Autonomy has been proposed by Self-determination theory (SDT) as universally beneficial to subjective well-being (SWB). This assumption is questioned, however, by cross-cultural researchers who argue that autonomy is less central within collectivist societies. The thesis addressed this controversy by conducting a mixed methods study with Ecuadorian and British university students. In line with SDT, the results of questionnaires and focus groups demonstrate that autonomy is likely to be conducive to SWB in both collectivist (Ecuador) and individualist (the UK) societies. On the other hand, the findings suggest a cross-cultural differentiation in ways in which various versions of autonomy correlate with SWB. Self-generated or individual autonomy correlated positively with SWB in both cultural contexts, whereas autonomy achieved by genuine self-endorsement/internalization of external influences was only beneficial for participants from the collectivist culture. Furthermore, the data point to higher levels of individual autonomy in the British sample. Finally, the findings from focus groups indicate the higher importance and internalization of external influences among Ecuadorian students. Overall, therefore, although the study reconfirms key tenets within SDT, it also suggests that the studied variables and their relationships might be mediated by cultural self-construal, which, in turn, can have implications for international pedagogical practices.

The study examined pupils’ and teachers’ experiences of the food and healthy eating topic within the Science curriculum, including documentary analysis of the National Curriculum, schemes of work and pupils’ exercise books, and direct consultation with pupils and teachers. Pupils were consulted using questionnaires and focus groups, teachers with interviews. Data collected illustrated that, although the National Curriculum outlined what should be taught in each key stage, demonstrating progression, errors of interpretation appeared in the schemes of work. Some concepts were introduced earlier than intended and revisited without progression at later times in the pupils’ education. Pupils felt elements of the topic were repetitive due to content being covered in other school subjects and that lessons lacked preferred teaching and learning activities. Teachers were unclear about pupils’ prior learning and although they knew what teaching and learning activities engaged the pupils they did not have the time to include them. Some teachers included concepts earlier than the National Curriculum intended to increase progression. The study recommends clearer specification and guidance of when concepts should be taught, along with less frequent revisiting, supported by assessment of pupils’ prior knowledge and the inclusion of a greater variety of teaching and learning activities.

This thesis discusses teaching sensitive issues in a framework of education for democracy and social change. Specifically, the research examined how teacher-education students in South African teacher-education institutions in the Western Cape province are taught about HIV/AIDS and sensitive issues and how they describe their experiences. The thesis discusses how social change, i.e. the transition from a traditional and modernist society to a society with postmodern features, affects schooling as it changes the social structures in which schooling take place, and furthermore how sensitive and controversial issues come to the surface and demand to be dealt with as society changes. This has implications for the educational framework chosen – i.e. going from an authoritarian form of education to education for democracy based on democratic teaching methods, student participation and diversity. This thesis is built of the assumption that only teachers who are properly prepared to handle teaching in a diverse classroom will be able to handle teaching sensitive and controversial issues. There were two main findings of the research. Firstly, the need for teacher professionalism, defined as teachers’ didactic and reflective competence in teaching sensitive issues. Secondly that there is a need for participatory democratic education in dealing with sensitive and controversial issues.

The research uses a Realistic Evaluation approach (Pawson and Tilley, 1997) to begin to identify and refine shared programme theories that underpin alternative education programmes (AEPs) that support children who are at risk of school exclusion to remain in mainstream school. A Realist Synthesis (Pawson, 2006) of the relevant literature begins to identify programme theories underpinning the AEPs’ approach. Realist interviews (Pawson and Tilley, 1997) with a range of stakeholders, including education practitioners, children and a parent who have experience of one Local Authority AEP, are used to refine the programme theories identified. Supportive programme outcomes included: increasing parental engagement, promoting an effective school environment and promoting skills and resilience in the young person. Programme context conditions and mechanisms are identified as promoting the achievement of these outcomes. The bio-ecological theory (Bronfenbrenner, 2005) provided a model that located one potential analytic framework which identifies the purpose of the programme as ‘facilitating change in the child’s ecological context systems to enable a more supportive environment for reintegration’. These embryonic programme theories and the RE approach are discussed in light of how they can enable practitioners to develop a clearer understanding of how AEPs, and other education programmes, can effectively support children.

This thesis seeks to establish the merits of engaging in skills competitions and the requirements for further education colleges to consider in doing so effectively. This study uses qualitative methodology based on data gathered from two case studies, each being a college of further education in the West Midlands. The case studies produced transcripts from 22 semi-structured interviews with staff employed at these colleges, and responses from 28 vocational teachers from the case study colleges to an on-line questionnaire. The perspectives of the respondents are considered against themes emerging from a review of relevant literature on skills competitions, quality assurance, vocational teaching, change management, vocational identity and continuous professional development within further education. Following an analysis of the findings it is suggested that skills competitions can be used to enhance vocational education. This is enabled through embracing the 'craft' of vocational teachers and their students, within a corporate approach to the introduction and use of skills competitions by colleges of further education. This approach is sustainable where colleges encourage the development of environments that are defined as 'expansive', but is less likely to sustain enhancements in vocational education where environments are seen as 'restrictive'.

Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed listening comprehension posttest to see which improved more, along with several surveys to learn more about extraneous variables and the student experience with the activity. The results showed no significant difference between the two groups, but this is likely due to the many limitations of the study. The two biggest limitations were that of the 75 potential participants, only 13 allowed for their information to be used and had usable information, and that all of those 13 participants did too well on both posttests to be able to differentiate between them, so no conclusions were able to be drawn from this study.

This is a research project to design a series of flat pack furniture that assemble without using any hardware and tools. The furniture series included a chair, a table, a coffee table, a side table, a bed and a sofa. Wheels were designed in the furniture to create mobility with the exception of the bed. Sustainable materials, such as Sustainable Forestry Initiative (SFI) certified plywood and High-density polyethylene (HDPE), had been used to produce the furniture. Rapid prototyping (RP) processes were being used to shorten the design process, such as Computer Aided-Design program (CAD) and Computer Modeling software to design; 3D Printer to create small scale model; Computer Numerical Control (CNC) to create full-scale prototype. Flat packaging has been used in the series to provide convenient to transport the furniture and the shipping cost.

No description available.

In my M.F.A. thesis, I am going to talk about the process of revising my furniture series and designing new furniture in the series, which includes Chair ONE, Table 1⁄2, Bed ONE, and Sofa ONE. I am revising the area that didn't work very well. In Chair ONE, I have revised the seating area to provide better stability. In Table 1⁄2, I have revised the support structure of the table. As I learned from the current structure, the tabletop start to bend as the tabletop dimension increased, as my table 1⁄2 has three different kinds of tabletop. I have added a second beam across the table legs to increase support to the tabletop. In Bed ONE, I have added supporting structure for the bed frame. I noticed the plastic beam bent as weight added in a duration of time. A new supporting structure is needed to provide better stability of the structure. In Sofa ONE, I have increased the dimension of the seating area. The plastic piece on the seating area isn't long enough to support the cushion. It doesn't provide a comfortable seating position for user. The only solution is to extending the seating structure. Also, a supporting structure added to better support for the seating area Finally, I have designed a dining set for this series, which include a dining table and four chairs. The chair and the table are based on the design of my furniture series, but it will be a completely new set of furniture.

No description available.