Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--Kent State University, 1995. / Includes bibliographical references (leaves 309-318).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 204-210).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 144-151).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Sydney, 2001. / Title from title screen (viewed Jan. 22, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Physiotherapy, Faculty of Health Sciences. Includes bibliography. Also available in print form.

Η εργασία έχει ως θέμα τους εκπαιδευτικούς και την πρόκληση της καινοτομίας, με έμφαση στην περίπτωση της διαθεματικότητας. Σκοπός ήταν η ανάδειξη της σημασίας της εισαγωγής καινοτομιών στο ελληνικό δημοτικό σχολείο. Μέσα από την έρευνα, μελετάμε τις απόψεις των εκπαιδευτικών σχετικά με την διαδικασία εισαγωγής καινοτομιών στο σχολείο και επιχειρούμε αναδείξουμε τη σημασία της. Εξετάζουμε τις πεποιθήσεις των εκπαιδευτικών του Ν.Ηλείας σχετικά με την έννοια της καινοτομίας όπως την αντιλαμβάνονται αυτοί ως άμεσα εμπλεκόμενοι με τη διαδικασία της μάθησης. Παράλληλα διερευνώνται οι παράγοντες που επηρεάζουν την εισαγωγή καινοτομιών στο σχολείο μέσω του παραδείγματος της διαθεματικής προσέγγισης της γνώσης καθώς και οι μέθοδοι που χρησιμοποιούνται κατά τη διδασκαλία ενός διαθεματικού προγράμματος. Η μελέτη αυτή δεν θα είχε ολοκληρωθεί χωρίς τη συμπαράσταση, την υποστήριξη και την ενθάρρυνση του επιβλέποντος καθηγητή κ.Παντελή Κυπριανού, ο οποίος με τις συμβουλές και την καθοδήγησή του διευκόλυνε την ολοκλήρωσή της. Τον ευχαριστώ θερμά. Επίσης, ευχαριστίες οφείλω σε όλους τους διευθυντές και εκπαιδευτικούς που συμμετείχαν και βοήθησαν στην ερευνητική διαδικασία. / This paper aims at highlighting the importance of introducing innovations in elementary school. The starting point for dealing with my issue was my personal contact with innovative activities as a practicing teacher. The trigger was my involvement in various individual small innovative school programs. The so far failed reforms with regard to achieving the much desired improvement of the educational system raises the requirement for a gradual change of schools aiming at improving their structure, organization and operation. Both the flexibility and adaptability of innovation to the needs of each school make it an effective means to achieve improvement. However, through my experience I believe that the presence of complex problems hinder the success and reduce the effectiveness of innovation moving away from the goal. Sample of the research was consisted of 129 primary school teachers in the prefecture of Ilia and as a means of data collection used a questionnaire including (6) recordings of the profile questions of teachers and (24) total questions and sub-questions relating to the research questions of the study. The questionnaire emerged from initial interviews held with some teachers as well as pilot in (19) teachers in order to test both the validity of the content and the structure of its questions. In this study we investigated the following research questions: • What are the opinions of teachers on the content of the term "innovation" and which features do they attach to this? • Which factors according to their teachers affect the introduction of innovations in school? • What are the perceptions of teachers for Interdisciplinary innovation and which methods and techniques do they use in teaching in an interdisciplinary program implementation? Finally given the analyses that include the comparison of answers between men and women, as well as the conclusions from the research in the schools and proposals for further research.

Childhood obesity is a prevalent subject of research currently, and many researchers have studied the effectiveness of school programs in battling obesity among students. This case study, utilizing ethnographic tools of observation, interviews, and investigation of artifacts, examines educators' perceptions of the role of the school in the prevention of this epidemic, how perceptions affect practices, and the barriers to prevention efforts. The lens of caring theory, social justice, and critical theory frame the analysis of how educators in a medium-sized elementary school contend with the problem of childhood obesity. Educators in this setting perceived their role in the prevention of childhood obesity as limited and tended to blame parents for the condition of obese students. Because of this perception, attempts at prevention were somewhat sporadic and individualistic in nature. Barriers included a lack of training in critical reflection and the stresses of mandated testing and budget cuts. Teachers and staff members cared for their obese students' well-being, but generally lacked the resources to help them. They were often uncomfortable discussing obesity with parents and tended to avoid the subject, and unfortunately, this conversation needs to occur in order to find help for their obese students.

Magister Curationis - MCur / Teacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.

Philosophiae Doctor - PhD / In this doctoral thesis, I explored how the national guidelines for higher education to institutionalise service-learning as a particular type of community engagement were implemented in South African higher education institutions. Whilst the particular School of Nursing where the study was conducted was cognisant of the national policy imperative on service-learning as stipulated in the guidelines of the Higher Education Quality Committee (HEQC), operationalisation within the academic programmes had not been addressed. An intervention study was thus undertaken to develop a service-learning implementation framework for the School of Nursing using the multi-phased design and development model of Rothman and Thomas (1994). The factors that influenced the implementation of the HEQC’s service-learning policy guidelines in the nursing programmes were explored during the first phase: problem analysis and project planning. During this phase, the research focused on the readiness of the school to institutionalise service-learning at organisational and individual level because service-learning scholars advocate a systems approach to service-learning institutionalisation. At organisational level, the research question investigated whether the higher education institution had created an enabling environment for the school to institutionalise service-learning successfully in the academic. The factors that were associated with readiness at organisational (school) level were those cited as critical success factors for service-learning institutionalisation by Furco (2002) or better known in South African terminology as service-learning good practice indicators. Individual readiness was determined in terms of service-learning scholarship and willingness to participate in service-learning -capacitating activities.