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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
91

Naturmöten i pedagogiska verksamheter

Andersson, Karin January 2020 (has links)
The general public´s everyday encounters with nature have radically changed during the 20th century in industrial countries. Our relation towards nature in relation to environmental challenges is an important educational question, and this thesis investigates encounters with nature in educational practice. More specifically the aims are to investigate (i) how encounters with nature has been legitimated in the national curricula of Swedish school, and (ii) meaning making processes within pedagogical encounters with nature.   In relation to the first aim a discourse analytical reading of the national curricula in Sweden is conducted. The results show that a scientific perspective of encounters with nature has been dominating during the last hundred years in the national curricula. In recent years, it is also more instrumental encounters that are expressed in the curricula, while students’ personal experiences and feelings are not focused in current curricula.  Paper II and III examine moral meaning making in three different educational practices – Outdoor Education Centres, All-Weather Outdoor Schools and the Radical Outdoor movement. A multidisciplinary method is used in paper II, LEDmodel (Landscape, Ethical and Didactical). Paper III is based on the ethical tendency and language-game analyses. The results from these studies show that the educational purpose have an impact on moral processes in relation to nature. When the purpose is related to scientific knowledge there is often an instrumental relation towards nature in contrast to encounters that are more open. Open encounters instead seem to create relations that are built on a sense of responsibility and empathy. The results show that relations are created in different ways where some are more personal and built on emotion when other emotions are more based on stated rules or norms.
92

Literacy and Meaning Making in the Early Years

Sharp, L. Kathryn 01 December 2016 (has links)
No description available.
93

Vocabulary, Academic Language, and Meaning Making in the Early Years

Sharp, L. Kathryn 01 December 2013 (has links)
No description available.
94

Academic Language, Vocabulary, and Meaning Making

Sharp, L. Kathryn, Shelton, Angela 01 December 2017 (has links)
No description available.
95

Academic Language, Vocabulary, and Meaning Making in the Early Years: Strategies to Support Comprehension

Sharp, L. Kathryn 11 January 2017 (has links)
No description available.
96

Building Literacy: Vocabulary, Academic Language, and Meaning Making

Sharp, L. Kathryn 01 August 2013 (has links)
Participants in this session will learn the factors used to determine text complexity and explore instructional strategies to address this critical aspect of addressing the Common Core Standards.
97

Berätta om dig själv i skolan : En narrativ studie om mellanstadieelevers identitetskonstruktion och meningsskapande i skolan. / Tell of yourself in school : A narrative study on six graders’ identity construction and meaning making.

Malacarne Johansson, Roberta January 2021 (has links)
The aim of this thesis is to study how self-narratives work as displaying identity construction and meaning making in school. The study draws from a theoretical frame made up by narrative inquiry, the theory of Communities of Practice and Ervin Goffman’s dramaturgical model of role-taking and positioning on the educational scene. The method used is narrative inquiry. In total, 96 sixth grade pupils in four different schools in Sweden, have written a text based on a PowerPoint presentation titled “Tell about yourself in school”. The data is analyzed with an emphasis on the organization and structure of the narrative as well as on its content. The findings reveal that the pupils in the study are active identity constructors and meaning makers when they are given the opportunity to tell about themselves and their experiences in school. These pupils position themselves in their narratives by choosing who they want to be and how they wish to be perceived by others. These roles are thus not solely selected by the narrator itself but are also influenced by the school community with its expectations, culture and social norms. Furthermore, the analyses yielded that pupils currently move within a complex landscape of communities of practice in the school’s context where they are continually compelled to make decisions, take stands and reflect upon their lives. To nurture meaningful relationships with peers and with others in school is viewed by the pupils in the study as the main element for meaning making in school.
98

Constructing Evaluations: The Meaning-Making Process of Adjectives / 評価の構築と形容詞の意味形成プロセス

Sugaya, Yusuke 24 November 2020 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22857号 / 人博第965号 / 新制||人||229(附属図書館) / 2020||人博||965(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 藤田 耕司, 准教授 守田 貴弘, 教授 山梨 正明 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM
99

Survivors of Sexual Violence and Altruism: Designing a Typology

Warner Stidham, Andrea 24 July 2009 (has links)
No description available.
100

ACEs Wild: Making Meaning out of Trauma Through Altruism Born of Suffering

Gibson, Jessica 06 August 2019 (has links)
No description available.

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