezifundo Nokusekela) kwenziwa ukuze kutholakale ukuthi lezi zinqubomgomo zisekela futhi zikwazi yini ukufundisa nge-e-ephumelelayo. Ingxenye yesibili yeSahluko sesihlanu iqukethe ukuhlaziywa okubucayi kanye nokuqhathaniswa kwezinhlelo zemfundo kanye nemithetho esebenzayo eMelika, eFinland nase Malawi ukuqinisekisa ukuthi imfundo ihlelwe kanjani nokuthi i-e-learning inikezwa kanjani ukwenza izincomo ezifanele eNingizimu Afrika nokwazisa ukuklama uhlaka lwe-e-learning lwe-Afrika. Imiphumela yokucwaninga inikezwa njengezimpendulo zemibuzo yokucwaninga ephakanyisiwe kanye nohlaka oluhlongozwayo lwe-e-learning kanye nezincomo ezengeziwe ezethulwa eMnyangweni wezemfundo Eyisisekelo, othisha nabacwaningi baseNingizimu Afrika. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) E-learning framework M-learning Instructional design Micro-content Micro-learning Behaviourism Constructivism Education policy Education white papers Norms and standards for educators International education systems Africa United States of America Finland Malawi High schools Mobile devices Connectivism E-leer raamwerk M-leer Onderrigontwerp Verdere Onderwys en Opleiding (VOO) fase Mikro-inhoud Mikro-leer Behaviorisme Konstruktivisme Konnektivisme Onderwysbeleid Onderwys witskrifte Norme en standaarde vir onderwysers Internasionale onderwysstelsels Afrika Verenigde State van Amerika Finland Malawi Hoërskole Mobiele toestelle Uhlaka lwe-e-learning Umklamo wokufundisa Micro-okuqukethwe Ukufunda okuncane Ukuzinza Ukwakha I-Connectivism Inqubomgomo yezemfundo Amaphepha amhlophe amfundo Imigomo namazinga othisha Izinhlelo zemfundo yamazwe ngamazwe I-Afrika I-United States of America I-Finland IMalawi Izikole eziphakeme Amadivayisi eselula 373.13344167096 Educational technology -- Africa Education and state -- Africa
619	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education
620	My Journey with Prisoners: Perceptions, Observations and Opinions Briney, Carol E. 08 July 2013 (has links) No description available. African American Studies African Studies Aging Art Criticism Art Education Behavioral Psychology Behavioral Sciences Black History Black Studies Cognitive Psychology Cognitive Therapy Communication Counseling Education Counseling Psychology Criminology Cultural Anthropology Cultural Resources Management Curriculum Development Developmental Psychology Divinity Early Childhood Education Education Education Philosophy Educational Psychology Educational Evaluation Educational Sociology Educational Tests and Measurements Elementary Education Evolution and Development Experimental Psychology Families and Family Life Fine Arts Forensic Anthropology Gender Studies Gerontology Individual and Family Studies Inservice Training Instructional Design Journalism Kinesiology Language Linguistics Literacy Logic Mental Health Metaphysics Minority and Ethnic Groups Modern History Modern Literature Occupational Psychology Organizational Behavior Pastoral Counseling Peace Studies Pedagogy Personal Relationships Personality Psychology Philosophy Political Science Psychology Psychotherapy Public Administration Public Policy Religion Religious Education School Counseling Secondary Education Social Psychology Social Research Social Structure Social Work Sociolinguistics Sociology Spirituality Teacher Education Theology Urban Planning Vocational Education Welfare Womens Studies prison reentry trauma poverty grounded theory universal value punitive recidivism corrections Retablo play therapy male prisoners female prisoners socio-metaphysics grief-impairment grief and loss truth-telling poverty hood prison art

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