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The use of variation theory to improve student learning in Chinese compositionLiu, Siu-lin. January 2004 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.
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The use of variation theory to improve student learning in Chinese composition /Liu, Siu-lin. January 2004 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2004.
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The use of learning study to enhance teachers' professional development : a case studyLai, Ting-chun. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
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Life experience of sixth grade students in analog domains of sixth grade science textbooksWagamon, Barbara J. Jinks, Jerry Lee. January 1999 (has links)
Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.
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The impact of learning study on teachers' professional developmentChiu, Siu-hong, January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
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Floaties and sinkies, flinkers and Archimedes thinkers : embodied writing in grade eight science classHarding, Thomas 05 1900 (has links)
This study has emerged from concerns expressed by science students, educators,
and researchers, and from my own teaching experience, that writing in school science
often remains disconnected from students' experience, and rarely stimulates further
learning. The purpose of this study is to explore the potential of open, expressive writing
tasks to illustrate students' understanding of the phenomena of floating and sinking.
A specially selected series of seven explorations in physical properties of matter
provide a rich context for Grade Eight students and I, their teacher, to experience and
explore this topic. The interconnections between lab explorations and writing in school
science, and the interactions in a classroom fostering science inquiry, are central to this
study.
A classroom-based story is unraveled from an enactivist perspective. My analysis
of students' writing tasks and reflections on learning illuminates possibilities for
encouraging personal connections and embodied writing in science class. Students'
insights into learning about science and about themselves through expressive ways of
writing shape this story. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Strategy, choice and the pathways to power sequence analysis of political careers /MacKenzie, Scott Alan. January 2009 (has links)
Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 298-316).
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An empirical investigation into skills development through the Expanded Public Works Programme (EPWP) : a case study in the department of Public Works, Roads and Transport, North West Province, South Africa / Lebogang Ntsele PooModingwane, Seikanno Ofentse January 2013 (has links)
Skills development is acquired by the beneficiaries that are sufficient for
self-sustenance when the period of study expires. The outcomes of this
study will help government with an indication of the success or failure of
EPWP and ways of improving identified shortfalls and/or failures in the
North West Office. It highlights problems of the current skills development
by delineating the weaknesses and pitfalls. The relevant literature has l
been visited and has served as a primary data that adds value to the
dissertation. Collation of the relevant data is followed by a discussion of
the employee perception of the impact of skills development
implementation. The relative lack of research of impact skill development
is the primary impetus of this study. The sample was drawn from The
Department of Public Works, Roads and Transport in the North West
Province office employees who were cooperative in the execution of the
study. As a result of this, the research on the subject has moved beyond
the limited confines of skills development to focus more on the impact of
the skills development. Skills development is focused on standardisation
and synchronisation of information as a result of improved organisational
efficiency, but unfortunately problems with skills development can create
challenges and dissatisfaction among the end users, resulting in failure to
deliver the anticipated benefits. The findings of this study revealed that
there is deficiency The Department's mandate with regard to Expanded
Public Works Programme will ensure that the delivery of accessible
services through integrated socially developmental and empowering
processes can improve the quality of life of communities within the
province by the way of community development programmes thus
eradicating poverty and look at the conclusion and recommendations
made in this dissertation. / Thesis (MBA) North-West Ubiversity, Mafikeng Campus, 2013
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Reconceptualisation of cooperative education at the Tshwane University of Technology : a case studyWessels, M.L., Jacobsz, J.M. January 2011 (has links)
Published Article / In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.
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Experiential Learning Events: a Narrative ExplorationGoble, Ryan R. January 2018 (has links)
This inquiry reconstructs three Experiential Learning Events (ELE) as case studies through the use of questionnaires, semi-structured interviews, and narrative. The ELEs in the study included a total of 70 students and teachers in unique cultural formations. The sites of study included: the 2001 Intensive English Seminar (IES): Fiction to Film High School English Class, the 2014 NASA + Real World Matters Climate Change in the Classroom Workshop in New York City, and the 2016 Glenbard District 87 Mathematical Curiosity Adventure in Ann Arbor, Michigan. Each ELE allowed students and teachers to interact with a field (literature/film, science, and mathematics) “in the wild.” Narratives were analyzed using metaphor theory and Gendlin’s EXP scale to understand learners’ perceptions of ELEs in relation to our understandings of traditional schooling. The primary research questions included: What happens during and after experiential learning events? Specifically, What did people perceive? How did it happen? For whom? Why?
Findings: While this inquiry was not designed to present any definitive answers, case studies and the metaphors related to them suggest ELE participants have richer experiences than they might in traditional settings. Narratives also suggest that a hallmark of ELEs is that they are more fluid in relation to the commonly fixed learning experiences found in traditional secondary school settings.
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