Global ETD Search

61	Exploring German and American Modes of Pedagogical and Institutional Sustainability: Forging a Way into the Future Pronto, Lindon N. 27 April 2012 (has links) Rooted deep in Germany's past is its modern socio-political grounding for environmental respect and sustainability. This translates into individual and collective action and extends equally to the economic and policy realm as it does to educational institutions. This thesis evaluates research conducted in Germany with a view to what best approaches are transferable to the United States liberal arts setting. Furthermore, exemplary American models of institutional sustainability and environmental education are explored and combined with those from abroad to produce a blueprint and action plan fitting for the American college and university. colleges and universities environmental education sustainable development carbon neutrality student engagement Community-based Learning Community-based Research Community Engagement Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Education Policy Energy Policy Environmental Design Environmental Health and Protection Environmental Law Environmental Policy Higher Education Administration Natural Resources and Conservation Oil, Gas, and Energy Other German Language and Literature Place and Environment Politics and Social Change Service Learning Sustainability
62	Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework Plante, Jarrad 01 January 2015 (has links) Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders. Education
63	Recovery From Design Ellison, Cassandra J 01 January 2017 (has links) Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form. Design Design Therapy Social Conditional Transformation Public Health Recovery by Design Accessibility Adult and Continuing Education Art Education Art Therapy Civic and Community Engagement Community-Based Learning Community-Based Research Community Health Community Health and Preventive Medicine Curriculum and Social Inquiry Fiber, Textile, and Weaving Arts Graphic Communications Graphic Design Industrial and Product Design Inequality and Stratification Interactive Arts Interdisciplinary Arts and Media Medicine and Health Mental and Social Health Politics and Social Change Printmaking Psychiatric and Mental Health Psychiatry and Psychology Psychoanalysis and Psychotherapy Psychology Public Health Rehabilitation and Therapy Social Psychology and Interaction Social Work Sociology Substance Abuse and Addiction
64	Recovery From Design Ellison, Cassandra J 01 January 2017 (has links) Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form. Adult and Continuing Education Art Education Art Therapy Civic and Community Engagement Cognition and Perception Cognitive Psychology Community-Based Learning Community-Based Research Community Health Community Health and Preventive Medicine Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Educational Psychology Esthetics Fiber, Textile, and Weaving Arts Graphic Design Industrial and Product Design Inequality and Stratification Interactive Arts Interdisciplinary Arts and Media Medicine and Health Mental and Social Health Other Mental and Social Health Philosophy of Mind Politics and Social Change Printmaking Psychiatry and Psychology Psychoanalysis and Psychotherapy Psychology Public Health Recreational Therapy Rehabilitation and Therapy Social Psychology and Interaction Social Work Substance Abuse and Addiction Theory and Philosophy Theory, Knowledge and Science
65	Women of African Descent: Persistence in Completing A Doctorate Bailey-Iddrisu, Vannetta L. 09 November 2010 (has links) This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies. Women African American Non-traditional student Doctoral Studies Women Studies Career Women of African Descent Graduate Studies Black women post graduate studies African American Studies American Studies Community-Based Learning Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Ethnic Studies Feminist, Gender, and Sexuality Studies Gender and Sexuality Higher Education Administration Higher Education and Teaching Inequality and Stratification International and Comparative Education Other Education Other Social and Behavioral Sciences Place and Environment Race and Ethnicity Social and Cultural Anthropology Sociology of Culture Urban Education Urban Studies and Planning Women's Studies
66	K-5 Elementary Alternative Program: A Case Study Scheuer, William E, IV 01 December 2022 (has links) The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. The Association for Supervision and Curriculum Development (ASCD) has determined five major tenets that measure how educators influence the whole child and those are: healthy, safe, engaged, supported, and challenged (ASCD, 2022). These five tenets will serve as the theoretical framework for this research on the whole child and ASCD will function as the scientific authority on the whole child for the purposes this case study. Data collection strategies included interviews, field notes, and a document review. Analysis of data occurred in three phases: (a) coding themes from participant responses during interviews (b) analysis of interview field notes (c) document review. The analysis of the case study data was based on the theoretical proposition that educating the whole child involves children being healthy, safe, engaged, supported, and challenged (ASCD, 2022). The credibility of the analysis was protected by triangulation of data through the coding of interviews, interview field notes, and a document review. The results revealed that that all five tenets of the whole child were identified as a common theme or sub-theme from participant responses. Five common themes: (1) Engaged (2) Space to Thrive/Choices (3) Identify Needs/Skills (4) Confidence/Hope (5) Relationship and five sub-themes emerged from the analysis of data: (1) Challenged (2) Supported (3) Safe (4) Healthy (5) Communication. alternative education whole child student-centered learning trauma relationships Appalachian Studies Applied Behavior Analysis Applied Ethics Child Psychology Community-Based Learning Counselor Education Curriculum and Instruction Developmental Psychology Development Studies Disability Studies Early Childhood Education Educational Leadership Educational Methods Educational Psychology Elementary Education and Teaching Experimental Analysis of Behavior Health Psychology Leadership Studies Multicultural Psychology Other American Studies Other Education Other Languages, Societies, and Cultures Other Psychology School Psychology Social Psychology Social Psychology and Interaction Special Education Administration Special Education and Teaching Theory and Philosophy Urban Education

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