121 |
The educational ideals of Woodrow WilsonNittoli, Michael J January 1966 (has links)
Abstract not available.
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Fundamental Jewish educational ideals: A thesisBerger, Julius January 1950 (has links)
Abstract not available.
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123 |
Manifest structure analysis in academic predictionVaillancourt, Raymond Fernand January 1961 (has links)
Abstract not available.
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Dicken's bill of rights for the child, in the light of Catholic principles of education: A dissertationOuellette, Albina January 1949 (has links)
Abstract not available.
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The natural virtues in adolescenceBown, E.F January 1952 (has links)
Abstract not available.
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126 |
Aldous Huxley's views on educationMaharajh, Mahabir R January 1960 (has links)
Abstract not available.
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A multiple intelligence view of learning at the high school levelWeber, Ellen 11 1900 (has links)
This study drew upon a constructivist and Howard Gardner’s multiple intelligence
view of learning, to develop an interactive curriculum development model involving high
school students and teachers. Eight grade ten students contributed in a central way to
the study, a factor precipitated by my intention to emphasize students’ perspectives
concerning their individual abilities and interests, and the way in which the high school
curriculum did or did not accommodate these. Four grade ten teachers also participated
in the task of identifying the degree to which students’ individual differences can be
accommodated in an integrated high school curriculum.
The study, conducted over a ten-month period during one school-year, addressed
three questions. 1) What is the nature of the curriculum development process when high
school students and teachers in their classroom practices, apply ideas congruent with
Multiple Intelligence Theory, in order to address individual student differences, within the
traditional constraints of a high school? How can these processes be incorporated into a
model? 2) What was the role of the students in the development of the Multiple
Intelligence Theory Application Model? and, 3) What was the role of the teachers in the
development of the Multiple Intelligence Theory Application Model? My response to these
questions involved the monitoring of students’ perspectives concerning their interests and
abilities as reflected by both their current curriculum and the integrated curricular unit
prepared by the teachers. The students’ and teachers’ perspectives are discussed and
examined by means of in-depth interviews, interactive group discussions, and field notes
and documentation of the collaborative processes involved in developing the integrated
curriculum unit.
The analysis of the findings suggests that change within the curriculum content,
consistent with a constructivist and MI view of learning, would enable students to
develop further their individual differences. Such change is endorsed particularly by the
high school student participants. The study also examines the usefulness of the MITA
Model as a means of initiating that change, within an integrated studies context. Finally,
I suggest a number of related issues for further research. / Education, Faculty of / Graduate
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A Critical Approach to Human Rights Education in Kuwait: Empowering Learners for Social changeAlazmi, Athari January 2020 (has links)
No description available.
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129 |
The idea of holistic man : an inquiry into the educational possibilitiesHope, Stuart January 1988 (has links)
Bibliography: pages 269-275. / Educational theory and practice stems from the generally accepted concept of Man, such as apartheid ideology which forms the basis of the South African educational system. Separatist thinking of some kind determines the perspective and actions of many people throughout the world. The pathology of this mode of consciousness has generated numerous crises, and is the root cause of the psychotic behaviour which is currently dominating the international scene. Inherent in any crisis is opportunity. New ways of being emerge through the struggles and mistakes of living. Counteracting the reductionist trend is the balancing notion of holism. This thesis examines the suitability and necessity of a holistic educational paradigm, particularly in this country. It explores the emerging holistic world view in two important areas of human endeavour - science and religion. Furthermore, it looks at the nature and psychology of change, Smuts's concept of holism, defines holism as modes of seeing, knowing and being, and describes the new world person with reference to South Africa's future. However, further work is needed to formulate a holistic concept of Man in order to derive a more comprehensive educational theory and practice.
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The metaphoric bridge : spanning educational philosophy and practiceHoida, David Joseph January 2004 (has links)
No description available.
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