Global ETD Search

21	<b>PLANTING SEEDS OF BELONGING: A CASE STUDY</b> Ken Fuelling (19199932) 24 July 2024 (has links) <p dir="ltr">At present, formal and non-formal agricultural spaces, including agricultural education, do not provide opportunities for individuals from historically and contemporarily marginalized communities to develop a strong sense of belonging. An increase in sense of belonging may increase retention for all individuals interacting with agricultural programs and more effectively disseminate tools and resources to a wider audience, which can help solve agricultural issues such as the hunger crisis. The Garden Sun Institute (GSI) is a non-formal agricultural education program that is changing this narrative, with many staff and students of marginalized populations expressing a deep sense of belonging not only with others at GSI but also feeling a sense of belonging in the field of agriculture. The purpose of this case study was to explore whether there is a sense of belonging at this location and to determine what factors may contribute to it. The questions guiding this study are: 1) How do youth describe a sense of belonging at GSI? 2) How does GSI engage with youth, family, and staff? and 3) How do those engaging with GSI describe a sense of belonging within agriculture broadly? Results from this study showed that utilizing elements of the Critical Pedagogy of Agriculture along with practices such as trauma-informed pedagogy, student-led and student-centered learning, and gentle parenting have led to this program developing a culture of belonging. Future research recommendations include determining accountability strategies and investigating the impacts of the incorporation of strategies into formal education programs.</p> Secondary education Inclusive education Agricultural Education Sense of Belonging critical pedagogy of agriculture inclusion diversity equity perceptions of agriculture inclusive classroom nonformal agricultural education school-based agricultural education case study trauma-informed pedagogy learner-centered pedagogy historically marginalized population contemporarily marginalized population student centered Student Led
22	Student-led cell group ministry as 'n model vir jeugbediening / Student-led cell group ministry as a model for youth ministry Nel, Adriaan Marthinus 06 1900 (has links) Text in Afrikaans / Die een biljoen tieners wereldwyd (Borgman 1997:3) is nie meer dieselfde as 'n paar jaar gelede nie, maar raak daagliks moeiliker om te bereik. 'n Generasie wat wereldburgerskap ontvang het en deur die Televisie vermaak en die Media beinvloed word. Jongmense, skrikkerig vir "commitment", nie anti-godsdiens nie, maar soekend om te bepaal watter een die regte God is. Die kerk het vir die Millennium generasie tieners "boring" geraak want weekliks word hulle vermaak. Die uitdaging vir jeugbedienings lê daarin dat hierdie moderne tiener uit hulle geestelike verveeldheid uitgehelp sal word sodat hulle iets kan begin doen met dit wat hulle vir jare al weet. Die Tienerleier selgroep model is gerig op die verstaan van Millennium tieners en hulle geestelik te help groei. Met die oop steel in gedagte word elke tiener wat Jesus Christus as 'n werklikheid ontdek het gemotiveer om hierdie werklikheid met 'n ander tiener te gaan deel. / The one billion teenagers in the world (Borgman 1997:3) today are very different than a few years ago. The process to reach them with the Gospel is recently more difficult than ever. As citizens of the Global village they enjoy the entertainment on television and dress in the way the media proclaims. Modern youth are scared of commitment, not really anti-religion but searching for the true God. The youth of today look to the church to show them something, no, SOMEONE but instead the church became boring to them. We need to help them step out of their own boredom and do something with what they know (Hutchcraft 1996:168). With the focus on spiritual growth, and the vacant chair to remind them of their lost friends, the student-led cell group model can be one of the most effective strategies for reaching and serving the teenager of the next century. / Philosophy, Practical & Systematic Theology / M. Diac. (Jeugwerk) Jeugfilosofie Na binne-gerigte jeugbediening Generasies Millennium tiener Tienerleier selgroepe Selgroep byeenkoms Verdeling Vier dodelike dekades Selleier opleiding Bybelse fundering Geloofsgroei Uitreiking Oikos Vermaak Administrasie Volwasse mentors Youth philosophy Inside focus Generations Millennial teenager Student-Led cell groups Cell group meeting Multiply a group Four deadly decades Celleader training Bible foundation Growth in faith Outreach Oikos Entertainment Administration Adult mentors 259.23 Generation X Church group work with teenagers Church work with teenagers Group ministry Church group work with youth
23	Student-led cell group ministry as 'n model vir jeugbediening / Student-led cell group ministry as a model for youth ministry Nel, Adriaan Marthinus 06 1900 (has links) Text in Afrikaans / Die een biljoen tieners wereldwyd (Borgman 1997:3) is nie meer dieselfde as 'n paar jaar gelede nie, maar raak daagliks moeiliker om te bereik. 'n Generasie wat wereldburgerskap ontvang het en deur die Televisie vermaak en die Media beinvloed word. Jongmense, skrikkerig vir "commitment", nie anti-godsdiens nie, maar soekend om te bepaal watter een die regte God is. Die kerk het vir die Millennium generasie tieners "boring" geraak want weekliks word hulle vermaak. Die uitdaging vir jeugbedienings lê daarin dat hierdie moderne tiener uit hulle geestelike verveeldheid uitgehelp sal word sodat hulle iets kan begin doen met dit wat hulle vir jare al weet. Die Tienerleier selgroep model is gerig op die verstaan van Millennium tieners en hulle geestelik te help groei. Met die oop steel in gedagte word elke tiener wat Jesus Christus as 'n werklikheid ontdek het gemotiveer om hierdie werklikheid met 'n ander tiener te gaan deel. / The one billion teenagers in the world (Borgman 1997:3) today are very different than a few years ago. The process to reach them with the Gospel is recently more difficult than ever. As citizens of the Global village they enjoy the entertainment on television and dress in the way the media proclaims. Modern youth are scared of commitment, not really anti-religion but searching for the true God. The youth of today look to the church to show them something, no, SOMEONE but instead the church became boring to them. We need to help them step out of their own boredom and do something with what they know (Hutchcraft 1996:168). With the focus on spiritual growth, and the vacant chair to remind them of their lost friends, the student-led cell group model can be one of the most effective strategies for reaching and serving the teenager of the next century. / Philosophy, Practical and Systematic Theology / M. Diac. (Jeugwerk) Jeugfilosofie Na binne-gerigte jeugbediening Generasies Millennium tiener Tienerleier selgroepe Selgroep byeenkoms Verdeling Vier dodelike dekades Selleier opleiding Bybelse fundering Geloofsgroei Uitreiking Oikos Vermaak Administrasie Volwasse mentors Youth philosophy Inside focus Generations Millennial teenager Student-Led cell groups Cell group meeting Multiply a group Four deadly decades Celleader training Bible foundation Growth in faith Outreach Oikos Entertainment Administration Adult mentors 259.23 Generation X Church group work with teenagers Church work with teenagers Group ministry Church group work with youth
24	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998
25	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998

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