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A contrastive study of the discourse features of English and co[sic]ntonese monologues presented by bilingual teacher-traineesLee, Mee-to, May., 李美桃. January 1986 (has links)
published_or_final_version / Education / Master / Master of Education
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Difficulties of secondary three students in writing geometric proofsFok, Sui-sum, Selina., 霍遂心. January 2001 (has links)
published_or_final_version / Education / Master / Master of Education
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Inside out/outside in: (sexual diversity : a comparative case study of two post-secondary visual art students)Honeychurch, Kenn Gardner 11 1900 (has links)
While a number of recent studies have addressed the overall educational
experiences of larger groups of gay and/or lesbian students within institutions of higher
learning, there are no in-depth studies which address the experiences of a small number of
gay men and/or lesbians who are students in programs of visual art. This comparative case
study of two gay male students of visual art considers three primary questions: what are
the ways in which individual subjectivities and cultural practices of white, gay, male artists
inter-relate; what is the impact of each artist's cultural productions on the broader culture
in which they are located; and, what are the experiences of each subject within the postsecondary
visual art's program in which each was enrolled. Data was collected through
formal interviews, participant-observation, and an examination of the art practices of each
subject.
This study draws on the contributions, and the inter-relationships, of feminist,
postmodernist, and queer theory literatures. In response to the first primary question, this
study identifies: a range of denominators by which the subjects name themselves; four
categories by which affiliated communities might be identified; a strong positive
relationship between individual subjectivities and the practices of art. Second, this study
concludes that: public response to the art practices of dissident subjects may vary in terms
of mediums and methods; the relationship between language and visual art is variant
between the two artists but the embeddedness of language in visual art is recognized; the
subjects hold opposing views with respect to the role of the art object within culture, but,
in both cases, the art object is seen as being integral, positively or negatively, to individual
identities; art is a means to cultural knowledge, that is, visual art may serve as a means of
articulating various queered theoretical standpoints; and finally, that the possibilities of
camp are a means by which queer identities may be articulated and constituted in visual art
practices. In response to the third primary research question, this study concludes that:
there is either a lack of gay or queer content matter and expertise, or a strong negative
reaction against queer experience in the programs of visual art presently considered; and
finally, that the university is a site of cultural practice which continues to be a major
legitimizer of social authority.
In general terms, with respect to epistemologies, research methodologies, and
texts, a number of necessary adaptations emerge which reflect the unique experiences of
queer researchers engaged in the production of social knowledges with queer subjects.
The research findings suggest that the incorporation of the needs of queer students into
the Academy and the Arts would prove valuable, not only to students who so define
themselves, but, because different perspectives reflect different and expanded knowledges,
would contribute to the learning/living experiences of all post-secondary students of visual
art. Recommendations for further research include continuing inquiry which similarly
considers the experiences of lesbians in visual arts programs, and for larger scale studies
with gay and/or lesbian students which may provide alternate kinds of data.
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The impact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program (RN-BSN) course for registered nurses / Title on signature form:|aImpact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program for registered nurses (RN-BSN) courseHirsch, Karen A. 04 May 2013 (has links)
The purpose of this qualitative study was to explore the impact of differentiated instructional techniques on non-traditional, adult student engagement in an RN-BSN completion program course. Differentiated instructional techniques have been a staple method of teaching in K-12 education for a number of years. Differentiated instruction (DI) is a means of teaching students by considering learning preferences and by offering options for meeting course requirements. Non-traditional, adult learners have varied life experiences as well as learning needs. This study addressed how and why engagement of the adult learner in a nursing course was affected by using common differentiated instructional techniques such as model-building, tiered assignment, and literature circles.
The study was conducted using case study method. A purposeful sample of non-traditional, adult learners enrolled in an RN-BSN health promotion nursing course was taken. Data were collected via participant observation and field notes, faculty interview, participant journals, open-ended questionnaires, researcher notes, and focus group transcript. Tiered assignments (blog and family assessment) and literature circle postings were also reviewed. Thematic content analysis (TCA) was employed for data analysis.
Five major themes emerged from the data: valuing the student, framing, learning environment, non-traditional teaching techniques, and behaviors of engagement. Each major theme was composed of several subthemes. Subthemes associated with valuing the student included personhood, voice of the student, self awareness, choice, and skills related to Gardner’s Multiple Intelligences. The second theme of framing was connected with the subthemes of making meaning and context. The third theme of learning environment entailed subthemes of safety, freedom, structure, and forced engagement. The fourth theme of non-traditional teaching techniques included “Out-of-the-box” thinking, control over learning, and self-directed learning. The final theme of behaviors of engagement was comprised of subthemes of enjoyment, ownership, accountability, motivation, and creativity.
Findings of the study indicated that each of the differentiated instructional techniques had a positive impact on student engagement. The subthemes served to identify specific aspects of the DI techniques that were found to be most beneficial for the non-traditional, adult learner. / Department of Educational Studies
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Case studies of tutors' responses to student writing and the way in which students interpret thesePaxton, Moragh Isobel Jane January 1994 (has links)
This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
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Inside out/outside in: (sexual diversity : a comparative case study of two post-secondary visual art students)Honeychurch, Kenn Gardner 11 1900 (has links)
While a number of recent studies have addressed the overall educational
experiences of larger groups of gay and/or lesbian students within institutions of higher
learning, there are no in-depth studies which address the experiences of a small number of
gay men and/or lesbians who are students in programs of visual art. This comparative case
study of two gay male students of visual art considers three primary questions: what are
the ways in which individual subjectivities and cultural practices of white, gay, male artists
inter-relate; what is the impact of each artist's cultural productions on the broader culture
in which they are located; and, what are the experiences of each subject within the postsecondary
visual art's program in which each was enrolled. Data was collected through
formal interviews, participant-observation, and an examination of the art practices of each
subject.
This study draws on the contributions, and the inter-relationships, of feminist,
postmodernist, and queer theory literatures. In response to the first primary question, this
study identifies: a range of denominators by which the subjects name themselves; four
categories by which affiliated communities might be identified; a strong positive
relationship between individual subjectivities and the practices of art. Second, this study
concludes that: public response to the art practices of dissident subjects may vary in terms
of mediums and methods; the relationship between language and visual art is variant
between the two artists but the embeddedness of language in visual art is recognized; the
subjects hold opposing views with respect to the role of the art object within culture, but,
in both cases, the art object is seen as being integral, positively or negatively, to individual
identities; art is a means to cultural knowledge, that is, visual art may serve as a means of
articulating various queered theoretical standpoints; and finally, that the possibilities of
camp are a means by which queer identities may be articulated and constituted in visual art
practices. In response to the third primary research question, this study concludes that:
there is either a lack of gay or queer content matter and expertise, or a strong negative
reaction against queer experience in the programs of visual art presently considered; and
finally, that the university is a site of cultural practice which continues to be a major
legitimizer of social authority.
In general terms, with respect to epistemologies, research methodologies, and
texts, a number of necessary adaptations emerge which reflect the unique experiences of
queer researchers engaged in the production of social knowledges with queer subjects.
The research findings suggest that the incorporation of the needs of queer students into
the Academy and the Arts would prove valuable, not only to students who so define
themselves, but, because different perspectives reflect different and expanded knowledges,
would contribute to the learning/living experiences of all post-secondary students of visual
art. Recommendations for further research include continuing inquiry which similarly
considers the experiences of lesbians in visual arts programs, and for larger scale studies
with gay and/or lesbian students which may provide alternate kinds of data. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Write The Community The Effects Of Service-learning Participation On Seven University Creative Writing StudentsHodges, Lauren 01 January 2011 (has links)
Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students‘ interactions with the ―real world‖ through service-learning and the effects of these experiences on deepening students‘ knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow‘s (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways—some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the ―outside world,‖ and some in their sense of civic duty
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The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kongfifth form studentsHuang, John., 黃約翰. January 1988 (has links)
published_or_final_version / Education / Master / Master of Education
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Mildly mentally handicapped peers as tutors in a social skills programfor autistic childrenChen, Elaine., 陳思敏. January 1990 (has links)
published_or_final_version / Education / Master / Master of Education
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影響中一學生班內群性結構的一些因素: 一個社交關係測量個案式硏究. / Ying xiang zhong yi xue sheng ban nei qun xing jie gou de yi xie yin su: yi ge she jiao guan xi ce liang ge an shi yan jiu.January 1983 (has links)
彭志泉. / 手稿本(c. 2-3複印本). / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Shou gao ben (c. 2-3 fu yin ben). / Includes bibliographical references (p. 109-114). / Peng Zhiquan. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 表次 --- p.vi / 摘要 --- p.viii / Chapter 第一章 --- 前言 --- p.1 / 問題背景 --- p.1 / 研究目的 --- p.4 / 研究意義 --- p.5 / Chapter 第二章 --- 文獻評述 --- p.8 / 青少年成長與群性發展 --- p.8 / 影響學生群性結構的因素 --- p.18 / 改進班內社交關係的方法 --- p.30 / Chapter 第三章 --- 方法 --- p.37 / 概述 --- p.37 / 對象 --- p.38 / 工具與測量 --- p.39 / 過程 --- p.45 / 假設 --- p.50 / 分析 --- p.54 / 局限性 --- p.56 / Chapter 第四章 --- 結果 --- p.58 / 工具與測良的可信性 --- p.58 / 影響學生受納程度的主要因素 --- p.62 / 學生小組群的共同性和小組群成因 --- p.69 / 影響學生群性結構的一些轉變因素 --- p.77 / Chapter 第五章 --- 結論 --- p.96 / 討論 --- p.97 / 含義 --- p.100 / 建議 --- p.105 / 參考文獻 --- p.109 / Chapter 一 --- 附錄、社交關係測驗(第一至第三次) --- p.115 / Chapter 二 --- 簡化計量表 --- p.118 / Chapter 三 --- 社交關係圖解(第一次測驗,德班) --- p.119 / Chapter 四 --- Proctor與Loomis群性指數計算法 --- p.120 / Chapter 五 --- 自傳的學習(學習文章和問題) --- p.121 / Chapter 六 --- 自傳的認識 --- p.125 / Chapter 七 --- 社交 納方案問卷 --- p.127 / Chapter 八 --- 學生家中表現調查 --- p.128 / Chapter 九 --- 學生個人背景資料 --- p.129
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