Global ETD Search

121	“Att inte reflektera och inte ta åt sig av feedback är ett recept för att inte utvecklas” : Berättelser och lärdomar från ledarnas verklighet Wendt, Josephine, Sandberg Magnusson, Gustav January 2024 (has links) Studiens syfte är att undersöka och skapa förståelse kring processerna för hur ledare lär sig vara ledare. Studien har som ambition att undersöka vad ledarna har lärt sig och hur dessa lärprocesser skett i ledarnas vardag. Nio stycken semistrukturerade intervjuer genomfördes med etablerade ledare inom olika branscher. En tematisk analys skildrade hur erfarenheter genom handlande i vardagen tillsammans med reflektion var de främsta processerna som ansetts avgörande för hur ledarna lärt sig vara ledare. Dessutom har villkor som viljan att leda och viljan att lära haft en central roll. Resultatet visade att förmågor som studien tolkar som mer mjuka värden har utvecklats över tid hos ledarna. Ledarna indikerar att personlig mognad, erfarenhet, reflektion och en vilja att lära varit bidragande till deras lärande och utveckling. / The purpose of the study is to investigate and create an understanding of the processes by which leaders learn to be leaders. The study also aims to examine what the leaders have learned and how these learning processes have occurred in the leaders' everyday lives. Nine semi-structured interviews were conducted with established leaders in various industries. A thematic analysis depicted how experiences through actions in everyday life together with reflection were the main processes considered decisive for how the leaders learned to be leaders. In addition, conditions such as the will to lead and the will to learn have played a central role. The result showed that abilities that the study interprets as softer values have developed over time in the leaders. The leaders indicate that personal maturity, experience, reflection and a willingness to learn contributed to their learning and development. Leader development leadership development learning processes experience-based learning situational leadership learning by doing reflection self-reflection leadership skills. Ledarutveckling ledarskapsutveckling lärprocesser erfarenhetsbaserat lärande situationsanpassat ledarskap learning by doing reflektion självreflektion ledarskapsförmågor Social Sciences Samhällsvetenskap Psychology Psykologi Political Science Statsvetenskap
122	A Day in the Life of a Sim: Making Meaning of Video Game Avatars and Behaviors Stark, Jessica 10 April 2018 (has links) No description available. Artificial Intelligence Psychology video games The Sims phenomenology gamers video game players video game users simulated life qualitative Sim video game psychology user behavior lived experience gameplay self-representation avatar self-reflection identity
123	How Superintendents Prepare School Districts for Change Main, Patty A. 15 June 2017 (has links) No description available. Education Education Policy Educational Leadership Educational Psychology Organization Theory Organizational Behavior Active Participation Change Change Readiness Change Strategies Change Model Communication Disconfirmation Discrepancy Mandate Pacing Principal Support Psychological Safety Self-reflection Survival Anxiety
124	Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory Larson, Katie Titus 02 March 2017 (has links) No description available. Developmental Psychology Education Education Philosophy Educational Psychology Personal Relationships Philosophy Teaching Womens Studies Pedagogy Transformative Learning Transformative Incident Shift in Consciousness Adolescent Development Self-Reflection Phenomenology Cooperative Inquiry Perspective Shifts Relationships Leadership Development Transformative Education Co-Research
125	A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath Slabbert-Redpath, Jacqueline January 2014 (has links) In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014 Curriculum Praxis Critical theory Self-reflection Action Classroom assessment Assessment for learning Assessment of learning Assessment as learning Higher Education context Kurrikulum Praksis Kritiese teorie Self-refleksie Aksie Klaskamerassessering Assessering van leer Assessering vir leer Assessering as leer Hoër onderwys konteks
126	A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath Slabbert-Redpath, Jacqueline January 2014 (has links) In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014 Curriculum Praxis Critical theory Self-reflection Action Classroom assessment Assessment for learning Assessment of learning Assessment as learning Higher Education context Kurrikulum Praksis Kritiese teorie Self-refleksie Aksie Klaskamerassessering Assessering van leer Assessering vir leer Assessering as leer Hoër onderwys konteks
127	Sociální kompetence učitele na základní škole / Social competencies of a teacher at primary school Dušánková, Jana January 2013 (has links) This diploma thesis deals with social competences of a teacher at primary school. The aim of the theoretical part of this thesis was to explore the area of the social competences in current professional literature and curricula, and to analyze the social competences of a teacher necessary to developing their optimal relationships with pupils, class as a social group, parents of students and colleagues. The emphasis was placed on the description of use of the social competences of a teacher in pedagogical interaction, educational communication, the management of the class and during resolving conflicts. Special focus was given to teacher self-reflection, the importance of which is that it is the social competence enabling and influencing the development of other skills. The aim of the empirical part of this thesis was to determine which of thirteen social competences of a teacher at primary school are considered to be the most important in pedagogical interactions for pupils, parents of students and the teachers. We also examined how primary school teachers themselves applied and reflected thirteen monitored social competences in the situation of conflict, which of the thirteen social competences they used when they were resolving the conflict and which of the competences they did not apply. Applying methods...
128	Exploring the impact of emotional intelligence training in the workplace Jansen van Rensburg, Anna Susanna 11 1900 (has links) The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement. / Psychology / M.A. (Psychology) Emotional intelligence Self-awareness Intrapersonal skills Interpersonal skills Self-reflection Self-directed change Social and emotional learning Emotional intelligence training outcomes Context Autoethnography Self-management Self-understanding Social understanding Social awareness Social cohesion Relationship management Soft-skills Hard-skills 152.40683 Behavioral assessment -- Organization Career development -- Training of Self-actualization (Psychology)
129	Exploring the impact of emotional intelligence training in the workplace Van Rensburg, Anna Susanna Jansen 11 1900 (has links) Text in English / Exploring the Impact of Emotional Intelligence Training in the Workplace. The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement. / Psychology / M.A. (Psychology) Emotional intelligence Self-awareness Intrapersonal skills Interpersonal skills Self-reflection Self-directed change Social and emotional learning Emotional intelligence training outcomes Context Autoethnography Self-management Self-understanding Social understanding Social awareness Social cohesion Relationship management Soft-skills Hard-skills 152.4071 Emotional intelligence Work -- Psychological aspects Psychology, Industrial Affective education Social intelligence
130	Zwischen Selbstbefragung und Kommerzialisierung / Selbstbildnisse von Modefotografen / Between Self-Reflection and Commercialization / Self-portraits by Fashion Photographers Werner, Anja Nadine 10 July 2009 (has links) No description available. 770 Fotografie, Computerkunst Philosophy Fotografie Photographie Modefotografie Modephotographie Semiotik Selbstbildnis Selbstporträt Selbstportrait Helmut Newton Erwin Blumenfeld Kunstbegriff Kunst und Kommerz Selbstreflexivität photography fashion photography semiotics self-portrait self-exposure Helmut Newton Erwin Blumenfeld definition of art art and commerce self-reflection 21.42 Geschichte der Photographie 20.24 Gesellschaft Kultur GG 260 Fotografen

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