The aim of the study was to investigate the impact of expatriate school leaders in the education system of the United Arab Emirates (UAE). This study was motivated by a concern regarding the short-term entry of expatriates into the UAE education system, thereby questioning their overall impact in the UAE educational reform. The literature reviews focused on mentoring and leadership within education, and how these related to the UAE educational reform in particular. The empirical investigation used a qualitative, ethnographical case study design. The situated learning theory and the social constructivist theory were used as conceptual frameworks for the study. Purposive and convenient sampling was employed to select five indigenous and five expatriate school leaders as participants for this study. Qualitative data collection was preceded by a pilot study in which an indigenous and an expatriate school leaders were informally interviewed. Individual interviews were thereafter conducted whereby participants were interviewed over a two-week period. The interviews were followed by focus group sessions that were gender specific. Notes were kept and all observations were documented throughout the study. Findings were that, according to the participants’ views, expatriate school leaders seemed to make little impact on current UAE education reform. Their impact was inhibited by dubious motives of many expatriate school leaders working in the UAE; cultural and religious barriers between expatriate and indigenous school leaders; language as a barrier; lack of role modelling; continuous changes in the UAE education system; poor attitudes of some indigenous school leaders; resistance to change; lack of sustainability and poor communication between school leaders and policy makers. Recommendations were provided to enhance the impact of expatriate school leaders within the UAE system. Firstly, expatriate impact could be enhanced through an intensive two-week induction programme and secondly, by means of a partnership development framework to improve the mentoring relationship between expatriate and indigenous school leaders. Ways to overcome the language barrier were also recommended. Additionally, the study provided recommendations for further research. / Educational Leadership and Management / D. Ed. (Education Management)

本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。 / This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.

In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework. Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each. To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)

El treball de recerca presentat és l'anàlisi, disseny, desenvolupament, implementació i valoració d'un Entorn Virtual d'Autogestió per Docents (evadeix). Realitzat aplicant la metodologia de recerca i desenvolupament amb un enfocament qualitatiu / quantitatiu en dos estudis. El primer estudi correspon a l'anàlisi de la problemàtica. Per això s'apliquen entrevistes obertes a 24 professors participants, seleccionats mitjançant una mostra estratificada. El resultat de l'anàlisi les entrevistes demostra que els professors de més antiguitat són els que més apliquen el treball col.laboratiu,. En el segon estudi: es dissenya, desenvolupa, implementa i valora EVAD, on els professors d'una nova mostra estratificada realitzen treballs durant 6 setmanes, utilitzant Google Docs, Blackboard i Wiki. Es realitza una anàlisi cualitativoa / quantitatiu als fòrums: Blackboard, aplicant els mecanismes inter psicològics de (Casanova, 2007) per detectar si es va donar el treball col.laboratiu entre ells. Resultat: EVAD si pot fomentar la comprensió i aplicació del treball col.laboratiu / El trabajo de investigación presentado es el análisis, diseño, desarrollo, implementación y valoración de un Entorno Virtual de Autogestión para Docentes (EVAD). Realizado aplicando la metodología de investigación y desarrollo con un enfoque cualitativo/cuantitativo en dos estudios. El primer estudio corresponde al análisis de la problemática. Para ello se aplican entrevistas abiertas a 24 profesores participantes, seleccionados mediante una muestra estratificada. El análisis cualitativo/cuantitativo a entrevistas demuestra que los profesores de mayor antigüedad son los que más aplican el trabajo colaborativo,. Segundo estudio: se diseña, desarrolla, implementa y valora el EVAD, donde los profesores de una segunda muestra estratificada realizan trabajos durante 6 semanas, utilizando Google Docs, Blackboard y Wiki. Se realiza un análisis cualitativo/cuantitativo a los foros de Blackboard, aplicando los mecanismos inter psicológicos de (Casanova, 2007) para detectar si se dio el trabajo colaborativo entre ellos. Resultado: el EVAD si puede fomentar la comprensión y aplicación del trabajo colaborativo / The research work presented is the analysis, design, development, implementation and assessment for a Self Taught Virtual Environment for Professors (STVEP or EVAD). Research and development methodology with a qualitative/quantitative approach was applied in two studies. The first study was to analyze the problem. This was done using open interviews with 24 teachers participating, selected using a stratified sample. The qualitative/quantitative analysis shows that senior teachers are the ones that mostly apply collaborative work. Second study: to design, develop, implement and evaluate the STVEP, where teachers of a second stratified sample perform work for 6 weeks, using Google Docs, Blackboard and a Wiki. A qualitative analysis of Blackboard forums, by applying inter psychological mechanisms from(Casanova, 2007) showed that the virtual environment promoted collaborative work amongst themselves. the answer to the research question was answered affirmatively

No description available.

The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.

The aim of the study was to investigate the impact of expatriate school leaders in the education system of the United Arab Emirates (UAE). This study was motivated by a concern regarding the short-term entry of expatriates into the UAE education system, thereby questioning their overall impact in the UAE educational reform. The literature reviews focused on mentoring and leadership within education, and how these related to the UAE educational reform in particular. The empirical investigation used a qualitative, ethnographical case study design. The situated learning theory and the social constructivist theory were used as conceptual frameworks for the study. Purposive and convenient sampling was employed to select five indigenous and five expatriate school leaders as participants for this study. Qualitative data collection was preceded by a pilot study in which an indigenous and an expatriate school leaders were informally interviewed. Individual interviews were thereafter conducted whereby participants were interviewed over a two-week period. The interviews were followed by focus group sessions that were gender specific. Notes were kept and all observations were documented throughout the study. Findings were that, according to the participants’ views, expatriate school leaders seemed to make little impact on current UAE education reform. Their impact was inhibited by dubious motives of many expatriate school leaders working in the UAE; cultural and religious barriers between expatriate and indigenous school leaders; language as a barrier; lack of role modelling; continuous changes in the UAE education system; poor attitudes of some indigenous school leaders; resistance to change; lack of sustainability and poor communication between school leaders and policy makers. Recommendations were provided to enhance the impact of expatriate school leaders within the UAE system. Firstly, expatriate impact could be enhanced through an intensive two-week induction programme and secondly, by means of a partnership development framework to improve the mentoring relationship between expatriate and indigenous school leaders. Ways to overcome the language barrier were also recommended. Additionally, the study provided recommendations for further research. / Educational Leadership and Management / D. Ed. (Education Management)

La finalité de ce travail exploratoire, inscrit dans le cadre d’une didactique professionnelle du design naissante, est de comprendre l’incidence de l’alternance sur les apprentissages d’étudiants en design. Dans ce but, les connaissances ou savoirs impliqués et les représentations que les prescriptions proposent sont extraits puis mis en regard des représentations que les étudiants construisent de l’activité de conception en tant qu’objet social ou en jeu dans les activités d’apprentissage. Pour aborder ces représentations décrites ou construites, puis leur incidence sur l’activité de conception et sur les apprentissages, il est fait appel à un champ théorique multidisciplinaire et à un cadre méthodologique dialectique s’appuyant sur une analyse curriculaire et sur une analyse de l’activité des étudiants-apprentis. Les résultats mettent en lumière des représentations, parfois antagonistes, de l’activité de conception et de la profession de designer. Ils montrent que l’alternance des temps et des lieux d’apprentissage est un révélateur, pour les étudiants, des spécificités de l’activité de conception au sein de chacun des environnements. Ainsi, les environnements « organisants » et « capacitants » du curriculum réel, impensés dans le prescrit, modifient et régulent l’activité et le développement des compétences. Enfin, la production de connaissances, prescrite par le curriculum dans la cadre d’un « mémoire de recherche », permet aux apprentis-designers-chercheurs de développer des formes d’expertises qui interrogent sur les interactions entre savoirs pour agir et métaconnaissances pour concevoir et semblent redéfinir la représentation de la compétence de conception. / The purpose of this exploratory work, grounded on an emerging professional pedagogy of design, is to understand the impact of work-linked training in design on the learning of the design activity by students. To that end, the knowledge involved is extracted, juxtaposed with the representations that the requirement offers, and then set against the representations that students build of design activity as a social object as well as those involved in learning activities. Therefore, the theoretical field which is used is multidisciplinary. It induces a dialectical methodologic framework based both on a curricular analysis, necessary to understand the observed teaching situations, and on an analysis of the students’ activities. The outcomes shed light on these (sometimes conflicting) representations of creative design activity and of the designer’s profession. Outcomes also show the alternating times and places of learning situations reveal to the students the specificity of both designing situation. Thus, the “organizing environments” of the real curriculum and untaught within the required one, modify and regulate the system of interactions and the development of the students’ design skills. Moreover, the exchange device induces a timeline and “enabling” working and learning environments. Finally, the production of knowledge, required by the curriculum through the “research thesis”, allows the “apprentices-designers-researchers” to develop forms of expertise that question the interactions between knowledge to act and meta-knowledge to design and seems to redefine the representation of the design skill.

<p>In this dissertation, I investigate the authentic learning experiences of students participating in the Engineering Projects in Community Service (EPICS) program at Purdue University within the framework of authentic education. Utilizing a quantitative approach, the study assesses the performance of new and returning students across five key outcomes that measure authentic learning during a single semester. The analysis of variance (ANOVA) revealed significant main effects for time of assessment and type of student on performance, with an overall improvement in all outcomes observed from mid-term to final evaluations and returning students typically outperforming new students. Interaction effects between time and type were also examined, revealing subtle yet complex dynamics in students’ learning trajectories. The findings hold implications for enhancing authentic learning, especially in engineering design contexts, and offer insights to guide future implementation of and improvements to authentic education initiatives, particularly the EPICS program. Despite certain limitations, the research opens avenues for future investigations into diverse aspects of authentic education in STEM and beyond.  </p>

Indiana University-Purdue University Indianapolis (IUPUI) / Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.