Global ETD Search

1	Learning partnerships: the use of poststructuralist drama techniques to improve communication between teachers, doctors and adolescents Cahill, Helen Walker January 2008 (has links) Adults working as teachers and doctors can find it difficult to communicate well with young people about the issues that affect their wellbeing and learning and thus miss opportunities to contribute when their clients experience adversity. Drama is often used as a pedagogical tool to assist people to develop their communication skills. Dramatic portrayals however, can reinforce rather than challenge limiting stereotypes, and there is the potential for learning through drama to contribute to a patronising world-view and lead to the assumption that a set of formulaic approaches can bridge the communication divide. There is thus a need for research that engages both theoretically and technically with the use of drama as a tool for applied learning. In this thesis, a reflective practitioner methodology is used to explore the use of drama as a method in participatory enquiry and as a tool in the professional education of teachers and doctors. Use of the practitioner perspective permits analysis of the alignment between theory and practice. The Learning Partnerships project provides the context within which to conduct this enquiry. In this project the researcher leads drama workshops that bring together classes of school students and tertiary students completing their studies in medicine or education. The adolescents work as co-investigators with the teachers and doctors, exploring how to communicate effectively in the institutional contexts of schools and clinics.
2	Online Tables & Tablecloths: Facilitating Space for Online Learning & Collaboration Boyle, Bettina Helth Arnum 14 December 2009 (has links) This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control. online learning online facilitation organization development reflective practitioner research online community of practice outside consultant nurturing space qualitative research action research role of technology authentic online facilitation emergence hosting online collaboration non-profit 0516 0710 0454 0534 0688
3	Online Tables & Tablecloths: Facilitating Space for Online Learning & Collaboration Boyle, Bettina Helth Arnum 14 December 2009 (has links) This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control. online learning online facilitation organization development reflective practitioner research online community of practice outside consultant nurturing space qualitative research action research role of technology authentic online facilitation emergence hosting online collaboration non-profit 0516 0710 0454 0534 0688
4	Perspectives through play : playbuilding as participatory action research in arts-based professional development Martin, Noah James 22 October 2013 (has links) This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings. / text Playbuilding Professional development Arts integration Participatory action research Drama Critical pedagogy Arts-based research Teacher professional development Reflective practitioner research Theatre of the oppressed Professional learning communities Transformative learning Drama-based instruction

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