The purpose of this study is to provide a more reflective climate for the teaching of games in Hong Kong and if appropriate, to start the process of introducing a different teaching approach. The current climate of games teaching in Hong Kong was evidenced by the review of the P. E. syllabus, the feedback collected from the P. E. lecturers, national governing bodies and P. E. teachers who are in favour of the traditional approach. Interestingly, 47 out of 155 teachers (30.4%) found difficulty with the existing teaching approach. A pilot study and two workshops provided encouraging results to pave the road for the main and second trial teachings. To suit the culture in Hong Kong, the modified cognitive approach was adopted in the main trial teaching and then followed by the cognitive approach (teaching games for understanding) in the second trial teaching. Two groups of 8 experienced and inexperienced P. E. teachers (4 male and 4 female) were invited to teach Basketball and Volleyball to 420 students in two trials of teaching. Two sets of questionnaires were distributed to study the affective aspects of the teachers and students after each approach. A follow-up interview was designed to study teachers' changes one year after the workshop. For the teachers' responses in the Basketball group, significant results indicated that the teachers (t value 3.29 p<0.05) gained more enjoyment with the modified cognitive approach. The results in the follow-up interview indicated that they had different changesin fluencedb y the new approach.F or the students' responses of the Basketball and Volleyball groups, significant result showed that the boys obtained more enjoyment with the modified cognitive approach taught by the male teachers than the girls taught by the female teachers. No significant difference was found in the Basketball group but in the Volleyball group, the students were more enjoyable with the modified cognitive approach taught by the experienced teachers. The findings imply that since both the teachers and students felt comfortable and enjoyed teaching games with the understanding approach, it is an appropriate time to introduce it to Hong Kong.

The purpose of this study is to investigate how secondary school media educators might best meet the needs of students who prefer practical production work to ‘theory’ work in media studies classrooms. This is a significant problem for a curriculum area that claims to develop students’ media literacies by providing them with critical frameworks and a metalanguage for thinking about the media. It is a problem that seems to have become more urgent with the availability of new media technologies and forms like video games. The study is located in the field of media education, which tends to draw on structuralist understandings of the relationships between young people and media and suggests that students can be empowered to resist media’s persuasive discourses. Recent theoretical developments suggest too little emphasis has been placed on the participatory aspects of young people playing with, creating and gaining pleasure from media. This study contributes to this ‘participatory’ approach by bringing post structuralist perspectives to the field, which have been absent from studies of secondary school media education. I suggest theories of media learning must take account of the ongoing formation of students’ subjectivities as they negotiate social, cultural and educational norms. Michel Foucault’s theory of ‘technologies of the self’ and Judith Butler’s theories of performativity and recognition are used to develop an argument that media learning occurs in the context of students negotiating various ‘ethical systems’ as they establish their social viability through achieving recognition within communities of practice. The concept of ‘ethical systems’ has been developed for this study by drawing on Foucault’s theories of discourse and ‘truth regimes’ and Butler’s updating of Althusser’s theory of interpellation. This post structuralist approach makes it possible to investigate the ways in which students productively repeat and vary norms to creatively ‘do’ and ‘undo’ the various media learning activities with which they are required to engage. The study focuses on a group of year ten students in an all boys’ Catholic urban school in Australia who undertook learning about video games in a three-week intensive ‘immersion’ program. The analysis examines the ethical systems operating in the classroom, including formal systems of schooling, informal systems of popular cultural practice and systems of masculinity. It also examines the students’ use of semiotic resources to repeat and/or vary norms while reflecting on, discussing, designing and producing video games. The key findings of the study are that students are motivated to learn technology skills and production processes rather than ‘theory’ work. This motivation stems from the students’ desire to become recognisable in communities of technological and masculine practice. However, student agency is not only possible through critical responses to media, but through performative variation of norms through creative ethical practices as students participate with new media technologies. Therefore, the opportunities exist for media educators to create the conditions for variation of norms through production activities. The study offers several implications for media education theory and practice including: the productive possibilities of post structuralism for informing ways of doing media education; the importance of media teachers having the autonomy to creatively plan curriculum; the advantages of media and technology teachers collaborating to draw on a broad range of resources to develop curriculum; the benefits of placing more emphasis on students’ creative uses of media; and the advantages of blending formal classroom approaches to media education with less formal out of school experiences.

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997. / Source: Masters Abstracts International, Volume: 45-06, page: 2706. Typescript. Abstract precedes thesis as preliminary leaves iii-iv. Includes bibliographical references (leaves 62-63).

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Includes bibliographical references.

Thesis (M.S.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.(Computer Assisted Education))--University of Pretoria, 2004. / Includes bibliographical references (leaves 345-378). Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

O presente estudo tem por objetivo analisar as teses de doutorado produzidas na FEUSP, na área de pesquisa Filosofia e Educação; esclarecer como a filosofia da educação, enquanto campo de investigação, relaciona teoria e prática; identificar seus objetos de estudo e as formas de abordagem dos problemas pesquisados nas teses. A hipótese da qual partimos defende que teoria e prática são complementares e igualmente relevantes na formação dos profissionais de educação. Como metodologia, fizemos uma pesquisa empírica, por meio da realização do inventário das teses de doutorado da referida área, posteriormente, procedemos à análise destas, procurando nos aproximar de uma abordagem terapêutica no sentido wittgensteiniano. Para isso, buscamos o conceito de jogo de linguagem utilizado por Wittgenstein e levantamos as semelhanças entre as teses e as regras seguidas pelos pesquisadores para desenvolvê-las. / The purpose of the present thesis is the analysis of doctoral thesis produced at FEUSP, inside the Philosophy and Education research field; clarify how Philosophy of Education, as a discipline, relates theory and practice; identify thesis purposes and ways of approach used by their researchers while solving their thesis main problems. The initial hypothesis, which defends that theory and practice are complementary to each other and equally relevant for educators qualification. The methodology employed was empirical research, by the listing and posterior analysis of doctoral thesis from the referred area, seeking for a therapeutic approach in the wittgensteinian sense. To achieve the referred purpose, we resorted to the concept of languagegames used by Wittgenstein and we surveyed the similarities between the present thesis and the rules followed by the researchers to develop them.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

The study was designed to initially determine levels of moderate-to-vigorous physical activity (MVPA) occurring during physical education in 11-12 year olds using appropriate objective methods. Subsequently, the potential of a pedagogical method; ‘teaching games for understanding’ to increase PA levels and self determined motivation during PE lessons, and habitual physical activity during leisure time was examined. The most reliable and valid PA measurement tool for the chosen age group was the RT3 ® triaxial accelerometer. PA levels during PE lessons fell short of the recommended 50% (20 minute) criterion, with children accumulating 16.4 ± 2.3 minutes (44.9 ± 5.6%) of mean MVPA during lesson time. Seven day habitual activity monitoring revealed that time spent in MVPA on a PE day was significantly higher (P <0.05) than on a weekend day. This study also highlighted that on non PE days the lack of PE-related activity was not compensated by engagement in other activity. An investigation into the effects of a 12 week TGfU pedagogical strategy on MVPA and elements of Self Determination Theory during PE lessons revealed that boys assigned to the intervention displayed significantly higher (P <0.01) levels of MVPA, and significantly higher levels of autonomy (P < 0.05) post-intervention versus the control group. In addition, a non significant trend for an increase in habitual PA for boys assigned to the intervention lessons was revealed. No significant differences were displayed in the constructs of the TPB pre-post intervention and no significant benefits of TGfU were noted for girls. The reported increases in MVPA and levels of autonomy during PE lessons in boys using a TGfU approach are novel and promising. However it is suggested that future research incorporates such strategies in a health-promoting PE environment in addition to the traditional skills-based activities. This may have potential in enhancing MVPA during PE in girls and boys, and may promote greater transference to habitual physical activity levels. The potential for self determined environments positively impacting upon motivation and intentions to be physically active both during and outside of PE lessons warrants further exploration but over longer time periods.