published_or_final_version / Urban Design / Master / Master of Urban Design

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第22146号 / 医博第4537号 / 新制||医||1039(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 大森 孝一, 教授 富樫 かおり, 教授 武田 俊一 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

Although inclusive practices demonstrate positive academic and social outcomes for all students (Hehir et al., 2016; Newman, 2006) and are necessitated by an increasingly diverse student body in U.S. schools (National Center for Education Statistics [NCES], 2017), teachers who have graduated from inclusive teacher preparation programs frequently find themselves teaching within contexts which make it challenging for them to sustain their inclusive commitments over several years of teaching practice (Rood, 2018; Rood & Ashby, 2020). This study explored how, when, and under what conditions early and mid-career in-service educators who attended inclusive education preservice programs are, and are not, able to sustain their work. Informed by Disability Studies in Education (DSE) and an ecological approach to conceptualizing teacher agency (Priestley et al., 2017), this study built on research that suggested enacting inclusivity is a stance towards decision making rather than solely a set of skills and practices. This study investigated the perspectives of four in-service New York City inclusive educators to determine their beliefs and commitments to inclusivity, their efforts towards implementing inclusivity, and their prior experience in inclusive teacher education programs through in-depth, semi-structured interviews and document review. Data were analyzed using qualitative analytic open coding. Findings suggested that having previously developed a sense of self-efficacy in curriculum planning and beliefs about how inclusive curriculum should be constructed through their inclusive preservice education supported participants in achieving agency in curriculum designing. Participants demonstrated how in making inclusive curricular adaptations, they redesigned the pacing, structure, and content of curricula to reflect a commitment to their previously learned inclusive beliefs in accessible instruction for individualized learners and social justice. Furthermore, participants described relying on their relationships with like-minded colleagues to support how they maneuvered structural barriers (e.g., a school’s organizational set-up of teacher observation) and cultural barriers (e.g., the culture of performativity based on high-stakes testing) to enacting inclusivity (Priestley et al., 2017). The ability to cultivate collective efficacy and rely on relationships to support inclusive action reflected the relationship-building practices that participants described developing in their preservice programs. Participants believed that having attended inclusive preservice education programs provided them with foundational skills, knowledge, and decision-making practices that supported their ability to maneuver around constraints on practice to enact inclusive teaching while in the field.

The purpose of the project is two-fold. First, to design a curriculum guideline for career and technical educators to teach the elements of business planning to a new population of graduates that need the material to manage their vocation successfully. Secondly, it can be used as a very practical way of integrating academic and occupational training program.

The nature and role of higher education is changing. The relationship between the University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility and inclusion) and external (e.g., funding and market demands) forces are converging in a way that demands a reconceptulization of higher education and the learning process. This thesis tries to identify and integrate varying facets that contribute to the changing landscape of university education, specifically focusing on the increased interest in applied learning opportunities at the post-secondary level, and the ways in which different professional and academic programs are incorporating such opportunities into their programs. These findings are interpreted in the context of graduate planning education at the University of British Columbia's School of Community and Regional Planning (SCARP). This qualitative study is grounded in an analytical reflection informed by my own experiences as a graduate planning student, by a review of academic, professional, government, and public press literature, and by interviews with various academics, administrators, and practitioners. The thesis presents an overview of literature from the field of planning education, and an introduction to the literature of higher education. This is followed by an examination of graduate planning schools in Canada and analogous professional/academic programs in British Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent types of applied learning opportunities (e.g., co-op program, internship, and practicum). A summary of trends, models of innovation, best practice ideals, and recommendations for graduate planning education at SCARP conclude the thesis. Most importantly, the recommendation is made for the school to continue and improve its trial internship program as well as persist in exploring ways of providing applied learning opportunities to students. Programs in higher education must continue to link theory and practice in ways that best serve students in today's changing society.

The nature and role of higher education is changing. The relationship between the University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility and inclusion) and external (e.g., funding and market demands) forces are converging in a way that demands a reconceptulization of higher education and the learning process. This thesis tries to identify and integrate varying facets that contribute to the changing landscape of university education, specifically focusing on the increased interest in applied learning opportunities at the post-secondary level, and the ways in which different professional and academic programs are incorporating such opportunities into their programs. These findings are interpreted in the context of graduate planning education at the University of British Columbia's School of Community and Regional Planning (SCARP). This qualitative study is grounded in an analytical reflection informed by my own experiences as a graduate planning student, by a review of academic, professional, government, and public press literature, and by interviews with various academics, administrators, and practitioners. The thesis presents an overview of literature from the field of planning education, and an introduction to the literature of higher education. This is followed by an examination of graduate planning schools in Canada and analogous professional/academic programs in British Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent types of applied learning opportunities (e.g., co-op program, internship, and practicum). A summary of trends, models of innovation, best practice ideals, and recommendations for graduate planning education at SCARP conclude the thesis. Most importantly, the recommendation is made for the school to continue and improve its trial internship program as well as persist in exploring ways of providing applied learning opportunities to students. Programs in higher education must continue to link theory and practice in ways that best serve students in today's changing society. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

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The purpose of this project was to address the need for making the subject matter of life science accessible to all kindergarten and first grade students.

The diploma thesis focuses on the new tool Landscape planning study for the municipality with extended competence. The main aim of this work is to find out, how Landscape planning study can be used, who can use it and how it may change the landscape. The thesis uses the case study methods of three selected municipalities with extended competence, namely Votice, Humpolec and Vodňany. The theoretical part discusses the concept of landscape and anchoring in planning activities. In next part, the thesis deals with the basic forms of tools that regulate the planning and using of landscape in Czechia, focusing mainly on spatial planning. Furthermore, the thesis deals with models that currently affect space planning, namely top-down and bottom-up models. Two basic hypotheses of the diploma thesis are set based on theoretical frameworks. There are two qualitative research methods used in the practical part of the thesis. The first method is the analysis of Landscape planning studies, second method are semi-structured interviews with selected respondents. The results of both methods show that Landscape planning study can be used only to a limited extent, mainly as an information source. However, the implementation rate of specific measures is very low now. The identified causes are the lack of...

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD. / Adult Basic Education (ABET) / M. Ed. (Adult Education)