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The role of music in the education of the Ewedome people of Ghana : a study of cultural transformation and transmission with particular reference to Borborbor and GabadaAmedzi, Jesse Kosi January 1998 (has links)
No description available.
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American cultural patterns in Christian education in the local churchLeland, June E. January 1989 (has links)
Thesis (M.A.)--Trinity Evangelical Divinity School, 1989. / Includes bibliographical references (leaves 67-68).
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Simplified hermeneutics and sermon development skills for the Korean Chinese house church leadersSong, Ho Kil, January 1997 (has links)
Thesis (D. Miss.)--Western Seminary, Portland, Or., 1997. / Western Seminary staff have determined that much of the material in this thesis was copied from another Western Seminary D. Min. product: Schmid, J. David / Explore the Bible: from text to sermon, 1991 (note added 8/29/2001). Abstract. Includes bibliographical references (leaves 362-372).
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Diffusion of an e-portfolio to assist in the self-directed learning of physicians an exploratory study /Goliath, Cheryl Lynn. January 2009 (has links)
Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009. / "August, 2009." Title from electronic dissertation title page (viewed 9/30/2009) Advisor, Susan J. Olson; Committee members, Sandra C. Coyner, Suzanne C. MacDonald, Ronald Otterstetter, Lynne M. Pachnowski, Sajit Zachariah; Department Chair, Bridgie A. Ford; Dean of the College, Mark D. Shermis; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Exploring the relationship between medical school curriculum and self-directed learning : comparing graduates of traditional and problem-based learning curricula among practicing physicians /Mast, Linda J., January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 137-152). Also available on the Internet.
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Education relationships with job satisfaction and organization commitment /Pokorney, John James. Halinski, Ronald S. Strand, Kenneth H. January 1997 (has links)
Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Ronald S. Halinski, Kenneth H. Strand (co-chairs), Patricia H. Klass, Larry McNeal. Includes bibliographical references (leaves 102-117) and abstract. Also available in print.
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Exploring the relationship between medical school curriculum and self-directed learning comparing graduates of traditional and problem-based learning curricula among practicing physicians /Mast, Linda J., January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 137-152). Also available on the Internet.
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Educação e preservação cultural: o papel da escola em comunidades quilombolas do Estado do Rio de Janeiro. / Education and cultural preservation: the role of school in the Quilombolascomunity from Rio de Janeiro StateSilvia Maria de Souza Figueiredo 23 May 2014 (has links)
Historicamente constata-se a segregação da população negra no Brasil. Suas tentativas iniciais de resistência à desigualdade e à escravidão deram origem à formação de quilombos. As comunidades deles descendentes são hoje consideradas, pelos órgãos públicos, como remanescentes de quilombos. O reconhecimento jurídico dos direitos assegurados às comunidades quilombolas pela Constituição Federal de 1988 deu origem, posteriormente, à regulamentação que assegura o caráter específico da educação de crianças e de jovens das comunidades quilombolas, concretizado nas Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola. A trajetória histórica dos quilombos contribui e faz parte da cultura brasileira, além de ser um marco na história agrária. A escola se apresenta como uma instituição fundamental para verificarmos, em primeiro lugar, se o trabalho desenvolvido nas unidades escolares vem contribuindo tanto para a compreensão quanto para a preservação da cultura das comunidades quilombolas; e, além disso, se vem viabilizando as relações dos seus sujeitos com a sua própria cultura e identidade, no contexto social mais amplo.
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Educação e preservação cultural: o papel da escola em comunidades quilombolas do Estado do Rio de Janeiro. / Education and cultural preservation: the role of school in the Quilombolascomunity from Rio de Janeiro StateSilvia Maria de Souza Figueiredo 23 May 2014 (has links)
Historicamente constata-se a segregação da população negra no Brasil. Suas tentativas iniciais de resistência à desigualdade e à escravidão deram origem à formação de quilombos. As comunidades deles descendentes são hoje consideradas, pelos órgãos públicos, como remanescentes de quilombos. O reconhecimento jurídico dos direitos assegurados às comunidades quilombolas pela Constituição Federal de 1988 deu origem, posteriormente, à regulamentação que assegura o caráter específico da educação de crianças e de jovens das comunidades quilombolas, concretizado nas Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola. A trajetória histórica dos quilombos contribui e faz parte da cultura brasileira, além de ser um marco na história agrária. A escola se apresenta como uma instituição fundamental para verificarmos, em primeiro lugar, se o trabalho desenvolvido nas unidades escolares vem contribuindo tanto para a compreensão quanto para a preservação da cultura das comunidades quilombolas; e, além disso, se vem viabilizando as relações dos seus sujeitos com a sua própria cultura e identidade, no contexto social mais amplo.
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The integration of students with fetal alcohol spectrum disorders into northern schools : an ill-structured problemGowans, William 19 March 2008
The purpose of this study was to investigate the work of three administrators and their staffs as they attempted to solve the ill-structured problem of integrating students with fetal alcohol spectrum disorders (FASD) into their schools. A further purpose of the study was to investigate the role played by schools in influencing community responses that would enhance the post-school lives of students with FASD.<p>The study was conducted throughout one academic year and involved three schools in northern Canada. The use of Problem Based Methodology (PBM) permitted research to be conducted within the schools to generate solutions to the problem. By working with their staff, administrators were afforded opportunities to examine their theories in action and engage in double-loop learning as they searched for new theories of action and alternate constraint constructs.<p>The data for the study were derived from interviews with participating practitioners, parents, health professionals, and District Educational Authority (DEA) members. This permitted the gathering of spontaneous comments and general opinions to be turned into systemic records and detailed statements. The use of PBM determined that data selection involved a search for behaviours in classes of interest. Potential classes of interest were identified prior to the beginning of the study. By the use of a constraint structure, parameters were established for acceptable solutions that generated a theory of action for the ill-structured problem. The four criteria of explanatory accuracy, effectiveness, coherence and improvability were used in theory adjudication (Robinson 1993). Critical dialogue was used between the researcher and participants to collectively make decisions and solve problems through the exchange of the best possible information.<p>The study suggested implications for organizational theory that could better enable administrators and staff to address this ill-structured problem. The isolation and lack of resources oblige staff to create conditions conducive to inquiry and learning (Schon 1983). In the case of initial solutions the theories in action were similar, suggesting that assumptions surrounding the role of contextual factors caused by the heterogeneous nature of the schools are misleading. Prior to the study by Godel et al. (2000) lack of diagnosis diffused the urgency of the problem. Following the publication of the data from that study the lack of screening and diagnosis was a major challenge to stakeholders. Generation of data on the children with FASD in northern communities is essential to generate an organizational and professional focus.
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