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Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 147-153).

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 147-153). Also available in print.

The aim of this study is to provide knowledge about how students with an ADHD diagnosis can experience their everyday life in school. The study is based on the assumption that teachers’ ability of developing professional pedagogical relationships are critical for how students experience themselves and their social- and pedagogical ability.The main question of the study is: •What appears to be particularly important in the students' narratives?-What, of the particularly important, seems to be of primary relevance for the student as an individual?The empirical part of the study consists two narratives, one from Charlie and one from Kim. Kim and Charlie are two secondary school students both diagnosed with ADHD. According to Cousin (2009) a narrative inquiry is especially useful if the researcher wants to know how individuals “make sense of their lives through the selective stories they tell about noteworthy episodes” (Cousin, 2009, s. 93). By gathering and exploring narratives, the researcher gives the opportunity to get an insight in the complex ways that individuals act on bases of their experiences. The student narratives were filmed in purpose to facilitate transcription. Before the researcher started to analyze the transcribed narratives, she had them sent to guardians for reading and approval. The theoretical framework bases mainly on Schütz (2002) lived experience theory The phenomenology of the social world. Schütz focus on the everyday world matches the purpose of this study since school may course as an everyday world for the students. Schütz (2002) theory completes with thoughts of Bengtsson and Berntsson (2015), Asplund (2010) and von Wright (2000). The choice bases on their shared focus on phenomenology and relationships.Based on the result, two things appear to be particularly important in the students’ narratives:•The experience of belonging. To be a part of the social life with friends in the everyday life in school.•The importance of trustworthy, caring and mutual relationships with teachers in school.The main thing that seems to be of primary relevance for both Charlie and Kim were the quality of the teacher student relationship. A trustworthy relation may be as a key factor not only for students’ self-esteem but also for how they develop their learning identity.The study implies that how students with ADHD experience their school day depends on the relationships with both teachers and peers in the regional world that consists the students’ everyday world. Inadequate relationships with teachers and peers seems, based on the results of this study, lead to lack of self-esteem. Self-esteem is a critical factor in the development of social both as educational learning. Teachers' ability to develop trustful relationships is therefore a key factor in how the learner develops his or her learning identity. A learning identity that not only has consequences for the student's schooling but also in the long run affects further developing as well as work and social life.

The Swedish school system is one of the few school systems that offers non-confessional religious education. This type of education is particularly important in a society characterized by high diversity. The benefits are that it allows students to understand similarities and differences between them, which further increases the chance of understanding respect and tolerance. Despite most schools working towards inclusion, it is visible that segregation in schools is increasing. (Skolverket, 2021). The purpose of this study is to examine how Christian students experience how their religious tradition is being represented in the subject of religious studies. This study also investigates how students see deficiencies in current teaching, and how they would like their religious tradition to be represented in education. The students' experiences and opinions will be examined through semi-structured interviews. The goal of the study is to highlight the students' experiences of religious education, and furthermore to present the challenges that the subject of religious studies may face. The results showed that each and everyone of the respondents experienced that Christianity had a central role in teaching and was presented neutrally, just like all other religions. Finally, the respondents pointed out that teaching was fact-based and focused mostly on historical events and important dates for the religions, rather than on how the religions are understood and impact people and society.

The experience of disabled students in UK higher education has been the subject of research for many years, particularly following legislation in 2001 that introduced responsibilities on universities to make reasonable adjustments for disabled students. Most of this research has focused solely on the experience of disabled students, and typically only within one discipline, with limited comparison with their non-disabled peers; particularly in the context of students’ experience on practice placements where professional competencies are developed and assessed. This thesis therefore sought to address this gap in the research by investigating the experience of disabled and non-disabled students on practice placements across six professional disciplines, utilising a mixed methods research design. Students at a Scottish University who were studying medicine, nursing, dentistry, education, social work or community education were invited to participate in an anonymous online survey and a follow-up semi-structured interview. These particular disciplines were selected on the basis of enabling comparison with previous research and also to explore the dichotomy between the social and medical approaches to disability; and the potential impact of these approaches on the experience of disabled students. Over 350 students responded to the survey from all six disciplines and a total of 21 interviews were conducted with disabled and non-disabled students. The results were also compared with the student placement feedback obtained independently by the individual disciplines involved in the research. Many students provided positive feedback on their placement experience and clearly valued this as preparation for their future careers. The students’ relationship with their placement supervisor was also clearly an influence on the quality of their placement experience. However, statistical analyses revealed that disabled students’ overall rating for their placement experience was lower than that of non-disabled students, and that disabled students experienced more difficulties on placement. Subsequent thematic analysis of students’ qualitative responses revealed that, although disabled and non-disabled students reported similar issues, these were exacerbated for some disabled students by the nature of their impairment or the attitudes of others to disability. Indeed, there was evidence that a medical model approach to disability was more prevalent in the disciplines of medicine and nursing. It was also clear that some disabled students did not identify with the terms ‘disabled’ or ‘disability’. The results of this study highlighted in particular the need for a review of disability disclosure procedures in the placement context and for clarity in the role and responsibilities of placement staff. Recommendations for practice are identified that aim to enhance the placement experience of all students and to remove any barriers to access; ensuring disabled students are not disadvantaged in the placement context and their needs are appropriately met.

For more than a decade, universities around the world have been placed with great responsibility to develop their students’ employability for political, economic and social reasons. Though many policies, research and practices have tried to address the issues and challenges employability development in HE faces, to date it remains a ‘wicked’ problem for higher education. Through a close up research framework, this study explored and examined the experiences, understandings and perceptions of lecturers, and students from two English Post 92 degree programmes, in an educational discipline, regarding employability and employability development. In order to illuminate some of the critical issues, in an attempt to understand ‘why employability development is so problematic to higher education’, this study took a reflexive phenomenological approach to look at how lecturers and students make sense of employability and employability development, through their own experiences. As well as looking at the two groups separately, it also compared their perceptions and understandings to highlight any dissonances they have, which are crucial to the complex and ‘wicked’ problem of employability development in their programmes. As lecturers and students hold diverse perspectives on employability in HE that is often in conflict, it was expected that there would be no “one size fits all” solution. In addition, this study found that employability has certainly added complexities to higher education. Certainly, it has led the students and lecturers to have complex issues within their roles and identities, in relation to employability development in their programmes and in HE in general. As such, this study reflexively examined those issues, and concludes that although employability development in HE will remain complex and ‘wicked’, through reflexive research and practices, vital issues relating to lecturers’ and students’ roles and responsibilities can be illuminated and solved.

abstract: Students’ learning experience in studio are an essential part in studio-based learning mode and design education. Studio-based learning is defined as an active pedagogy in which the student learns multimodal by solving cases or problems. Students work with personal assignments or group assignments that are critiqued on the basis of formal and informal presentations. Studio-based Learning (SBL) is unlike other learning modes, not only because the pedagogy is different but also because of its distinctive learning spaces. SBL is carried out in the studio, a type of classroom within the university that supports this pedagogy. The studio is more like a combination of classroom and study room, students take courses in studio and are encouraged to finish their design project in the studio during their off-school hours. Nowadays, the development of undergraduate design education and practice varies significantly among countries as a result of the varying curriculum and pedagogical evolution. For instance, Chinese education in interior design has only thirty years of development while the United States has over one hundred years of experience in the field. Even though both educational goals expect students to be able to manage developing design concepts and design projects, the differences between the two are numerous. This thesis studies a comparative analysis between the two systems and aims to identify students’ real needs and their perception of studio-based learning at Nankai University in China and Arizona State University in the United States as a means to recognize possibilities to improve students’ learning experience. The study includes students, their studio spaces, and their interior design undergraduate programs in both universities. The study utilizes qualitative methods including questionnaires, semi-structured interviews, and observations. The study also includes an analysis of both undergraduate interior design programs in these two universities as case studies. The findings are analyzed and translated into physical and pedagogical recommendations. The findings should be of value for students and faculty in interior design programs in both countries. / Dissertation/Thesis / Masters Thesis Design 2020

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Made available in DSpace on 2016-04-27T16:57:32Z (GMT). No. of bitstreams: 1 Sonia Maria da Silva Junqueira.pdf: 2968664 bytes, checksum: 244305f9a82500e6330e73d3d5b791a2 (MD5) Previous issue date: 2014-08-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Aiming to point the possibilities of students experiences in Calculus 1 classes, specifically regarding the derivative content, the theoretical choices were conducted around the dialogic relationship of Buber, the inter-human relationship, and also from the choices that lead the human life according Bauman e May and the dimension of the experience of Larrosa, the field of subjectivity in which the problematic Calculus 1 lies. A qualitative with quantitative data survey was delineated having interpretative and descriptive aspects through which a content analysis was planned Bardin and carried out with 186 students majoring engineering, mathematics, physics and chemistry enrolled in a Public Federal University. The data collection was done through three different approaches, the first and the second revealed subjective hypothesis identified from the investigated subjects talk, and the third, conducted by representations shown in Initial Concept Maps. It was concluded that the experience in Calculus 1 classes has been of reciprocity, in a two-way action that includes contents and subjects of the experience; of singleness, by the subjectivity and identity of each subject; of unpredictability, by the uncertainties, dangers and possibilities of the experience; of temporality, because it dispenses the recognition of distinct time and space to the subjects of the experience. The investigated subjects showed aspects apparently contradictory that however, denoted complementarities. They showed that students who had a weaker base in mathematics reached as many positive results as the negative ones, and that personal goals contributed to the adaptation and development in the school subject, showing aspects of co-responsibilities although they were not the same among the subjects, revealing marks of a process particular in choices as well. Yet, it was highlighted that the strengthening of the transparency mechanism and institutional communication could contribute to the process of development of those subjects. Facing Calculus 1, the students showed emotions, feelings. Facing the derivative they were incipient. However, they revealed marks of experiences that consolidate themselves in the construction of knowledge / Com o objetivo de apontar possibilidades de experiências de estudantes em aulas de Cálculo 1, especificamente, em relação ao conteúdo Derivada, as escolhas teóricas foram conduzidas em torno da relação dialógica de Buber, a relação inter-humana, também das escolhas que conduzem a vida humana Bauman e May e da dimensão da experiência de Larrosa, o campo de subjetividades no qual se assenta a problemática do Cálculo 1. Delineou-se uma pesquisa qualitativa com dados quantitativos, com aspectos interpretativos e descritivos, por meio dos quais se planejou uma análise de conteúdo constituída junto a 186 estudantes de cursos de Engenharias e Licenciaturas, matriculados em uma Universidade Pública Federal. A coleta de dados ocorreu em três abordagens, sendo a primeira e segunda reveladoras de hipóteses subjetivas identificáveis a partir dos relatos dos sujeitos investigados, e a terceira, conduzida por representações exteriorizadas em Mapas Conceituais Iniciais. Concluiu-se que a experiência em aulas de Cálculo 1 tem sentidos de reciprocidade, na ação de mão dupla que engloba conteúdos e sujeitos da experiência; de unicidade, pela subjetividade e identidade de cada sujeito; de imprevisibilidade, pelas incertezas, perigos e possibilidades da experiência; de temporalidade, pois prescinde o reconhecimento de tempos e espaços distintos aos sujeitos da experiência. Os sujeitos investigados deixaram transparecer aspectos aparentemente contraditórios, que, todavia, denotaram complementaridades. Apontaram que estudantes com uma base mais fraca em Matemática alcançaram tanto resultados positivos quanto negativos, e que buscas pessoais contribuíram em favor da adaptação e desenvolvimento na disciplina, demonstrando aspectos de corresponsabilidades, embora não unânimes entre os sujeitos, revelando também marcas de um processo particular de escolhas. Ainda, evidenciou-se que o fortalecimento de mecanismos de transparência e de comunicação institucionais pode contribuir para o processo de formação desses sujeitos. Diante do Cálculo 1, os estudantes revelaram emoções, sentimentos. Diante da Derivada se mostraram incipientes, entretanto, revelaram marcas de experiências que se consolidam na construção desse conhecimento