It could be the most powerful tool any community might have to develop their built environment. Yet, due to political, social/cultural or economic factors, in most cities, it has been relegated to a secondary role or eliminated altogether. The ?City Architect? or ?Urban Design Director? is an underestimated area of professional expertise that can perform a missing role in the implementation of community visions, plans, and codes. The lack of proper tools and community design expertise in planning and architecture has produced a fragmented, flawed ?design? through ad hoc roles in shaping pieces of the built environment. There is a growing need for professionals with city design and urban architecture (?civic art?) expertise and education to guide community visions, plans and codes (particularly form-based codes) through their long-term implementation working with private developers, property owners, architects, elected officials, city departments, and the public on a parcel-by-parcel, building-by-building review and refinement process. This individual should be vested with the knowledge and capacity to direct the form of the city towards the future. The city architect should have the capacity to challenge and change the course of the city urban development as it evolves maintaining an environmentally sustainable and socially conscious vision. As Communities are shaped by different natural and artificial forces, the city?s evolution as an organic process has been the focus of study by many scholars and practitioners. This is a step by step method that procures the development of the city as a series of individual single steps towards a greater vision. Other professionals and urban planners have focused their efforts on developing formulas as a way to shape the city within a preconceived armature. Either way, there is a need of an individual (?Director?) that understands the political power to influence the development of communities and is empowered to enforce regulations that achieve cohesive sustainable and livable places. The city architect must understand of the aesthetic, socio/cultural and economic factors and the importance of context and contextual principles that lie intrinsically within the ?soul? of the community and are fundamental to new place making. The city architect must be capable to interpret and adjust the regulating mechanisms as required maintaining the city?s identity without necessarily imposing prescribed ideas that could alienate some groups and disconnect the community. Design professional rely less on formulas learned at school than on the improvisation learned within the professional practice. This unarticulated, largely unexamined process has been the subject of investigation of individuals interested in the study of the ?practice of the design? and is fundamental in the vital creativity of the city architect.

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology, 2008. / Includes bibliographical references (p. 161-173).

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

No description available.

Magister Artium - MA / It’s quite simple really. During these interviews you get to talk about anything you like. I’ll ask questions here and there to help the story along. Just be honest and try to forget about the camera. We’ll use the interview footage to complement the live footage to help tell your story. Wedding from Different Worlds is probably the most honest and authentic documentary series on television. You’re pretty lucky to star in one of the episodes. So relax and say anything.

Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 66-67).

In 2004, with only one fully registered teacher in the early childhood centre where this investigation is set, a question arose as to how five non-registered teachers could be guided through individual programmes of registration advice and guidance. This investigation explores a group approach to early childhood teacher registration, where five registering teachers engaged in written reflections and discussion with their registration tutor, who was also the researcher. The teachers used practitioner inquiry as they explored their own practice and the practice of the team. The researcher used practitioner research to build on the teacher's inquiries. Individual written reflections and group discussions began to highlight differences in the ways teacher's interpreted practice. As part of its communication processes the group regularly compared and categorised individual reflections. These general themes were made public and shared with the group, using a process that this research refers to as the common anonymous voice'. The key findings from this investigation concern the role practitioner action research played in the communication of the group. Discussion and written reflections were shown to provide the group with alternative forms of communication. As tensions and challenges regarding group practice emerged in the discussions, teachers began to rely more on the reflective writing process to articulate their own professional philosophies. Shifts in group dynamics were highlighted as the group moved from the need to agree, through to an acceptance of diversity. Individual teaching beliefs and practices were seen as contributing to the collective process of teaching and learning. The reflexive action research framework developed in this study aligns itself with sociocultural notions of learning and development. Links are made with the professional development of the individual teacher and the collective process of the registration group.

A longitudinal study followed a cohort of students through the Bachelor of Education (Honours) degree course, the main route to primary teaching at the University of Strathclyde. The main purpose was to determine the extent to which the school experience element met the expressed aims of the course, in particular, the aim of developing reflective practitioners, which is the model of the teacher that underpins the four-year course. In the first year of the study, baseline data was gathered from students in all four years of the course, their faculty tutors, supervising teachers and those members of staff in school holding the remit for students. First year students formed the basis of the longitudinal study, with data gathered through questionnaires and interviews over the subsequent three years. This data was supplemented by an analysis of students' self-evaluation reports and 'good practice' interviews with a sub-sample of supervising teachers. The findings indicate that the major ity of students experienced a primarily apprenticeship form of preparation for the teaching profession, rather than a reflective practitioner model. While considerable opportunities were provided within the structure of the course for the acquisition and exercise of skills of reflection and critical analysis, other factors influenced the extent to which these were realised. These included resources, and the ways in which teachers and tutors interpreted their roles and responsibilities as supervisors. Consideration is given as to how these might be addressed in order to provide a professional workforce of reflective practitioners might be realised within the current framework of pre-service primary education. More fundamentally, issues of professionalism, government policy changes and the changing context of professional education generally, support the argument that the Scottish BEd, in its present form, is unlikely to support the development of the reflective primary despite the professed aims of its designers.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Christine D. Thomas, committee chair; Lou Matthews, Valerie A. Miller, Desha L. Williams, Janice Fournillier, committee members. Description based on contents viewed Feb. 11, 2010. Includes bibliographical references (p. 117-123).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 8, 2010). PDF text: xvi, 201 p. : ill. ; 2 Mb. UMI publication number: AAT 3398189. Includes bibliographical references. Also available in microfilm and microfiche formats.