Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2006. / Dr. Phillip L. Ackerman, Committee Chair ; Dr. Ruth Kanfer, Committee Co-Chair ; Dr. Lawrence James, Committee Member. Includes bibliographical references.

Thesis (Ph. D.)--New York University, 1906. / Bibliography: p. [56]-58.

The purpose of this narrative inquiry study was to investigate the influence of curricular mandates on the teaching practices of high school mathematics teachers. Narrative inquiry, philosophically based on John Dewey’s theory of experience (Dewey, 1938), provides the intimate study of an individual's experience over time and in context(s) (Clandinin & Connelly, 2000). This study focused on the experiences of three high school mathematics teachers’ stories of educational change with data collected through interviews and personal documents. Socio-cultural narrative analysis was used to interpret the participants’ stories of adaptation. The data, presented as an ethnodrama, is composed of scenes taken from the interviews and interweaves the participants’ stories of evolution as they tackled the struggles of change on multiple levels: curriculum, student assessment, and teacher evaluation. Results indicated teachers adopt both traditional and reform strategies when deciding on appropriate teaching practices. Collaboration and professional development were two important aspects used by the participants to enlarge their toolbox of teaching practices when forced to challenge their existing beliefs. This study contributes to the scarce research on the impact of curricular mandates on teaching practices. It also highlights the experiences of high school mathematics teachers as they embrace the paradigm shift associated with the mandates and implement changes to their practices to promote a more student-centered, collaborative environment.

Habilitation--Universität, Zürich, 2007. / Includes bibliographical references (p. [319]-341) and index.

Cette thèse analyse les articulations architectoniques du système de l'expérience à partir des concepts de croissance et d'affinité présentés dans l'Architectonique de la Critique de la raison pure. L'affinité définit la communauté du dissemblable et l'action réciproque qui structurent les différents éléments de la connaissance (espace, temps, catégories, idées). Les schèmes transcendantaux de l'Analytique des principes s'articulent au profit de l'unité systématique de l'expérience sans laquelle la connaissance ne serait qu'un agrégat et non un tout rationnellement unifié. La recherche des affinités entre schèmes transcendantaux s'établit sur le terrain de la physiologie rationnelle qui implique la donation matérielle du phénomène à travers la sensation et le mouvement. Cette physiologie vise l'articulation de l'empirique et de l'a priori transcendantal et se développe à travers une étape de spatialisation du schématisme transcendantal dans les Premiers principes métaphysiques de la science de la nature (1786) avant de connaître un déploiement cosmologique dans l'Opus postumum (1796-1802) à travers la preuve de l'éther. La réflexion réfléchissante de la Critique de la faculté de juger est l'instrument qui permet d'opérer la subsomption catégoriale des prédicables physiologiques (sensation, mouvement, forces, toucher, direction, relativité, etc.) qu'il faut organiser de façon systématique. Le fil conducteur de la Naturphilosophie kantienne peut ainsi être dégagé. L'évolution de la théorie critique de l'expérience épouse un devenir cosmologique où les conditions a priori de la connaissance sont traduites dans la forme de l'espace et deviennent ainsi à la fois régulatrices et constitutives. Ce qui est visé, c'est une figure de l'affinité transcendantale entre le sujet et le monde, une mimésis originaire qui pousse la raison à s'incarner dans l'univers. / This thesis analyzes the architectonical structure of the system of experience from the concepts of growth and affinity presented in the Architectonic of the Critique of Pure Reason. Affinity defines the community of the dissimilar and the reciprocal action that link the different elements of knowledge (space, time, categories, ideas). The transcendental schemas of the Analytic of Principles are articulated in favor of the systematic unity of experience without which knowledge would be only an aggregate but not a unified whole. The research of affinities between transcendental schemas is established in the field of the rational physiology, which involves the knowing a cosmological turn in the Opus postumum (1796-1802), through the proof of the ether. The reflection of the Critic of the Power of judgment is the instrument thanks to which we can realize the transcendental subsumption of the predicables (sensation, movement, forces, direction, relativity, etc.) in a systematical way. The thread of the kantian Naturphilosophie can thus be revealed. The evolution of the critical theory of experience follows a cosmological evolution in which the a priori conditions of knowledge are translated into the form of space and thus become both regulative and constitutive. It shows a figure of the transcendental affinity between the subject and the world, an original mimesis that compels the reason to be embodied in the universe.

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.

The purpose of this diploma thesis is to analyze the parent-child relationship in selected novels by Anita Desai. The novels chosen for the analysis are Cry, the Peacock; Clear Light of Day; Fire on the Mountain; Fasting, Feasting. The aim of the theoretical part is, firstly, to introduce Anita Desai and her style of writing, secondly, to lay the theoretical basis for further analysis of the attachment between children and their parents. In this part the author presents the Attachment theory, behavioural patterns and parenting styles (authoritarian, authoritative, permissive, uninvolved). The theoretical part is concluded by a portrait of Indian society and typical Indian family structure - the environment in which Desai's protagonists live. The practical part consists of thorough analysis of the selected novels. The analysis shows Desai's tendency to portray such parenting styles that instil insecurity in children. The results prove that these approaches to raising a child affect the personality development negatively. It was interesting to find out that gender bias influences not only the life-path and self-concept of the protagonists but also the quality of their relationship with their parents.