Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves [208]-221).

Thesis (MPhil)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 116-119).

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 128-133).

Thesis (Ph. D.)--Florida State University, 2006. / Advisors: Deborah Coxwell-Teague, John Fenstermaker, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Sept. 18, 2006). Document formatted into pages; contains vi, 129 pages. Includes bibliographical references.

This diploma thesis deals with both theoretical part of the new trend in education, it is meant inquiry based teaching/ learning, and practical part which is useful mainly for geography teachers on the 2nd stage of primary schools. Inquiry based teaching has the aim in increasing the efficiency of the science subjects education on primary schools and getting pupils interested in study and interests. In view of the fact that the physical geography has many under parts, there were chosen three main categories for this work: hydrology, meteorology and climate, cartography and geographical informational system. In the theoretical part there is dealt with a definition of a term inquiry based teaching and learning, its using in the world educational systems and its integration into Czech educational system. On the grounds of the studied materials it was made "A set of projects for inquiry based teaching in geographical lessons on the 2nd stage of primary school. This practical portfolio includes both methodical sheets for teachers and worksheets for an explorer. Chosen projects were tested in practice and they are evaluated in the final part of the whole of the diploma thesis.

The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.

The thesis explores the manner and extent of World Council of Churches activities that reflect the obligation in its original constitution to develop ecumenical consciousness among the members of the churches. The study explores the possible original meaning of ecumenical consciousness and the implications of widening understandings of ecumenism and develops a working definition of ecumenical consciousness. That definition is seen as having particular significance not only for the structures and activities of the WCC but for the ecumenical movement as a whole. Social movement analysis is used to seek to understand better the nature of the ecumenical movement and its relationship to the World Council. Whilst not completely identifying the ecumenical movement as a social movement, it is suggested that an understanding of participation, the framing of issues of contention and the purposes of social movement organisations can all contribute fruitfully to understanding the ecumenical movement. This perspective leads to questions about whose ecumenical consciousness needs to be addressed and about cognitive and emotional mobilisation. These questions provide a framework for engaging with the stated understandings of the educational and formational activity of the World Council from its foundation to the Porto Alegre Assembly in 2006. From the Library and Archives of the World Council, the research draws on the official documents of Assemblies and Central Committee meetings and perhaps, more significantly, on reports of less high profile consultations and papers of staff discussions. Because of the way in which the World Council operates, this historical analysis is divided into the periods between Assemblies. The conclusion reached is that periods of creative thinking about people’s involvement and participation which might lead to the formation of ecumenical consciousness have alternated with reversions to more formal processes of teaching about the ecumenical movement. The expectations of the member churches of the World Council have been directed more towards being supported in their separateness than being challenged ecumenically. The demands of particular issues (ecclesiological and justice/peace) have led to a greater concentration on content rather than process. The value of ecumenical experience has been recognised but not always the necessity of learning through reflection on that experience. It is suggested that these and other tensions have resulted in the World Council being unable to benefit from the potential of an ecumenically conscientised constituency. The thesis concludes with a chapter considering the implications of these conclusions for the future work of the World Council, arguing that, both for its own good and that of the ecumenical movement, it needs to work to develop an ecumenical consciousness in the people of its whole constituency as well as in the institutional churches and their leaders.

This study explores the relationship between identity and learning, in particular the concepts of ‘belonging’ and ‘becoming’ in respect of professional, vocational education. Adopting a case study approach, the study focuses on the quantity surveying discipline and the degree programme offered by my institution, and one specific cohort on same. As they progressed through their studies, an in-depth exploration of the formation of identity (ies) and the dispositions adopted towards learning was undertaken, involving two key milestones: at Level 1 (first year) when the participants had almost completed their studies, and again at Level 3 (third year) when the participants had returned from their period of professional placement. The conclusions of my study raise a number of issues for professional, vocational education in general, and more specifically, the provision of quantity surveying education within my institution. The outcomes of this investigation highlight three key areas for further attention: the tensions inherent in providing discipline-orientated programmes within a semesterised, modularised, more generic-focused system of delivery; issues surrounding the provision of professional placement opportunities including the emotional aspects of same; and the resultant impacts on dispositions and identity, ‘belonging’ and ‘becoming’.

The subject of my graduation theses is „Proposal and Apply into Practice of a System of Learning Organization“. Because of high competitive conduct in the marketplace and continual progress in all of branches, the continual improving is very important for all companies. Many of workers are often irreplaceable. And company is becoming very vulnerable in the case of his inability or leaving. This problem can be solved by transformation of „a learning organization“. It is the complicated process, when is necessary to change an organization structure, to analyse current working stations and to analyse real organization´s requirements (personal audit). Coessential part is an actual description of working stations, determination and evaluation single worker´s competences and fulfilment evaluation. By establishing „a system of a learning organization“ we can get a target for future and also we put aside a risk so-called „irreplaceable worker“. A practical part is targeted on research. The main instruments are questionnairies and interview. The questionnairies are targeted on worker´s satisfaction, competence and evaluation. Gained information can be used for comparation with the previous research and as a base for a proposal. A theoretical part is targeted on methodology that deals with evaluation of workers and also with components of „a system of learning organization“. It means a methodology of working station´s analyse, determination and evaluation single worker´s competences, methodology 360° etc. The purpose of this work is to propose and apply of „a system of a learning organization“.