No description available.

No description available.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999.

The purpose of this study is to examine the connection between self-efficacy, reflective writing, and graphic quality inside a first-year Landscape Architecture design studio. Reflective writing and self-efficacy can be studied to better understand how to motivate students within a design studio. Bandura (1977) defines self-efficacy as the belief in one’s own capabilities relating to motivation, behavior, and environment. Reflective writing is overlooked as a mode of advancing knowledge in the design process (Lousberg, 2019). The data were collected with pre- and post-semester Likert scale questionnaires, graphic skill-building tests, and reflective writing. To determine growth, the pre-and post-Likert-type questionnaires and graphic skill boxes were analyzed using STATAMP, which is a statistical analysis software. Prominent Writing Feature Analysis was used to identify writing features for each individual response. The findings are a quantitative and qualitative assessment suggesting an increase in self-efficacy relating to graphic skills and landscape architecture lexicon.

In a digital world where algorithms and mathematical models impact students’ lives and society as a whole, it is important to learn critical thinking to understand and reflect upon what is happening. How will students perceive an inclusion of mathematical models that affect society in their mathematics lessons? Prior research shows that mathematical modelling is a valuable skill. However, critical thinking regarding models is currently not included in the curriculum. The theory in the study is based on critical mathematics and will include four different types of knowledge regarding mathematical modelling: pure mathematical knowledge, technical knowledge, reflective knowledge and extra-mathematical knowledge. In this study a field study was conducted in two Swedish upper secondary schools, together with a survey and focus group interviews. The study found that students’ experiences during the lessons show resemblance with critical mathematics while working with mathematical models and that the students are capable of evaluating the impact that the models have on society. The student’s experiences working with mathematical models that affect society alludes to a possibility to work towards including democracy in the mathematical classroom. This study focuses on the students’ perspective, further research regarding the teachers’ perspective could provide additional insight.

No description available.

No description available.

No description available.

Although the concept of culturally responsive practices (CRP) began in the 1990’s, intentional study and professional development varies across schools and districts with limited impact on sustained pedagogical efficacy and shift, which is particularly concerning during the current socio-political climate. This phenomenological case study examined the impact on participants studying culturally responsive practices in peer led professional learning communities as a blueprint to feasibly address adult skill gaps. The study centers on four core questions on the impact of the initiative in general, the ability of participants to address implicit bias, the use of peer facilitation, and additional unforeseen factors related to this method of learning. Each participant ultimately indicated significant growth by moving from a technical approach to adaptive and cognitive shifts within the 6-month study, increased emphasis on reflective practice and elevated urgency to address culturally non-responsive practices. Finally, core conditions for successful implementation of peer-led professional learning communities studying culturally responsive practices are discussed. Schools and districts who recognize the need for staff to improve in cultural proficiency have few excuses pertaining to their ability to engage in this critical work, provided they have the courage and will to address implicit bias and culturally non-responsive pedagogy which negatively impacts BIPOC students across the nation and world.

This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from interviews as well as researcher and participant journals.