Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 142-149).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 48-50).

Thesis (D. Min.)--Columbia International University, 2002. / Abstract. Includes bibliographical references (leaves 189-196).

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Robert L. Fisher (chair), Larry D. Kennedy, Franzie L. Loepp, Vicky L. Morgan, William L. Tolone. Includes bibliographical references (leaves 152-169) and abstract. Also available in print.

Thesis (D.A.)--Illinois State University, 1997. / Title from title page screen, viewed June 8, 2006. Dissertation Committee: Heather Brodie Graves (chair), Ronald L. Strickland, William Woodson. Includes bibliographical references (leaves 221-228) and abstract. Also available in print.

Is open-mindedness necessary for intellectual well-being in education? To answer this question this thesis draws on Aristotle‟s virtue ethics and virtue epistemology. It is argued that in order to understand eudaimonia (well-being) it is necessary to understand phronesis. In this regard, it is implied that in order to understand well-being, it is necessary to understand virtue, thus, well-being needs virtue(s). Just as Aristotelian virtue ethics defends the necessity of virtue(s) for well-being, virtue epistemology defends the priority of intellectual virtues for intellectual well-being. Unlike epistemology, virtue epistemology focuses on how an individual can be a good informant through the cultivation of intellectual virtues. To this end, this thesis proposes an alternative regulative educative virtue epistemology for intellectual well-being in education. In this context, open-mindedness is examined as an intellectual virtue that secures and facilitates other virtues both for individual and collective well-being in education. Bringing together White‟s and Nussbaum‟s seemingly opposed approaches to well-being, this thesis argues that a better theory of well-being in education must be one that equally combines a collective subjective major-informed desire theory with an individual objective list account of well-being. This account of well-being implies a certain understanding of intellectual open-mindedness. Drawing on Wolff‟s and De-Shalit‟s novel ideas of „secure‟ and „fertile functioning‟ as well as on Roberts‟ and Wood‟s „intellectual functionings‟, this thesis proposes a genuine intellectual open-mindedness that is both well-informed, reasonable, and necessary to „secure‟ and „fertile‟ „intellectual functionings‟ for intellectual well-being in education. Throughout the discussion, the thesis asserts that particular attention needs to be paid to the well-being of student teachers. Although it is widely accepted that pupils‟ well-being is important, less attention has been given to teachers‟ well-being. This thesis argues that teachers‟ and pupils‟ well-being is inextricably connected and initial teacher education should focus on student teachers‟ intellectual well-being as they constitute the future teaching workforce. The implications of how this account of well-being might inform Scottish initial teacher education programmes is addressed.

One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.

This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.

Submitted by Alexandre Alexandre (aleviola@terra.com.br) on 2014-08-09T16:25:14Z No. of bitstreams: 1 DISSERTAÇÃO_ALEXANDRE_REBOUÇAS final.pdf: 2505746 bytes, checksum: 509fe7ee88515032a3d25a055d929d5b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-08-12T15:12:22Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO_ALEXANDRE_REBOUÇAS final.pdf: 2505746 bytes, checksum: 509fe7ee88515032a3d25a055d929d5b (MD5) / Made available in DSpace on 2014-08-12T15:12:22Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO_ALEXANDRE_REBOUÇAS final.pdf: 2505746 bytes, checksum: 509fe7ee88515032a3d25a055d929d5b (MD5) / Este estudo visou investigar novas possibilidades de abordar a formação humana no espaço escolar tradicional, através de pesquisa empírica fundamentada na teoria intitulada “Epistemologia do Educar” desenvolvida por Dante Galeffi. Esta teoria, de base transcomplexa, também contém elementos fundantes, como autoconhecimento, além de conceitos como deixar o outro ser o caminho de sua vida, caminho óctuplo, dialogia, polilógica e atitude filosófica, os quais, juntamente com a obra “Fenomenologia da percepção” de Merleau-Ponty, fundamentam outra abordagem para o corpo em seu processo de construção e formação do ser humano. Estas teorias e conceitos nortearam tanto a práxis quanto a metodologia em Educação Musical ao criar dispositivos articuladores entre teoria e práxis para uma vivência de conteúdos, como por exemplo, propriedade do som (altura, timbre, dinâmica e duração) durante o experimento. Para isso foi utilizado o corpo, música instrumental, canção (letra e música), o diálogo, a reflexão e expressão do acontecimento vivido como dispositivos metodológicos para nortear a vivência destes conceitos teóricos, revelar e registrar os fenômenos. Esta pesquisa qualitativa evidenciou uma possibilidade de abordagem condizente com o cenário atual de formação e educação humana, de base transcomplexa e fenomenológica, no qual a experiência, reflexão e tempo se revelaram como categorias importantes neste processo de ensino-aprendizagem na busca da compreensão e vivências de fenômenos complexos. Destarte, trouxe uma oportunidade de reflexão sobre o modelo de plano de aula vigente, outro paradigma para a função da Música no espaço escolar regular, uma abordagem diferente para o corpo na apreciação musical e reflexões acerca do objeto canção como catalisador de intenções artístico pedagógicas. / ABSTRACT This study aimed to investigate new possibilities of addressing the human formation within traditional school, through empirical research grounded in theory entitled "Epistemology of Educating" developed by Dante Galeffi. This theory, basic transcomplexa, also contai ns in its body, founding elements, such as self - knowledge, in addition to concepts such as leave the other be the path of his life, path octal, dialogism, poly logic and philosophical attitude, which, along with the work “ P henomenology of perception ” by Me rleau - Ponty , sought to justify another approach for the body in its process of construction and formation of human beings. These theories and concepts guided both the praxis as the methodology in Musical Education to create devices articulators between the ory and praxis for an experience of content, such as for exa mple, ownership of sound (pitch , timbre, dynamics and duration) during the experiment. For this reason it was used the body, instrumental music, song (music and lyrics) dialog, reflection and expr ession of the event lived as methodological devices to guide the experience of these theoretical concepts, reveal and record the phenomena. This qualitative research showed a possibility of approach consistent with the current scenario of training and educ ation, basic human trans complex and phenomenological, in which the experience, reflection and Time proved how important categories within this teaching - learning process in search of understanding and experiences of complex phenomena. Thus , contributed to reflect on the lesson plan template prevailing, another paradigm for the role of Music in regular school space, a different approach to the body in assessing musical and reflections about the object song as catalyst for artistic - pedagogical intentions.