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You searched for +publisher:"North Carolina State University" +contributor:("Chris Anson, Committee Member"). Showing records 1 – 3 of 3 total matches.

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North Carolina State University

1. Gaffney, Amy Lynn Housley. Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance.

Degree: PhD, Communication, Rhetoric, and Digital Media, 2010, North Carolina State University

Communication is a skill set typically required of students as they complete their education and move into the working world. Disciplines typically require certain genres of oral communication from their students, which model the communication that will be expected of students post-graduation. Within landscape architecture, the most prominent genre is the critique. In this form of evaluation, students present their design ideas – developed in response to a given situation – to an audience of peers, faculty, and outside professionals. After presenting their work, students are asked questions and given feedback from the audience. Although this form of communication is ubiquitous in design education, students are not typically taught the communication genres in which they are expected to engage. In order to fill that gap, this study explored the development of students’ communication about their designs as they presented projects over the course of a semester. Then, communication instruction was implemented in two instructional models in order to examine the influence of instruction on students’ performance and affect about their performance. Results indicated the natural evolution of students’ abilities over the course of a semester as well as students’ diminishing affect toward their own abilities. With the addition of instruction, students’ performative abilities improved, but their self-perceptions remained relatively stable. Furthermore, the nature of the instruction impacted the nature of students’ changes. Students who received periodic, lecture-based instruction improved most on their content, while students who received more interactive, weekly instruction improved most on the competencies related to their relating to others. Together, these results indicate that students’ abilities to communicate about their designs are interwoven with their development of the design; both evolve over the course of the semester. The impact of the instruction points to the importance of communication instruction that is grounded within a particular discipline, supporting notions of situated learning. Furthermore, the instructional impact also points to the long-term influence of a discipline’s socialization on students’ affect, regardless of changes in students’ performance. Ultimately, the goal of projects such as this is to positively impact students’ communication abilities, and the results here point to the opportunities afforded by such work. Advisors/Committee Members: Deanna Dannels, Committee Chair (advisor), William Jordan, Committee Member (advisor), Jason Swarts, Committee Member (advisor), Chris Anson, Committee Member (advisor).

Subjects/Keywords: communication across the curriculum; education; design

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gaffney, A. L. H. (2010). Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3314

Chicago Manual of Style (16th Edition):

Gaffney, Amy Lynn Housley. “Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance.” 2010. Doctoral Dissertation, North Carolina State University. Accessed October 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3314.

MLA Handbook (7th Edition):

Gaffney, Amy Lynn Housley. “Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance.” 2010. Web. 19 Oct 2019.

Vancouver:

Gaffney ALH. Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance. [Internet] [Doctoral dissertation]. North Carolina State University; 2010. [cited 2019 Oct 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3314.

Council of Science Editors:

Gaffney ALH. Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance. [Doctoral Dissertation]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3314


North Carolina State University

2. Bowen, Kimberly Clark. The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning.

Degree: PhD, Curriculum and Instruction, English Education, 2009, North Carolina State University

The purpose of this study was to investigate the reflective judgment of high school English language arts teachers, including how that epistemology relates to demographics and conceptions of teaching and learning. One of the most comprehensive and commonly accepted models of epistemic development, the Reflective Judgment Model provides a theoretical framework for understanding how personal epistemology influences the ways in which individuals approach ill-structured problems from late adolescence through adulthood. For the sample of 149 teachers, the mean score was 5.25, suggesting teachers most commonly access quasi-reflective levels of reflective judgment. Consistent with previous studies, graduate education was the only significant variable related to reflective judgment; age, gender, race, years of teaching experience, and National Board Certification were not significantly related to reflective judgment. A subset of 42 teachers completed the Teacher Beliefs Q-Sort and constructed metaphors about teaching and learning. Results suggest that overall teachers do not value teacher-centered environments or teacher-centered instruction, but they do hold negative views of student motivation. Pearson Product Moment Correlations revealed inverse relationships between age and valuing teacher-centered environments. Both age and race correlated with negative views of student motivation, with younger minority teachers likely to express the most negative views. Significant correlations between reflective judgment and two of the three teacher conception factors were found; no correlation existed between reflective judgment and negative views of student motivation. Stepwise linear regression revealed that reflective judgment accounted for 22% of the variance in teacher-centeredness values and 25% of the variance in teacher-directedness values. Further research about the relatedness of reflective judgment to teacher beliefs, as well as to teacher practice, may help shape graduate and professional development programs. Advisors/Committee Members: Ruie J. Pritchard, Committee Chair (advisor), Alan Reiman, Committee Member (advisor), Ronald Honeycutt, Committee Member (advisor), Chris Anson, Committee Member (advisor).

Subjects/Keywords:

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bowen, K. C. (2009). The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4396

Chicago Manual of Style (16th Edition):

Bowen, Kimberly Clark. “The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning.” 2009. Doctoral Dissertation, North Carolina State University. Accessed October 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4396.

MLA Handbook (7th Edition):

Bowen, Kimberly Clark. “The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning.” 2009. Web. 19 Oct 2019.

Vancouver:

Bowen KC. The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning. [Internet] [Doctoral dissertation]. North Carolina State University; 2009. [cited 2019 Oct 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4396.

Council of Science Editors:

Bowen KC. The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning. [Doctoral Dissertation]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4396


North Carolina State University

3. Guthrie, Nichole Hurley. Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad.

Degree: MA, English, 2003, North Carolina State University

Critical pedagogy, a teaching philosophy that encourages critical reflection in students so that they may expose and change oppressive societal structures, has been plagued by criticisms from a variety of sources. Critics charge that critical pedagogy is marred by irreconcilable contradictions such as its inappropriateness for non-oppressed students, its neglect of students' needs, and its unsuitability for most instructors privileged by the dominant ideology. Examining the internal consistency of Kenneth Burke's pentadic ratios can be a useful tool for analyzing these contradictions, specifically those related to scene-act, agent-purpose, and act-agent. However, these contradictions, inherent in the very nature of critical pedagogy, seem to defy Burke's pentad. Without inconsistencies between critical pedagogy, its purpose, its agents, and the broader scene in which it operates, the impetus for the enactment of critical pedagogy would not be present. Therefore, instead of seeking to deny or eradicate contradiction, critical theorists and educators need to make use of it in their own philosophies and practices. Because both critical educators and their students should confront and grapple with these contradictions in critical practice, the apparent flaws in critical pedagogy can actually encourage the critical consciousness that is the goal of the enterprise. Advisors/Committee Members: Steven Katz, Committee Member (advisor), Chris Anson, Committee Member (advisor), Patricia Lynne, Committee Chair (advisor).

Subjects/Keywords: Burke; Freire; critical pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Guthrie, N. H. (2003). Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/1612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guthrie, Nichole Hurley. “Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad.” 2003. Thesis, North Carolina State University. Accessed October 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/1612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guthrie, Nichole Hurley. “Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad.” 2003. Web. 19 Oct 2019.

Vancouver:

Guthrie NH. Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Oct 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guthrie NH. Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.