Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2002. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 37 p. Bibliography: p. 28-33.

M.A. / In this study, a test-train-retest cognitive assessment model was used. The training model for mediation was group-administered, standardised to correspond to a Theorist learning style and presented on video. The aim was to establish whether this form of testing is viable. In addition, the influence of the following variables on learning potential scores was examined: • General cognitive ability (measured by Cattell's Culture Fair Intelligence Test, Scale 2, Form A) . • Fourteen personality factors (measured by the High School Personality Questionnaire) . • Ten motivational traits (measured by the Picture Motivation Tests) . • Four learning styles (measured by the Learning Styles Questionnaire) . The ability to transfer what had been learned during mediation was also examined. Transfer was defined as the difference between the CCFIT, Scale 2, Form A and Form B, (administered as pre-and post-tests). Learning potential scores were defined as the difference between the preand post-test scores of Raven's Standard Progressive Matrices, using a Solomon 4-Group Design to control for possible practice effects. The mediation was standardised according to the LSQ's Theorist learning style using Feuerstein's Set Variations 1 as a teaching tool. The subjects were 120, black (mostly African), Grade 10 learners.

No description available.

This thesis looks at the way in which drama education constructs opportunities for learning. Constructivism and self-organising systems theory are used to further understand how individuals and societies construct their own learning. Important in this process is the self-conscious experience of the learner. The notion of being ‘in learning’ rather than outside of and observing the learning is central. This consciousness facilitates the creation of meaning, which plays a role in determining the manner in which further participation in learning occurs, hence further learning. This emphasises the process of learning over the product of learning. The function that language and emotion serve in this process also deserves consideration. This perspective upon process has a considerable impact upon the way in which learners make meaning and the way in which they approach learning. Questions surrounding a consciousness of participation bring the senses, the feelings, the emotions and other physical experience to the fore. They require that the learning of the body be experienced. Embodied learning is insufficiently acknowledged and theorised in drama education. Through bringing together constructivism, systems theory, drama education and contemporary performance theory this thesis argues for a greater recognition of the relationship between the body and learning. / Doctor of Philosophy (PhD)

Motion is a fundamental activity for the healthy functioning human organism. Its importance, however, is increasingly de-valued in Western cultures as they speed toward adopting technologies and virtual experiences as adjuncts to, and even replacements for7 traditional educational structures and processes that involve physical activity. Organised and reflective experience of human motion is becoming increasingly marginalised in teaching methodologies and learning programs in educational institutions at all levels around the globe. This inquiry sets out to gain a greater understanding of why people and human motion become disconnected, particularly during periods of formal education. A central question and two sub-questions form the basis of the inquiry. The central question asks why human motion is not valued and more utilised in education. In particular, why do learning areas that directly represent involvement with human motion, such as physical education, continually struggle in education programs. It directs the investigation to focus on the causes rather than the symptoms of the disuse and devaluation of human motion in Australian education. The two sub-questions split the praxis of the study. The first seeks to understand how the causes of devaluation work in the educational context lo affect the lack of acknowledgement; and the second considers ways to counter the disuse of human movement in education programs. To address these questions, the research focuses on rebutting the notion of a mind-body dualism. Rather, it seeks to better understand how humans learn and function as monists - integrated beings, acquiring self-knowledge in their 'world of being' in which bodily and emotional experiences, and reasoning are inextricably intertwined. I have approached this qualitative research as an ethnographic sociologist examining the issues from a critical high modernist perspective in order to demonstrate the pervading influence in Australian education of strong beliefs and values from the era of Enlightenment. Narrative analysis of 'memoir' in the form of self-defining memories was selected to gain a sensibility of the connectedness between human emotion, motion and reasoning in the lived experiences of students in three primary and three secondary schools across Years 2-12. An opportunity for human movement to be more valued and utilised in emerging educational frameworks that have life knowledge, dispositions and capabilities at their core is identified. The inquiry proposes a conceptualisation of human motion in education for new times characterised by the need for people to develop personal resources and strong positive identities in order to cope with a world of rapid change and uncertainty.

This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation assisted the grasping of nuances and implications of the students� narratives. Few of the parents of the students were particularly competent in mathematics or able to account for their child�s curiosity, concentration and skills in pursuing a fascination with number. In most of the families, all members were encouraged to follow their own inclinations and interests, to respect the maintenance of a balance of cultural and physical activities, to regard books and play as normal life supports, and to believe that discovery, enchantment and pleasure were both goals and accomplishments of everyday life. Most of the students experienced less encouragement at school than they might have expected, and unpleasant experiences could be linked with a teacher�s apparent lack of appreciation of a student�s mathematical ability. Both the case studies and the initial survey suggested that most teachers, at any level of formal education, were doing all they were capable of doing in mathematics, and that the students responded to opportunities to self-select subjects and topics that interested them and to the help and company offered by mentors and peers who had flair and competence in appropriate subject areas. Few of the case studies students were motivated by strategies dependent on a high level of competition or a 'sorting' of that offered in formal education (through attitudes and practical organisation such as timetabling) into either Arts or Science subjects. Most were attracted to the study of languages and/or philosophy and some to that of computer science. Most showed interest and some prowess in individual cultural and physical activities requiring perseverance. Largely, they were motivated by finding fresh or novel ways of integrating diverse knowledge, and by associating with peers. They enjoyed and valued self-awareness, intellectual independence, chances to empathise with ideas and people, and tasks that were in harmony with the dictates of their own volition. Evidence of differences among the case studies students - even though they had all been identified as very able in mathematics - led me to Vadim Krutetskii�s theories of the components of mathematical ability and their functioning and thus to new views, first, of the interplay between aptitude and languages of perception, inner comprehension and outer expression and, second, of the relationships between giftedness and other attributes of human abilities and endeavours. These appreciations suggested that the models of education and support commonly exhibited in the case studies students� families and in the environments of their extra-school activities had been more encouraging of their gifts, talents and personal growth than those often exhibited in the schools they attended.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (leaves 88-101). Also available in print.

Diss. Uppsala : Univ., 2006. / Includes bibliographical references.