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)

abstract: Teachers must recognize the knowledge they possess as appropriate to employ in the process of achieving their goals and objectives in the context of practice. Such recognition is subject to a host of cognitive and affective processes that have thus far not been a central focus of research on teacher knowledge in mathematics education. To address this need, this dissertation study examined the role of a secondary mathematics teacher’s image of instructional constraints on his enacted subject matter knowledge. I collected data in three phases. First, I conducted a series of task-based clinical interviews that allowed me to construct a model of David’s mathematical knowledge of sine and cosine functions. Second, I conducted pre-lesson interviews, collected journal entries, and examined David’s instruction to characterize the mathematical knowledge he utilized in the context of designing and implementing lessons. Third, I conducted a series of semi-structured clinical interviews to identify the circumstances David appraised as constraints on his practice and to ascertain the role of these constraints on the quality of David’s enacted subject matter knowledge. My analysis revealed that although David possessed many productive ways of understanding that allowed him to engage students in meaningful learning experiences, I observed discrepancies between and within David’s mathematical knowledge and his enacted mathematical knowledge. These discrepancies were not occasioned by David’s active compensation for the circumstances and events he appraised as instructional constraints, but instead resulted from David possessing multiple schemes for particular ideas related to trigonometric functions, as well as from his unawareness of the mental actions and operations that comprised these often powerful but uncoordinated cognitive schemes. This lack of conscious awareness made David ill-equipped to define his instructional goals in terms of the mental activity in which he intended his students to engage, which further conditioned the circumstances and events he appraised as constraints on his practice. David’s image of instructional constraints therefore did not affect his enacted subject matter knowledge. Rather, characteristics of David’s subject matter knowledge, namely his uncoordinated cognitive schemes and his unawareness of the mental actions and operations that comprise them, affected his image of instructional constraints. / Dissertation/Thesis / Doctoral Dissertation Mathematics Education 2015

This thesis explores leadership from an inverted or inner perspective of a leader. It draws on humanistic, psychological approaches to leadership, and develops a theory of systemic, constructivist leadership. While systemic, constructivist concepts are well known and accepted methods in therapy, counselling, coaching, and organisational consulting, in leadership there is still a gap between theory and practise. In this study systemic, constructivist ideas such as self-organization of human systems, radical constructivism, and systems theory are transferred, through an experiential learning project to leadership practise. Previous research (Steinkellner, 2005) indicated that in addition to the understanding of systemic theory and the application of systemic interventions, the specific mental attitude of a leader is required. So this thesis (1) explores the qualities of the mental attitude of a systemic, constructivist leader, (2) reflects on the transformation of the self of a leader in an experiential learning process, and (3) develops a theory of systemic, constructivist leadership. The methodology is heuristic inquiry, which involves the subjectivity of the researcher, and includes introspective procedures such as self-searching, self-dialogue, and self-discovery (Moustakas, 1990). Its focus on the inner perspective of a leader is unusual, if not unique. Various concepts from humanistic psychology including tacit knowledge (Polanyi & Sen, 2009), awareness (Perls, 1973), and focusing (Gendlin, 2003) were applied to transcend the concept of rationality both in science and in business. The main contributions of this study are: the description of a theory of systemic, constructivist leadership and; the design of appropriate training to implement this.

This thesis explores leadership from an inverted or inner perspective of a leader. It draws on humanistic, psychological approaches to leadership, and develops a theory of systemic, constructivist leadership. While systemic, constructivist concepts are well known and accepted methods in therapy, counselling, coaching, and organisational consulting, in leadership there is still a gap between theory and practise. In this study systemic, constructivist ideas such as self-organization of human systems, radical constructivism, and systems theory are transferred, through an experiential learning project to leadership practise. Previous research (Steinkellner, 2005) indicated that in addition to the understanding of systemic theory and the application of systemic interventions, the specific mental attitude of a leader is required. So this thesis (1) explores the qualities of the mental attitude of a systemic, constructivist leader, (2) reflects on the transformation of the self of a leader in an experiential learning process, and (3) develops a theory of systemic, constructivist leadership. The methodology is heuristic inquiry, which involves the subjectivity of the researcher, and includes introspective procedures such as self-searching, self-dialogue, and self-discovery (Moustakas, 1990). Its focus on the inner perspective of a leader is unusual, if not unique. Various concepts from humanistic psychology including tacit knowledge (Polanyi & Sen, 2009), awareness (Perls, 1973), and focusing (Gendlin, 2003) were applied to transcend the concept of rationality both in science and in business. The main contributions of this study are: the description of a theory of systemic, constructivist leadership and; the design of appropriate training to implement this.

This dissertation explores the construction and experience of the sports champion's reality. In studying reality and its construction, I became familiar with, the post-modern perspective of reality and with theories such as systems theory, cybernetics, radical constructivism and social constructionism, which fall under the post-modern epistemological umbrella. The dissertation gives an exposition of my journey through this maze of theories, from a position of "knowing" how champions are made towards a more complex position of uncertainty and possibility. This is followed by an account of the qualitative research that I undertook, within a social constructionist framework, in which I used thematic discourse analysis. Finally, I interpret the discourses emerging from the analysis in order to demonstrate their operation or effect in the construction of a champion's reality. / Psychology / M.A. (Clinical Psychology)

No description available.

This dissertation explores the construction and experience of the sports champion's reality. In studying reality and its construction, I became familiar with, the post-modern perspective of reality and with theories such as systems theory, cybernetics, radical constructivism and social constructionism, which fall under the post-modern epistemological umbrella. The dissertation gives an exposition of my journey through this maze of theories, from a position of "knowing" how champions are made towards a more complex position of uncertainty and possibility. This is followed by an account of the qualitative research that I undertook, within a social constructionist framework, in which I used thematic discourse analysis. Finally, I interpret the discourses emerging from the analysis in order to demonstrate their operation or effect in the construction of a champion's reality. / Psychology / M.A. (Clinical Psychology)

No description available.

No description available.

Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. / Curriculum and Instructional Studies / D. Ed. (Didactics)