You searched for subject:( Learning Activities).
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Penn State University
1.
Mathie, Bethany L.
Student Perceptions of Real World Applications Incorporated
into Horticulture Curricula.
Degree: MS, Horticulture, 2008, Penn State University
URL: https://etda.libraries.psu.edu/catalog/8662 
► Horticulture students are better able to demonstrate their abilities later in their employment if they are provided with the opportunity to develop real world skills…
(more)
▼ Horticulture students are better able to demonstrate
their abilities later in their employment if they are provided with
the opportunity to develop real world skills and apply their
knowledge during the learning process. The best way of making a
connection between the real world and education is through the
appropriate use of practical experiences as part of the curriculum.
These experiences have been termed “Real World” applications or
activities. “Real World” activities are a form of experiential
learning in which the student is actively engaged in the learning
process by performing exercises they may encounter in their future
workplace. Activities have been incorporated into horticulture
courses at the Pennsylvania State University, which provide
students with theses opportunities. The assignments require
students to interact with actual clients and/or horticulture
professionals to apply the knowledge obtained in the classroom to
real problems or situations that occur in the horticulture industry
every day. This includes traveling to a job site, evaluating the
situation, and designing and implementing a program of work over a
designated period of time. In today’s world with ever decreasing
budgets and increasing professor responsibilities, one would
question, “Is going beyond lectures and laboratory activities worth
the extra effort?” The objectives of this study were to 1) describe
student perceptions toward “Real World Applications” in
horticulture curricula, 2) determine the need based on student
perception for “Real World Applications” in horticulture curricula,
and 3) assess perception differences among horticulture students.
One hundred and six students from six horticulture classes at the
Pennsylvania State University were surveyed to acquire their
opinions toward the “Real World” activity incorporated into their
respective course. The survey instrument contained twelve questions
that utilized a Likert scale for the participants to rate their
opinions. There were five questions to determine the demographics
of the participants, and an additional question asking students to
select which types of experiential learning techniques they would
like to see in their horticulture classes. Results indicated that
82% of students felt the activities enhanced their understanding of
course information, and 90% felt the activities required them to
apply their knowledge more than then they would have in a
laboratory setting. Overall, 90% of participants would like to see
more “Real World Applications” incorporated into their horticulture
courses. There were no significant differences among gender.
However, there were unexpected differences among students who had
completed an internship versus those who had yet to do so.
Participants who had completed an internship rated their “Real
World” activity experiences lower then those who had not completed
an internship. It can be inferred that more inexperienced students
appreciate the activities as it may be one of the first
opportunities for them to draw connections to their…
Subjects/Keywords: problem based learning; real world activities
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APA (6th Edition):
Mathie, B. L. (2008). Student Perceptions of Real World Applications Incorporated
into Horticulture Curricula. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8662
Chicago Manual of Style (16th Edition):
Mathie, Bethany L. “Student Perceptions of Real World Applications Incorporated
into Horticulture Curricula.” 2008. Masters Thesis, Penn State University. Accessed December 11, 2019.
https://etda.libraries.psu.edu/catalog/8662.
MLA Handbook (7th Edition):
Mathie, Bethany L. “Student Perceptions of Real World Applications Incorporated
into Horticulture Curricula.” 2008. Web. 11 Dec 2019.
Vancouver:
Mathie BL. Student Perceptions of Real World Applications Incorporated
into Horticulture Curricula. [Internet] [Masters thesis]. Penn State University; 2008. [cited 2019 Dec 11].
Available from: https://etda.libraries.psu.edu/catalog/8662.
Council of Science Editors:
Mathie BL. Student Perceptions of Real World Applications Incorporated
into Horticulture Curricula. [Masters Thesis]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8662
King Abdullah University of Science and Technology
2.
Islam, Elaf J.
Prediction of Active and Inactive Chemical Compounds from High-Throughput Assays.
Degree: 2018, King Abdullah University of Science and Technology
URL: http://hdl.handle.net/10754/630092
► This study considers chemical compounds that can exert their activity by interacting with a target protein or other molecular receptors. Our aim is to develop…
(more)
▼ This study considers chemical compounds that can exert their activity by interacting with a target protein or other molecular receptors. Our aim is to develop machine learning models that can predict if a chemical compound will be active in a particular test/assay. We will use data from assays that are present in the PubChem knowledgebase, specifically in its segment called BioAssays which reports the results of many high-throughput screening experiments. PubChem BioAssays is a valuable resource that contains information from a large number of experiments. In one assay, sometimes many hundreds or even many thousands of chemicals are tested. Data from these experimental assays contain information about chemicals that are active as well as chemicals that are not active in the assay. These represent an interesting resource of experimental data that are well suited for classification purposes. We will approach the problem by evaluating different ways that chemical compounds can be numerically described by means of so-called fingerprints, and then apply different machine learning (ML) and deep learning (DL) models to classify active and inactive chemicals for a number of assays. In this study, we will make comprehensive comparisons of the types of ML/DL models and types of fingerprint features that describe chemicals, and evaluate combinations of models and fingerprints that work best for the problem in question. Our focus is on finding those combinations which are useful for distinguishing active from inactive compounds in single PubChem assays. We will evaluate the methods across 10 assays and will examine the effects of 11 types of fingerprints. For example, PubChem fingerprints and MACCS keys fingerprints.
For the evaluation, up to now we performed 88 experiments for each dataset and 968 in total for all 10 PubChem assays. These experiments involved approximately 6,000 interactions between chemicals and their targets. The implementation of this project has been done using MATLAB. Based on these and additional experiments, we will be in a position to propose which combination of fingerprints and ML/DL models works best in the above mentioned task. Such modeling will be useful to predict activity for chemicals that are not yet tested.
Subjects/Keywords: machine learning; bioinformatics; prediction chemical; compounds activities
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APA (6th Edition):
Islam, E. J. (2018). Prediction of Active and Inactive Chemical Compounds from High-Throughput Assays. (Thesis). King Abdullah University of Science and Technology. Retrieved from http://hdl.handle.net/10754/630092
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):
Islam, Elaf J. “Prediction of Active and Inactive Chemical Compounds from High-Throughput Assays.” 2018. Thesis, King Abdullah University of Science and Technology. Accessed December 11, 2019.
http://hdl.handle.net/10754/630092.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Islam, Elaf J. “Prediction of Active and Inactive Chemical Compounds from High-Throughput Assays.” 2018. Web. 11 Dec 2019.
Vancouver:
Islam EJ. Prediction of Active and Inactive Chemical Compounds from High-Throughput Assays. [Internet] [Thesis]. King Abdullah University of Science and Technology; 2018. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/10754/630092.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Islam EJ. Prediction of Active and Inactive Chemical Compounds from High-Throughput Assays. [Thesis]. King Abdullah University of Science and Technology; 2018. Available from: http://hdl.handle.net/10754/630092
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Oklahoma State University
3.
Nicely, Annmarie Jasmine K.
Enhancing Hotel Learning: the Impact of Managers' Engagement in Learning Activities on Their Self-reported Work-related Learning.
Degree: School of Hotel and Restaurant Administration, 2009, Oklahoma State University
URL: http://hdl.handle.net/11244/7264
► The goal of study was to explore management learning in hotels by examining the relationship between hotel managers' work-related behaviors and characteristics of their hotels…
(more)
▼ The goal of study was to explore management
learning in hotels by examining the relationship between hotel managers' work-related behaviors and characteristics of their hotels on the type and depth of their engagement in post-secondary education, training and networking and how engagement in these
learning activities and their work experience influenced their self-reported work-related
learning.Qualitative and quantitative data were collected using surveys, focus groups and non-participant observations. The surveys were completed by 154 hotel managers and each of the two focus groups comprised of hotel managers and workplace
learning experts, respectively. Data was analyzed using path and content analyses.Findings and Conclusions: The study found that the stronger a hotel's
learning culture, the fewer years of post-secondary education their managers had. Also the stronger the hotel's
learning culture, the more frequently their managers networked. However, neither hotel managers' years of post-secondary education, nor the frequency with which they networked were significant predictors of their work-related
learning. The significant predictors of their work-related
learning were the extent and frequency of their hospitality training and the number of companies or entities with which they worked. All three had a direct relationship with the managers' work-related
learning but the strongest predictor was the extent of their hospitality training.Training and experience were therefore more important to hotel managers' work-related
learning than post-secondary education and networking.
Advisors/Committee Members: Palakurthi, Radesh (advisor), Perry, Kayte (committee member), Njite, David (committee member), Scott-Halsell, Shelia (committee member).
Subjects/Keywords: education; experiential learning; hotels; learning activities; management learning; training
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APA (6th Edition):
Nicely, A. J. K. (2009). Enhancing Hotel Learning: the Impact of Managers' Engagement in Learning Activities on Their Self-reported Work-related Learning. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7264
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):
Nicely, Annmarie Jasmine K. “Enhancing Hotel Learning: the Impact of Managers' Engagement in Learning Activities on Their Self-reported Work-related Learning.” 2009. Thesis, Oklahoma State University. Accessed December 11, 2019.
http://hdl.handle.net/11244/7264.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nicely, Annmarie Jasmine K. “Enhancing Hotel Learning: the Impact of Managers' Engagement in Learning Activities on Their Self-reported Work-related Learning.” 2009. Web. 11 Dec 2019.
Vancouver:
Nicely AJK. Enhancing Hotel Learning: the Impact of Managers' Engagement in Learning Activities on Their Self-reported Work-related Learning. [Internet] [Thesis]. Oklahoma State University; 2009. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/11244/7264.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nicely AJK. Enhancing Hotel Learning: the Impact of Managers' Engagement in Learning Activities on Their Self-reported Work-related Learning. [Thesis]. Oklahoma State University; 2009. Available from: http://hdl.handle.net/11244/7264
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Wollongong
4.
Bass-Dolivan, Danuta Wanda.
Students’ engagement with second language learning: a sociocultural approach.
Degree: PhD, Faculty of Education, 2011, University of Wollongong
URL: ;
https://ro.uow.edu.au/theses/3357
► This thesis is an exploratory study investigating students' engagement with learning a second language (L2) in an Australian context, highlighting their preferences in learning.…
(more)
▼ This thesis is an exploratory study investigating students' engagement with learning a second language (L2) in an Australian context, highlighting their preferences in learning. The student participants were East Asian students studying English as a second language (ESL) in ELICOS centres and Australian university students studying languages other than English (LOTE). Specifically, the study was concerned with identifying and describing L2 learning preferences of the participants, analysing any changes in their learning preferences as they progressed with language learning and examining the influences of the participants' language learning goals and experiences on their responses to language learning.
The theoretical framework for the research is grounded in Sociocultural Theory (SCT), including reference to Activity Theory (AT) which is derived from SCT and assists in explaining students' engagement in L2 learning activities. The study explores the proposition, based on SCT, that individuals make cognitive, conscious choices in accordance with their purposes and needs. These choices may be strongly influenced by the learners' social and cultural backgrounds, including their past and current personal experiences, family and cultural history, and their future possibilities and desires.
Both quantitative and qualitative research methods were employed to provide complementary perspectives on the research questions. First, a quantitative survey involving 393 participants was conducted to obtain questionnaire data from the L2 students. A qualitative study was conducted later, involving interviews with 89 of these East Asian and Australian participants. Interviews were then conducted with twelve L2 teachers. The quantitative data were analysed using the SPSS Program in order to ascertain statistically significant results based on the research questions. The qualitative data were categorised from the transcriptions of audio-taped interviews, then compared with the results from the questionnaire analysis.
The data imply that L2 students are complex yet active social agents who desire to be engaged in a variety of carefully structured interactive classroom activities, within a positive learning environment which involves authentic, real-life tasks and assessment. However, these preferences are not always in line with the actions students perform, but are regulated by the learners‘ multidimensional, wider goals. Such orientation to L2 learning is conditioned by the extent to which individual learners are able or ready to act on their preferences. Tension between preferences due to wider learning goals, situational constraints, multiple social worlds or personal reasons may dictate preferences in the learning process.
Subjects/Keywords: learning preferences; second language learning; classroom activities; sociocultural theory
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Manager
APA (6th Edition):
Bass-Dolivan, D. W. (2011). Students’ engagement with second language learning: a sociocultural approach. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3357
Chicago Manual of Style (16th Edition):
Bass-Dolivan, Danuta Wanda. “Students’ engagement with second language learning: a sociocultural approach.” 2011. Doctoral Dissertation, University of Wollongong. Accessed December 11, 2019.
; https://ro.uow.edu.au/theses/3357.
MLA Handbook (7th Edition):
Bass-Dolivan, Danuta Wanda. “Students’ engagement with second language learning: a sociocultural approach.” 2011. Web. 11 Dec 2019.
Vancouver:
Bass-Dolivan DW. Students’ engagement with second language learning: a sociocultural approach. [Internet] [Doctoral dissertation]. University of Wollongong; 2011. [cited 2019 Dec 11].
Available from: ; https://ro.uow.edu.au/theses/3357.
Council of Science Editors:
Bass-Dolivan DW. Students’ engagement with second language learning: a sociocultural approach. [Doctoral Dissertation]. University of Wollongong; 2011. Available from: ; https://ro.uow.edu.au/theses/3357
University of Minnesota
5.
Kim, Young Rae.
Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities.
Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota
URL: http://purl.umn.edu/158677
► A theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the re-conceptualization of metacognition at multiple levels…
(more)
▼ A theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the re-conceptualization of metacognition at multiple levels by looking at the three sources that trigger metacognition. Using the theoretical model as a framework, this study was designed to explore how students' thinking becomes metacognitive while collaboratively solving a complex mathematical modeling task. This study used a series of Model-Eliciting Activities (MEAs), which are a type of problem-solving activity in which participants are required to verbalize their thoughts while working within a group, as an authentic method for analyzing verbal metacognitive actions, addressing several criticisms of self-report methods. Multiple cycles of data analysis, including a finer-grained analysis of conversational statements and a cross-case analysis, were conducted. Results from the data analysis provided empirical evidence supporting the soundness and appropriateness of the theoretical model of metacognition on multiple levels in identifying and interpreting students' metacognitive activities in complex mathematical modeling tasks. This study identified several patterns and tendencies of students' spontaneous metacognitive activities. This study provided empirical evidence supporting the potential similarity of students' developing metacognitive abilities to their developing cognitive abilities with respect to the dimensions of development. In addition, this study identified the circumstances facilitating or interfering with students' spontaneous metacognitive activities. This study furthers our understanding about how one develops metacognitive abilities within problem-solving processes, and ultimately informs how to effectively encourage students' metacognition and improve their problem-solving achievement.
Subjects/Keywords: Learning environments; Metacognition; Metacognitive abilities; Metacognitive activities; Model-eliciting activities; Social interactions
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APA ·
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Manager
APA (6th Edition):
Kim, Y. R. (2013). Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/158677
Chicago Manual of Style (16th Edition):
Kim, Young Rae. “Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities.” 2013. Doctoral Dissertation, University of Minnesota. Accessed December 11, 2019.
http://purl.umn.edu/158677.
MLA Handbook (7th Edition):
Kim, Young Rae. “Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities.” 2013. Web. 11 Dec 2019.
Vancouver:
Kim YR. Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Dec 11].
Available from: http://purl.umn.edu/158677.
Council of Science Editors:
Kim YR. Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/158677
NSYSU
6.
Tung, Pei-chen.
The effectiveness of promoting studentsâ learning involvement through interesting hands-on activities.
Degree: Master, Education, 2011, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0604111-152718
► The purpose of this study was to investigate the impact of using novel demonstrations and hands-on activities on promoting student interest and positive perception of…
(more)
▼ The purpose of this study was to investigate the impact of using novel demonstrations and hands-on
activities on promoting student interest and positive perception of
learning environment. Thirty-six 8th graders participated in the experimental group in which they were involved in prediction-observation-explanation of discrepant events or novel hands-on
activities for 14 weeks. Their interest of
learning science and perception of
learning environment were compared with that of a control group, which also consisted of 36 8th graders in the same school. The results of the analysis of covariance revealed that the experimental group outperformed the control group on both instruments documenting studentsâ level of interest in
learning science and their perception of
learning environment. The post-treatment interview results further consolidated the quantitative finding of the experimental group studentsâ significant progress on their emotions of
learning science.
Advisors/Committee Members: Sung-Tao Lee (chair), Huann-shyang Lin (committee member), Zuway-R, Hong (chair).
Subjects/Keywords: Learning Interest; Science Learning Interest; Science Learning Environment; Hands-on experiments; Interesting Hands-on Activities
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APA (6th Edition):
Tung, P. (2011). The effectiveness of promoting studentsâ learning involvement through interesting hands-on activities. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0604111-152718
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):
Tung, Pei-chen. “The effectiveness of promoting studentsâ learning involvement through interesting hands-on activities.” 2011. Thesis, NSYSU. Accessed December 11, 2019.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0604111-152718.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tung, Pei-chen. “The effectiveness of promoting studentsâ learning involvement through interesting hands-on activities.” 2011. Web. 11 Dec 2019.
Vancouver:
Tung P. The effectiveness of promoting studentsâ learning involvement through interesting hands-on activities. [Internet] [Thesis]. NSYSU; 2011. [cited 2019 Dec 11].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0604111-152718.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tung P. The effectiveness of promoting studentsâ learning involvement through interesting hands-on activities. [Thesis]. NSYSU; 2011. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0604111-152718
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of the Western Cape
7.
Hearne, Vivian.
Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model
.
Degree: 2018, University of the Western Cape
URL: http://hdl.handle.net/11394/6610
► This study investigates “why adults participate in learning activities” and “what barriers deter adults from participating in learning activities.” Learning activities can include informal learning…
(more)
▼ This study investigates “why adults participate in
learning activities” and “what barriers deter adults from participating in
learning activities.”
Learning activities can include informal
learning initiatives and formal education programmes. According to Larson and Milana (2006) “the question of why some people participates in adult education and training while others don’t thus” (p. 2) is as relevant and urgent as ever as we want to make lifelong
learning accessible for everybody. While working at a Community College in the Western Cape (South Africa), for the period October 2007 until June 2010, I have observed and noticed that many of the learners who entered the different programmes were all of a certain age. Many of them experienced an excess of barriers deterring them from participation in
learning. For the purpose of this study, I am going to use the Chain-of-Response (COR) Model by Cross (1981a) to investigate specifically the situational barriers affecting those learners. Cross (1981a) developed the COR model. The rationale behind it was to better understand what urges people to participate in higher education or
learning institutions. This model can be seen as cyclic, and involves seven steps developed by Cross (1981a) which have different impacts on the decision-making process of whether to enter or participate and persist in an adult
learning course. Cross (1981a) argues that “an adult’s participation in a
learning activity is not an isolated act but is the result of a complex chain of responses based on the evaluation of the position of the individual in their environment” (p. 36). Responses leading to participation tend to originate within the individual, as opposed to outside forces; it can either encourage or discourage participation in
learning.
Advisors/Committee Members: Groener, Zelda (advisor).
Subjects/Keywords: Barriers to participation;
Adult learning;
Learning activities;
Situational barriers;
Informal learning initiatives
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APA ·
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Manager
APA (6th Edition):
Hearne, V. (2018). Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6610
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):
Hearne, Vivian. “Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model
.” 2018. Thesis, University of the Western Cape. Accessed December 11, 2019.
http://hdl.handle.net/11394/6610.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hearne, Vivian. “Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model
.” 2018. Web. 11 Dec 2019.
Vancouver:
Hearne V. Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model
. [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/11394/6610.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hearne V. Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model
. [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6610
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Open Universiteit Nederland
8.
Gootzen, Marly.
Individuele leertheorieën, leeractiviteiten en leerdoelen van Leraren in opleiding tijdens actieonderzoek
.
Degree: 2012, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/4127
► Het ministerie van onderwijs maakt extra geld vrij om actieonderzoek in de scholen te implementeren aangezien actieonderzoek een belangrijke manier is gebleken om het onderwijs…
(more)
▼ Het ministerie van onderwijs maakt extra geld vrij om actieonderzoek in de scholen te implementeren aangezien actieonderzoek een belangrijke manier is gebleken om het onderwijs meer theoretisch te onderbouwen en de kwaliteit van het onderwijs te ondersteunen (Carr & Kemmis, 1986; Steinberg & Kincheloe, 1998). Het is van maatschappelijk belang dit implementatietraject met onderzoek te volgen en ervoor te zorgen dat zowel de leeromgeving als het leerproces zo optimaal mogelijk wordt ingericht en het extra geld goed besteed wordt.
In het voorliggende onderzoek is ingezoomd op het leerproces en is onderzocht welke Persoonlijke leer en Actie Theorie (PLAT) LIO’s vormen, welke leeractiviteiten LIO’s ondernemen en welke leerresultaten ze beschrijven als ze bezig zijn met actieonderzoek.
Hierbij zijn de theoretische modellen van het PLAT (van der Sanden, 2004) voor de individuele leertheorie gehanteerd, de indeling van Vermunt (1996) voor de leeractiviteiten en de leerdoelen uit de modulewijzer (Mathijsen, 2010) gebruikt om de leerresultaten in kaart te brengen.
Hierbij wordt het PLAT als een persoonlijk referentiekader gezien van waaruit leer- en werkgerelateerde situaties worden geïnterpreteerd en wat richting geeft aan gedrag
(van der Sande, 2004).
Het onderzoek heeft plaatsgevonden op de Academische Opleidingsschool-Tilburg (AOS-T) waar 14 LIO’s aan de slag zijn gegaan met de module actieonderzoek waarbij onder andere van hen werd gevraagd een actieonderzoek uit te voeren en driewekelijks logboeken bij te houden. De antwoorden in de logboeken zijn op inductieve wijze gelabeld in ATLAS-Ti en vervolgens geïnterpreteerd.
Uit het onderzoek is gebleken dat de doeloriëntaties een belangrijk bestanddeel vormen van het PLAT. Meer dan de helft van uitspraken die de LIO’s hebben gemaakt aangaande het PLAT gaan hierover. 25% van de uitspraken gaan over de concepties ten aanzien van de eigen bekwaamheid. Verder blijken de opvattingen over onder andere doeloriëntaties en leerconcepten voor elke respondent weer anders en persoonlijk van aard te zijn. De cognitieve leeractiviteiten die de LIO’s tijdens het doen van actieonderzoek ondernemen bestaan voornamelijk uit kritisch verwerken, concretiseren en selecteren. Overleggen blijkt de belangrijkste manier om een kritische houding te ontwikkelen. Van de metacognitieve leeractiviteiten bestaat 40% uit oriënteren op. Activiteiten die studenten hierbij onder andere noemen zijn: kijken wie de vakdidacticus is, vragen of vakdidacticus of de lerarenopleider tips heeft voor literatuur, zoeken naar relevante literatuur, zoeken naar onderwerpen op het internet enz. Opvallend aan deze opsomming is dat deze activiteiten bijna allemaal vak of vakdidactisch van aard zijn. Als affectieve leeractiviteiten beschrijven de LIO’s inspannen, motiveren, attribueren, zichzelf beoordelen en verwachten.
De meeste leerresultaten worden onder leerdoel 3 (open staan voor opvattingen en meningen van anderen) beschreven. Feedback verwerken wordt hierbij als belangrijkste…
Subjects/Keywords: Onderwijswetenschappen;
Personal Learning and Action Theory (PLAT);
learning activities;
learning results;
action research
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APA (6th Edition):
Gootzen, M. (2012). Individuele leertheorieën, leeractiviteiten en leerdoelen van Leraren in opleiding tijdens actieonderzoek
. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/4127
Chicago Manual of Style (16th Edition):
Gootzen, Marly. “Individuele leertheorieën, leeractiviteiten en leerdoelen van Leraren in opleiding tijdens actieonderzoek
.” 2012. Masters Thesis, Open Universiteit Nederland. Accessed December 11, 2019.
http://hdl.handle.net/1820/4127.
MLA Handbook (7th Edition):
Gootzen, Marly. “Individuele leertheorieën, leeractiviteiten en leerdoelen van Leraren in opleiding tijdens actieonderzoek
.” 2012. Web. 11 Dec 2019.
Vancouver:
Gootzen M. Individuele leertheorieën, leeractiviteiten en leerdoelen van Leraren in opleiding tijdens actieonderzoek
. [Internet] [Masters thesis]. Open Universiteit Nederland; 2012. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/1820/4127.
Council of Science Editors:
Gootzen M. Individuele leertheorieën, leeractiviteiten en leerdoelen van Leraren in opleiding tijdens actieonderzoek
. [Masters Thesis]. Open Universiteit Nederland; 2012. Available from: http://hdl.handle.net/1820/4127
9.
Cassio Raimundo Valdisser.
Da formação à docência: um estudo em IESs mineiras.
Degree: 2012, Federal University of Uberlândia
URL: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=4259
► As intensas mudanças que têm afetado o mundo moderno, muitas delas decorrentes de avanços tecnológicos, e, em consequência, têm influenciado fortemente o campo educacional. Dado…
(more)
▼ As intensas mudanças que têm afetado o mundo moderno, muitas delas decorrentes de avanços tecnológicos, e, em consequência, têm influenciado fortemente o campo educacional. Dado esse contexto, os profissionais atuantes no ensino em Administração têm-se visto obrigados a se capacitarem, de forma que possam adquirir e utilizar adequadamente as competências necessárias no processo de formação de docentes e, posteriormente, empregar metodologias de ensino-aprendizagem que contribuam para a melhoria no ensino da Administração. Nesse sentido, os programas de Pós-Graduação têm-se tornado responsáveis pela formação de docentes para atuarem no Ensino Superior, pesquisadores e profissionais que optam em atuar no mercado não acadêmico. No entanto, há fortes indícios e comprovações incontestáveis da não efetividade ou da pouca contribuição na formação de docentes pelos referidos cursos stricto sensu. Levado em consideração esse contexto esposado, o presente estudo apresentou como propósito analisar se as experiências de aprendizagens desenvolvidas nos cursos de Pós-Graduação stricto sensu em Administração de IESs mineiras, especificamente UFLA, UFU e UNIHORIZONTES, possibilitam aos egressos desenvolver os conhecimentos e habilidades necessários a um profissional que vai atuar no ensino de Administração e como utilizam essas competências para ensinar. Os objetivos específicos também apresentados no estudo consideram a necessidade de identificar as competências, ou perfil idealizado, inerentes à atuação docente em Administração; analisar se os cursos em análise apresentam conteúdos que contemplam saberes relacionados à atuação docente, além de identificar as competências desenvolvidas pelos alunos face às propostas dos programas de Pós-Graduação stricto sensu. O estudo é caracterizado como uma pesquisa de natureza qualitativo-quantitativa, tendo sido adotados a pesquisa bibliográfica, o levantamento e a pesquisa documental como estratégias de pesquisa. As fontes de dados utilizadas são: bibliografia relacionada à temática em estudo, os documentos dos programas e os egressos dos programas que atuam como docentes. Como técnicas de coleta de dados aplicadas têm-se: levantamento bibliográfico, levantamento documental e aplicação de questionário. Já em relação às técnicas de análise dos dados adotou-se o uso da análise documental, análise estatística descritiva e análise fatorial. Foi utilizado o parâmetro de análise teórico-conceitual para pesquisas sobre competências profissionais proposto por Paiva (2007), o qual contempla seis dimensões de competências: metacompetências e transcompetências; competências intelectuais; competências técnico-funcionais; competências comportamentais; competências éticas e competências políticas. Por meio da análise fatorial, verificou-se a extração de seis fatores relacionados às atividades de aprendizagem e cinco fatores relacionados às competências. É possível inferir que por meio da participação em atividades de aprendizagem realizadas no curso de Mestrado, os respondentes desenvolveram algumas…
Advisors/Committee Members: Valdir Machado Valadão Júnior, Cristiana Fernandes de Muylder, Edileuza Godói de Souza.
Subjects/Keywords: Atividades de aprendizagem; Competências; Docência; IESs; ADMINISTRACAO; Learning activities; Competences; Teaching
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APA ·
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APA (6th Edition):
Valdisser, C. R. (2012). Da formação à docência: um estudo em IESs mineiras. (Thesis). Federal University of Uberlândia. Retrieved from http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=4259
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):
Valdisser, Cassio Raimundo. “Da formação à docência: um estudo em IESs mineiras.” 2012. Thesis, Federal University of Uberlândia. Accessed December 11, 2019.
http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=4259.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Valdisser, Cassio Raimundo. “Da formação à docência: um estudo em IESs mineiras.” 2012. Web. 11 Dec 2019.
Vancouver:
Valdisser CR. Da formação à docência: um estudo em IESs mineiras. [Internet] [Thesis]. Federal University of Uberlândia; 2012. [cited 2019 Dec 11].
Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=4259.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Valdisser CR. Da formação à docência: um estudo em IESs mineiras. [Thesis]. Federal University of Uberlândia; 2012. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=4259
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Sacramento
10.
Racine, Jennifer Ann.
Hands-on activities for an undergraduate introduction to sport psychology class.
Degree: MA, Psychology (Counseling Psychology, 2010, California State University – Sacramento
URL: http://hdl.handle.net/10211.9/602
► Research has found that classroom lessons that promote active learning increase the quality and amount of student learning. Given the high demands on instructors, it…
(more)
▼ Research has found that classroom lessons that promote active
learning increase the quality and amount of student
learning. Given the high demands on instructors, it is difficult to find time to create specific
activities for each topic in the subjects they teach. Currently there are few resources for teaching an Introductory Sport Psychology class. The purpose of this project was to create a handbook containing specific instructions for engaging students in hands-on
activities in an Introductory Sport Psychology class. Sixteen plans for
activities in major topics covered in Sport Psychology classes were created. They were designed to engage students in active
learning to increase the quality of their
learning, the amount of information they retain, and interest in the class.
Advisors/Committee Members: Wickelgren, Emily A..
Subjects/Keywords: Active learning; Sport psychology lesson plans; Sport psychology classroom activities
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APA (6th Edition):
Racine, J. A. (2010). Hands-on activities for an undergraduate introduction to sport psychology class. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/602
Chicago Manual of Style (16th Edition):
Racine, Jennifer Ann. “Hands-on activities for an undergraduate introduction to sport psychology class.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 11, 2019.
http://hdl.handle.net/10211.9/602.
MLA Handbook (7th Edition):
Racine, Jennifer Ann. “Hands-on activities for an undergraduate introduction to sport psychology class.” 2010. Web. 11 Dec 2019.
Vancouver:
Racine JA. Hands-on activities for an undergraduate introduction to sport psychology class. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/10211.9/602.
Council of Science Editors:
Racine JA. Hands-on activities for an undergraduate introduction to sport psychology class. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/602
Universiteit Utrecht
11.
Chen, H.C.
Early Learner Engagement in the Clinical Workplace.
Degree: 2015, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/317368
► Introduction Recent calls for medical education reform advocate for the integration of knowledge with clinical experience through early clinical immersion. Yet, early learners rarely are…
(more)
▼ Introduction
Recent calls for medical education reform advocate for the integration of knowledge with clinical experience through early clinical immersion. Yet, early learners rarely are invited to participate in workplace
activities and early clinical experiences remain largely observational. We conducted a series of studies to identify legitimate workplace roles and
activities for pre-clerkship students and the environmental, teacher, and learner factors that facilitate their workplace participation and
learning.
Methods
We conducted semi-structured interviews with pre-clerkship student and faculty volunteers at student-run clinics, asking them to describe student roles in these clinics. We performed open and axial coding of the transcripts using the sensitizing concepts of workplace
learning and communities of practice.
Using data from the student-run clinics, additional student focus groups, and faculty interviews, we defined entrustable professional
activities (EPAs) appropriate for pre-clerkship students. We identified activity domains and mapped them to pre-clerkship objectives, graduation competencies, and resident-level EPAs. We developed elaborated EPA descriptions for each domain and conducted local, national, and international workshops to verify appropriateness of EPA content and supervision level.
We then conducted semi-structured interviews with excellent clinical teachers, exploring their approach to teaching different-level learners and the development of their approach. We performed thematic analysis of the transcripts using open and axial coding.
Lastly, we surveyed pre-clerkship students at four institutions about their personal goal orientation and perceptions of their early clinical experiences, and collected performance evaluation and standardized-patient exam scores. Data analyses included descriptive statistics and mediation analysis.
Results
We interviewed 22 students and 4 faculty from the student-run clinics. Students had legitimate roles in direct patient care and clinic management. Clinic features supporting this included defined scopes of practice and limited presenting illnesses. Five EPAs of narrow scope were developed for early learners: 1) information gathering, 2) differential diagnosis and management plan development, 3) healthcare team communication, 4) information sharing with patients, and 5) resource identification.
Interviews with 19 clinical teachers revealed teachers used sequencing as a teaching strategy by varying content, complexity, and expectations by learner level. They initially selected
learning activities based on learner level, adjusting for individual competencies over time. They used sequencing to promote both learner education and patient safety. Teachers were proactive in using on-the-job experiences to develop their teaching practices, which followed a developmental trajectory towards learner-centeredness and was associated with the development of clinical skills and confidence.
296 of 517 (57.3%) students completed the survey…
Advisors/Committee Members: Cate, Th.J. ten, O'Sullivan, P., Teherani, A..
Subjects/Keywords: Early clinical experiences; Workplace learning; Entrustable Professional activities
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APA ·
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APA (6th Edition):
Chen, H. C. (2015). Early Learner Engagement in the Clinical Workplace. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/317368
Chicago Manual of Style (16th Edition):
Chen, H C. “Early Learner Engagement in the Clinical Workplace.” 2015. Doctoral Dissertation, Universiteit Utrecht. Accessed December 11, 2019.
http://dspace.library.uu.nl:8080/handle/1874/317368.
MLA Handbook (7th Edition):
Chen, H C. “Early Learner Engagement in the Clinical Workplace.” 2015. Web. 11 Dec 2019.
Vancouver:
Chen HC. Early Learner Engagement in the Clinical Workplace. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2015. [cited 2019 Dec 11].
Available from: http://dspace.library.uu.nl:8080/handle/1874/317368.
Council of Science Editors:
Chen HC. Early Learner Engagement in the Clinical Workplace. [Doctoral Dissertation]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/317368
12.
Pool, I.A.
Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities.
Degree: 2015, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/322688
► There is a growing consensus that pre-registration nursing education is just the start of learning that continues throughout a nursing career. Within the context of…
(more)
▼ There is a growing consensus that pre-registration nursing education is just the start of
learning that continues throughout a nursing career. Within the context of rapidly changing patient care continuing professional development (CPD) is crucial. The increased emphasis on CPD coincides with an ageing workforce. More than 30% of the Dutch nurses are 50 years and over. A challenge for managers and educators is to develop CPD approaches geared towards the needs of nurses of different ages. Although the knowledge about CPD is growing, few studies have focused on CPD of older nurses and age differences in CPD.We lack knowledge on whether and how professional development strategies employed by nurses change with ageing.
To contribute in filling this knowledge gap, five studies were carried out combining insights from CPD and lifespan development theories, and using a multi-method approach. First, in a focus group study with four groups (n = 32) we examined nurses’ and managers’ perceptions of the concept of CPD, and their perceptions of differences in CPD of younger and older nurses. Second, we reviewed the literature examining whether and how CPD differs across age groups. We applied a framework with five perspectives on age to distinguish factors contributing to these age differences. In the third study biographical interviews (n =21) were held. The focus was on similarities and differences in CPD strategies used by three age groups, and on exploring the relationship between life, work, and
learning. In the fourth study, we examined relationships between CPD motives and CPD
activities that we had noticed in the data of our third study by using a framework based on a literature review of CPD motives and
activities. Finally, engagement in CPD across the career was investigated in a survey (n = 728) by examining the influence of age, tenure, and home situation on nurses’ CPD motives and
learning activities.
The findings show that professional development is more than engagement in formal
learning activities as organised by others. Daily practice on hospital wards is an important trigger and source for
learning too. Nurses were found to have various motives to engage in both formal and informal – initiated by professionals themselves and embedded in daily practice -
learning activities. Of these motives, to enhance professional knowledge, compliance with authority and professional advancement were the most important. The findings offer support for theoretical claims that employees act strategically with regard to their professional development.
By investigating different types of
learning activities and motives, this thesis also provides a nuanced picture of professional development across a nursing career. It challenges stereotypical views that older workers are not motivated to learn. The studies show that nurses keep
learning throughout their career, but their motives and
learning activities change and
learning becomes less intensive.The findings illustrate that it is not so much chronological age, but…
Advisors/Committee Members: Cate, T.J. ten, Poell, R.F..
Subjects/Keywords: continuing professional development; CPD; nurses; learning activities; age differences; motives
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APA (6th Edition):
Pool, I. A. (2015). Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/322688
Chicago Manual of Style (16th Edition):
Pool, I A. “Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities.” 2015. Doctoral Dissertation, Universiteit Utrecht. Accessed December 11, 2019.
http://dspace.library.uu.nl:8080/handle/1874/322688.
MLA Handbook (7th Edition):
Pool, I A. “Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities.” 2015. Web. 11 Dec 2019.
Vancouver:
Pool IA. Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2015. [cited 2019 Dec 11].
Available from: http://dspace.library.uu.nl:8080/handle/1874/322688.
Council of Science Editors:
Pool IA. Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities. [Doctoral Dissertation]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/322688
University of Gothenburg / Göteborgs Universitet
13.
Lantz-Andersson, Annika.
Framing in educational practices. Learning activity, digital technology and the logic of situated action.
Degree: 2009, University of Gothenburg / Göteborgs Universitet
URL: http://hdl.handle.net/2077/19736
► An overarching ambition of this thesis is to study the in situ practices that emerge when technology becomes part of educational activities and, in addition,…
(more)
▼ An overarching ambition of this thesis is to study the in situ practices that
emerge when technology becomes part of educational activities and, in
addition, to examine what students’ definition of such activities will be. By
analysing students’ concrete uses of digital technology in regular classroom
practices, the study intends to demystify how digital technology codetermines
activities in educational settings. A background of this interest is
that there are many different claims in the literature and in the public debate
regarding what learning will be like when such tools are used. Accordingly,
the use of digital technologies is in this thesis studied from the perspective of
student activities and rationalities. Analytically, this is done within a
sociocultural perspective and, in addition, with the help of the conceptual
distinctions of frame analysis. Empirical material have been collected via
video recordings of secondary school students’ engaging in solving word
problems in mathematics presented by means of educational software. The
analyses aim at scrutinizing what the presence of educational software in
mathematics implies for the students’ learning practices in situations when
they encounter some kind of difficulty in their problem solving. The results,
presented in three studies, show that for long periods of time the students’
interaction involved not only the contents but also different functionalities and
design qualities of the digital technology. The findings in this study thus point
to the need to question the alleged benefits that surround the implementation
of digital technologies. According to the empirical findings in the three
studies presented in this thesis, along with knowledge from previous research,
digital technology cannot be said to improve learning in any linear sense.
Instead, educational activities involving the use of digital technologies imply
a different way of learning with new possibilities and new problems; a
different pedagogical situation and a different relation between the students
and the contents.
Subjects/Keywords: educational practice; framing; learning activities; digital technology; word problems; problem solving
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APA (6th Edition):
Lantz-Andersson, A. (2009). Framing in educational practices. Learning activity, digital technology and the logic of situated action. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/19736
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):
Lantz-Andersson, Annika. “Framing in educational practices. Learning activity, digital technology and the logic of situated action.” 2009. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed December 11, 2019.
http://hdl.handle.net/2077/19736.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lantz-Andersson, Annika. “Framing in educational practices. Learning activity, digital technology and the logic of situated action.” 2009. Web. 11 Dec 2019.
Vancouver:
Lantz-Andersson A. Framing in educational practices. Learning activity, digital technology and the logic of situated action. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2009. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/2077/19736.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lantz-Andersson A. Framing in educational practices. Learning activity, digital technology and the logic of situated action. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2009. Available from: http://hdl.handle.net/2077/19736
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Lehigh University
14.
Holt, Valerie Ciocca.
Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Learning Activities.
Degree: EdD, Educational Leadership, 2013, Lehigh University
URL: https://preserve.lehigh.edu/etd/1508
► Interdisciplinary research collaborations (IDRC) are considered essential for addressing the most complex global community problems concerning science, health, education, energy, the environment, and society. In…
(more)
▼ Interdisciplinary research collaborations (IDRC) are considered essential for addressing the most complex global community problems concerning science, health, education, energy, the environment, and society. In spite of technological advances, supportive funding, and even researcher proclivity to collaborate, these complex interdisciplinary research collaborations are often characterized as rife with conflict that can impede the collaborative processes and outcomes. When these collaborations falter or fail, junior scholars and scientists may be especially vulnerable. Research suggests that complex interactions of institutional, interpersonal, and individual factors can hinder or facilitate IDRC processes and outcomes. While early efforts focused on institutional and team factors, less is known about the individual-level factors or competencies needed for effective engagement in interdisciplinary research collaborations. Meanwhile, there is an escalating urgency to calls for institutions of higher education to provide relevant graduate education opportunities that enable young scholars and scientists to develop the competencies needed for effective interdisciplinary research. This dissertation study investigated two specific questions, 1) what are the individual competencies critical for effective engagement in interdisciplinary research collaborations and 2) what specific
learning experiences facilitate the development of those identified competencies during graduate school. This investigation identified 24 individual competencies and 471 developmental
learning activities categorized in 18 distinct activity clusters. The results of this study can inform academic leaders interested in developing comprehensive graduate training programs that prepare emerging scholars for diverse careers requiring interdisciplinary research collaboration competence.
Advisors/Committee Members: Sperandio, Jill.
Subjects/Keywords: Competencies; Curriculum; Graduate Education; Interdisciplinary; Learning Activities; Training; Education; Educational Leadership
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Manager
APA (6th Edition):
Holt, V. C. (2013). Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Learning Activities. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1508
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):
Holt, Valerie Ciocca. “Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Learning Activities.” 2013. Thesis, Lehigh University. Accessed December 11, 2019.
https://preserve.lehigh.edu/etd/1508.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Holt, Valerie Ciocca. “Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Learning Activities.” 2013. Web. 11 Dec 2019.
Vancouver:
Holt VC. Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Learning Activities. [Internet] [Thesis]. Lehigh University; 2013. [cited 2019 Dec 11].
Available from: https://preserve.lehigh.edu/etd/1508.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Holt VC. Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Learning Activities. [Thesis]. Lehigh University; 2013. Available from: https://preserve.lehigh.edu/etd/1508
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Bergström, Frida.
Äldres erfarenheter av aktiviteter i ett socialt sammanhang. En narrativ studie om den åldrande människan.
Degree: Faculty of Education and Business Studies, 2011, University of Gävle
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10835
► There is no general aging process therefore should health efforts directed at elderly population based on each individual as a unique person with specific…
(more)
▼ There is no general aging process therefore should health efforts directed at elderly population based on each individual as a unique person with specific needs. When aging becomes a fact not generally decrease the lust and the desire to be active but it is perhaps more about the body's ability to keep up on what the head wants. Therefore the range of activities towards the elderly population requires some adjustment that can partly be achieved by taking some of the older people’s experiences. The purpose of this study was that by the older people’s experiences of organized activities in a social context to illustrate how they perceive their participation. A qualitative approach with narrative theory was used and the study’s empirical results are based on stories from four elderly women. The result highlights the older person’s ability to create meaning in the moment from a life course context. The results are presented in three themes, the physical, social and finite context, that together can be traced to three perspectives on the cultural learning needs of the older person. Activities can thus assume to bring further value and visibility to older peoples need for social and cultural interaction. Prominent in this study is the importance of seeing the older person as a learning individual, which places demands on the society and the development opportunities available to older people’s disposal.
Subjects/Keywords: Older People; Organized Activities; Experiences; Learning; Life Cycle Context
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APA (6th Edition):
Bergström, F. (2011). Äldres erfarenheter av aktiviteter i ett socialt sammanhang. En narrativ studie om den åldrande människan. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10835
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):
Bergström, Frida. “Äldres erfarenheter av aktiviteter i ett socialt sammanhang. En narrativ studie om den åldrande människan.” 2011. Thesis, University of Gävle. Accessed December 11, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bergström, Frida. “Äldres erfarenheter av aktiviteter i ett socialt sammanhang. En narrativ studie om den åldrande människan.” 2011. Web. 11 Dec 2019.
Vancouver:
Bergström F. Äldres erfarenheter av aktiviteter i ett socialt sammanhang. En narrativ studie om den åldrande människan. [Internet] [Thesis]. University of Gävle; 2011. [cited 2019 Dec 11].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bergström F. Äldres erfarenheter av aktiviteter i ett socialt sammanhang. En narrativ studie om den åldrande människan. [Thesis]. University of Gävle; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10835
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
Littenberg-Tobias, Joshua Simon.
Teaching Citizens: Exploring the Relationships Between
Teacher Professional Learning, Interactive Civics, and Student
Achievement on NAEP Civics.
Degree: PhD, Educational Research, Measurement and
Evaluation, 2015, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:104131
► Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014).…
(more)
▼ Youth civic participation is at alarmingly low levels.
In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the
midterm election (CIRCLE, 2014). Other forms of civic engagement
are also at starkly low levels: less than one in ten 18-29
year-olds report contacting a public official, boycotting a
product, or frequently expressing political opinions on the
internet (U.S. Census Bureau, 2014). Historically, schools have
been tasked with preparing students with the knowledge and skills
to be active democratic citizens. However, few studies have
examined the role of teachers in fostering students' civic
knowledge and skills. This study used data from the 2010 National
Assessment of Educational Progress (NAEP) 8th grade civics
assessment to analyze the relationships between teacher
participation in professional
learning, use of interactive
instructional practices, and student achievement in civics.
Participation in professional
learning significantly predicted both
interactive instruction and student achievement: a one standard
deviation increase in professional
learning was associated with a
predicted .32 standard deviation increase in interactive
instructional practices, and a predicted .045 standard deviation
increase in student achievement. There was no significant
difference between more traditional and communities of practice
based forms of professional development in their relationships with
interactive instructional practices and student civic achievement.
Interactive instructional practices were also significantly
associated with increases in student achievement on NAEP civics,
but the effect size was small: a one standard deviation increase in
interactive instruction was related to a predicted .03 standard
deviation increase in student achievement. Moreover, the
relationship between interactive instruction and student
achievement was curvilinear; high levels of interactive instruction
were associated with decreases in student achievement. The study
did not find any evidence that teacher participation in
professional
learning increased the effectiveness of interactive
instructional practices.
Advisors/Committee Members: Laura M. O'Dwyer (Thesis advisor).
Subjects/Keywords: citizenship; civics; communities of practice; interactive activities; NAEP; teacher professional learning
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APA (6th Edition):
Littenberg-Tobias, J. S. (2015). Teaching Citizens: Exploring the Relationships Between
Teacher Professional Learning, Interactive Civics, and Student
Achievement on NAEP Civics. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104131
Chicago Manual of Style (16th Edition):
Littenberg-Tobias, Joshua Simon. “Teaching Citizens: Exploring the Relationships Between
Teacher Professional Learning, Interactive Civics, and Student
Achievement on NAEP Civics.” 2015. Doctoral Dissertation, Boston College. Accessed December 11, 2019.
http://dlib.bc.edu/islandora/object/bc-ir:104131.
MLA Handbook (7th Edition):
Littenberg-Tobias, Joshua Simon. “Teaching Citizens: Exploring the Relationships Between
Teacher Professional Learning, Interactive Civics, and Student
Achievement on NAEP Civics.” 2015. Web. 11 Dec 2019.
Vancouver:
Littenberg-Tobias JS. Teaching Citizens: Exploring the Relationships Between
Teacher Professional Learning, Interactive Civics, and Student
Achievement on NAEP Civics. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Dec 11].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:104131.
Council of Science Editors:
Littenberg-Tobias JS. Teaching Citizens: Exploring the Relationships Between
Teacher Professional Learning, Interactive Civics, and Student
Achievement on NAEP Civics. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104131
Boston College
17.
Trudeau, Scott A.
Elder Perceptions of Higher Education and Successful
Aging.
Degree: PhD, Educational Administration and Higher
Education, 2009, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101336
► There is a growing trend of colleges and universities to affiliate with retirement communities, often to enhance revenue sources. Little is known of the effect…
(more)
▼ There is a growing trend of colleges and universities
to affiliate with retirement communities, often to enhance revenue
sources. Little is known of the effect of this emerging phenomenon
on the aging processes of elders living and
learning on a college
campus. This phenomenological study used focus group methodology to
collect in depth interview data from a group of 31 elderly
residents of a college-affiliated retirement community. Residents
in this setting are required to complete 450 hours of continuing
education per year. This continuing education requirement can be
met through either age-segregated classes with other residents; or,
intergenerational courses at the college with traditional aged
students. The specific aims of this study included understanding
the potential effects of the retirement community and campus
settings on elders' ability to age successfully; and the impact of
intergenerational engagement on the aging process. Findings from
this study confirm that there are many opportunities which promote
successful aging of elders in a higher education affiliated
retirement community. Participants reported that successful aging
is enhanced by the safety of the setting and access to: physical
care; continuing education; dining facilities; socialization;
intergenerational engagement; and the general disposition of
intellectualism in the setting. In addition, the educational
requirement results in self-selection of residents with interest in
intellectual matters and continued
learning that is then
accentuated within the community culture. Conclusions include that
more institutions of higher education should consider similar
models, with careful attention to issues of enhancing both funding
sources and opportunities for diversity within the
program.
Advisors/Committee Members: Karen C. Arnold (Thesis advisor).
Subjects/Keywords: development; engagement; intergenerational activities; lifelong learning; well-being
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APA ·
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Manager
APA (6th Edition):
Trudeau, S. A. (2009). Elder Perceptions of Higher Education and Successful
Aging. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101336
Chicago Manual of Style (16th Edition):
Trudeau, Scott A. “Elder Perceptions of Higher Education and Successful
Aging.” 2009. Doctoral Dissertation, Boston College. Accessed December 11, 2019.
http://dlib.bc.edu/islandora/object/bc-ir:101336.
MLA Handbook (7th Edition):
Trudeau, Scott A. “Elder Perceptions of Higher Education and Successful
Aging.” 2009. Web. 11 Dec 2019.
Vancouver:
Trudeau SA. Elder Perceptions of Higher Education and Successful
Aging. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Dec 11].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101336.
Council of Science Editors:
Trudeau SA. Elder Perceptions of Higher Education and Successful
Aging. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101336
University of South Africa
18.
Kaindume, Appollos Ndemundjomata.
Factors limiting science teachers from engaging learners in practical work : a case study
.
Degree: 2018, University of South Africa
URL: http://uir.unisa.ac.za/handle/10500/25682
► The main aim of this study is to determine what factors limit Natural Science, Grade 7 teachers from engaging learners in practical work or performing…
(more)
▼ The main aim of this study is to determine what factors limit Natural Science, Grade 7 teachers from engaging learners in practical work or performing experiments. This study is conducted in the Ogongo circuit of the Omusati Region. A qualitative case study approach was adopted for the study. The sample includes two (2) Grade 7 Natural Science teachers and six (6) Grade 7 Natural Science learners. Semi-structured interviews and observations were used to collect data. Data from interviews and observations were analyzed using thematic analysis. All interview and observation transcriptions were categorized into codes, categories, and themes. Themes and subthemes were grouped into tables and linked to literature to strengthen the findings of this study. The main themes were lack of pedagogical know-how, time, laboratory materials, and training to update and practice appropriate teaching strategies/approaches. The results of the study recommend training to prepare teachers on the use of appropriate teaching to improve the teaching and
learning of Natural Science. The study recommends that Natural Science teachers should share knowledge and facts concerning Natural Science to understand teaching and
learning concepts better. The learners are afforded enough opportunities to judge, analyze, and draw conclusions from the supplied content based on their level of understanding of tasks. The study exposed factors limiting teachers practice and informs stakeholders on ways to improve Grade 7 science teaching and
learning to overcome the challenges of the field.
Advisors/Committee Members: Motlhabane, A. T (advisor).
Subjects/Keywords: Practical work;
Teaching;
Learning;
Practical activities;
Factors;
Science teachers
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Manager
APA (6th Edition):
Kaindume, A. N. (2018). Factors limiting science teachers from engaging learners in practical work : a case study
. (Masters Thesis). University of South Africa. Retrieved from http://uir.unisa.ac.za/handle/10500/25682
Chicago Manual of Style (16th Edition):
Kaindume, Appollos Ndemundjomata. “Factors limiting science teachers from engaging learners in practical work : a case study
.” 2018. Masters Thesis, University of South Africa. Accessed December 11, 2019.
http://uir.unisa.ac.za/handle/10500/25682.
MLA Handbook (7th Edition):
Kaindume, Appollos Ndemundjomata. “Factors limiting science teachers from engaging learners in practical work : a case study
.” 2018. Web. 11 Dec 2019.
Vancouver:
Kaindume AN. Factors limiting science teachers from engaging learners in practical work : a case study
. [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2019 Dec 11].
Available from: http://uir.unisa.ac.za/handle/10500/25682.
Council of Science Editors:
Kaindume AN. Factors limiting science teachers from engaging learners in practical work : a case study
. [Masters Thesis]. University of South Africa; 2018. Available from: http://uir.unisa.ac.za/handle/10500/25682
Uppsala University
19.
Fors, Oskar.
Fast lön, provision och lärande? : En kvalitativstudie om förutsättningar och utvecklingsmöjligheter för lärande hos medarbetare i ett callcenter.
Degree: Education, 2015, Uppsala University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255501
► In this study we aim to investigate what employees at a callcenter see as prospects, opportunities and barriers of learning within a company. To…
(more)
▼ In this study we aim to investigate what employees at a callcenter see as prospects, opportunities and barriers of learning within a company. To answer the purpose of this essay, two questions were formulated; "What opportunities for learning does employees experience in the company?" and "How can learning in the workplace improve for the sellers?". First, we present what previous research has highlighted regarding workplace learning and learning within the callcenter industry. Afterwards we present ten semi-structured interviews with leaders and sellers within a telecom company in Stockholm. The material from the interviews was analyzed on the basis of previous research and theories in socio-cultural learning. The result shows that there are many conditions and opportunities for learning within the company and that the learning promoted in the workplace, is largely shaped in adaptive oriented way. To further promote the learning of the employees requires a development of their acting-space and the organizational culture within the business.
I denna studie syftar vi till att undersöka vad medarbetare vid ett callcenter ser för förutsättningar, möjligheter samt hinder för lärande inom ett företag. För att besvara syftet har två frågeställningar formulerats; "Vilka förutsättningar för lärande upplever medarbetare inom företaget?" och "Hur kan lärandet på arbetsplatsen förbättras för säljarna?". Först presenterar vi vad tidigare forskning har belyst angående arbetsplatslärande och lärande inom callcenterbranschen. Vi genomförde därefter tio stycken semistrukturerade intervjuer med ledare och säljare på ett Telecom bolag i Stockholm. Materialet analyserades därefter utifrån tidigare forskning och teorier inom det sociokulturella lärandet. Resultatet visar att det finns många förutsättningar och möjligheter för lärande inom företaget samt att lärandet som främjas på arbetsplatsen är till största del av anpassningsinriktad form. För att ytterligare främja lärandet hos medarbetarna krävs en utveckling av handlingsutrymmet och organisationskulturen inom verksamheten.
Subjects/Keywords: Workplace learning; learning activities; motivation for learning; adaptation oriented learning; callcenter; Arbetsplatslärande; läraktiviteter; motivation till lärande; anpassningsinriktat lärande; callcenter
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APA (6th Edition):
Fors, O. (2015). Fast lön, provision och lärande? : En kvalitativstudie om förutsättningar och utvecklingsmöjligheter för lärande hos medarbetare i ett callcenter. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255501
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):
Fors, Oskar. “Fast lön, provision och lärande? : En kvalitativstudie om förutsättningar och utvecklingsmöjligheter för lärande hos medarbetare i ett callcenter.” 2015. Thesis, Uppsala University. Accessed December 11, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255501.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fors, Oskar. “Fast lön, provision och lärande? : En kvalitativstudie om förutsättningar och utvecklingsmöjligheter för lärande hos medarbetare i ett callcenter.” 2015. Web. 11 Dec 2019.
Vancouver:
Fors O. Fast lön, provision och lärande? : En kvalitativstudie om förutsättningar och utvecklingsmöjligheter för lärande hos medarbetare i ett callcenter. [Internet] [Thesis]. Uppsala University; 2015. [cited 2019 Dec 11].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255501.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fors O. Fast lön, provision och lärande? : En kvalitativstudie om förutsättningar och utvecklingsmöjligheter för lärande hos medarbetare i ett callcenter. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255501
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Florida
20.
Blyler, Karen M.
A Qualitative Exploration of Experiential Learning in 4-H Clubs.
Degree: PhD, Agricultural Education and Communication, 2016, University of Florida
URL: http://ufdc.ufl.edu/UFE0049890
► The 4-H Youth Development Program fosters the use of experiential learning to help youth learn life skills through subject matter learning experiences. Effective use of…
(more)
▼ The 4-H Youth Development Program fosters the use of experiential
learning to help youth learn life skills through
subject matter
learning experiences. Effective use of experiential
learning in 4-H has required club leaders to effectively guide the experiential
learning process. Yet a lack of adequate training for them has existed. This qualitative study used a phenomenological interview approach to examine the beliefs, perceptions, and lived experiences of five 4- H club leaders.
Advisors/Committee Members: OSBORNE,EDWARD WAYNE (committee chair), MYERS,BRIAN E (committee member), JONES,LINDA LEE ANN (committee member).
Subjects/Keywords: Counties; Educational activities; Educational environment; Experiential learning; Learning; Learning experiences; Perceptual learning; Social clubs; Volunteer labor; Volunteerism; clubs – experiential – volunteers
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APA (6th Edition):
Blyler, K. M. (2016). A Qualitative Exploration of Experiential Learning in 4-H Clubs. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049890
Chicago Manual of Style (16th Edition):
Blyler, Karen M. “A Qualitative Exploration of Experiential Learning in 4-H Clubs.” 2016. Doctoral Dissertation, University of Florida. Accessed December 11, 2019.
http://ufdc.ufl.edu/UFE0049890.
MLA Handbook (7th Edition):
Blyler, Karen M. “A Qualitative Exploration of Experiential Learning in 4-H Clubs.” 2016. Web. 11 Dec 2019.
Vancouver:
Blyler KM. A Qualitative Exploration of Experiential Learning in 4-H Clubs. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Dec 11].
Available from: http://ufdc.ufl.edu/UFE0049890.
Council of Science Editors:
Blyler KM. A Qualitative Exploration of Experiential Learning in 4-H Clubs. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049890
21.
Storey, Katie Lauren.
Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students.
Degree: Doctor of Education (EdD), Community College Leadership, 2010, National-Louis University
URL: http://digitalcommons.nl.edu/diss/30
► This study investigated the extent to which participation in co-curricular events enhances the achievement of student-learning outcomes in community college students. One community college in…
(more)
▼ This study investigated the extent to which participation in co-curricular events enhances the achievement of student-learning outcomes in community college students. One community college in Illinois—Chicago Metropolitan Area Community College (CMACC), a pseudonym—was selected to research based on its robust co-curricular activity programming. A concurrent nested mixed methodology (Plano Clark & Creswell, 2007) was used, nesting quantitative data within qualitative data.
To generate quantitative data, a student survey was distributed to 128 students involved with co-curricular activities at CMACC. Participating students were asked to identify their involvement with co-curricular programming and how this participation correlated with the institution’s general education learning outcomes and related objectives. Quantitative data analysis found that participation (in 6 of the 15 co-curricular activity groups at CMACC) was correlated modestly though statistically significant to the achievement of institutional general education learning outcomes. These co-curricular groups include the following: Internship/Co-op, Multicultural, Career/Professional, Service and Awareness, Creative Arts, and Leadership.
To generate qualitative data, semi-structured interviews were conducted with individuals familiar with co-curricular programming at CMACC: two student leaders, two student activities staff members, two faculty members, and two student services administrators. Interview participants were asked about their perceptions regarding (a) co-curricular programming and its connection to the achievement of CMACC’s general education learning outcomes, (b) their thoughts about CMACC professionals regarding co-curricular activities, and (c) recommendations to improve the link of co-curricular activities to classroom learning. Chickering’s Theory of Identity Development provided the theoretical framework supporting this study.
Qualitative data analysis revealed themes that support co-curricular events and the achievement of student learning outcomes, including the following: sharing information with peers, using reputable sources to convey messages, knowing about current global trends and issues, planning finances and budgets, preparing for the workforce, blending technology with learning, being fiscally responsible, critiquing writing skills, and increasing social networking skills through technology. Qualitative data analysis also indicated that the perceptions of CMACC professionals’ understanding of co-curricular activities include such components as themes of support, recognition, value, and appreciation. Finally, interviewees recommended improving the link between co-curricular programming and the achievement of CMACC’s institutional learning outcomes by (a) exposing and assessing co-curricular activities, (b) communicating co-curricular activity opportunities, and (c) planning collaborative co-curricular and curricular events within the institution.
Subjects/Keywords: co-curricular activities; community college; extracurricular activities; higher education; student involvement; student learning outcomes; Community College Leadership
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Manager
APA (6th Edition):
Storey, K. L. (2010). Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/30
Chicago Manual of Style (16th Edition):
Storey, Katie Lauren. “Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students.” 2010. Doctoral Dissertation, National-Louis University. Accessed December 11, 2019.
http://digitalcommons.nl.edu/diss/30.
MLA Handbook (7th Edition):
Storey, Katie Lauren. “Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students.” 2010. Web. 11 Dec 2019.
Vancouver:
Storey KL. Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students. [Internet] [Doctoral dissertation]. National-Louis University; 2010. [cited 2019 Dec 11].
Available from: http://digitalcommons.nl.edu/diss/30.
Council of Science Editors:
Storey KL. Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students. [Doctoral Dissertation]. National-Louis University; 2010. Available from: http://digitalcommons.nl.edu/diss/30
Halmstad University
22.
Petersson, Casper.
Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English.
Degree: Humanities and Social Science, 2019, Halmstad University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40139
► This study aims to analyze and evaluate how cross-curricular activities could be used with the science-program in the ESL-classroom in order to raise and…
(more)
▼ This study aims to analyze and evaluate how cross-curricular activities could be used with the science-program in the ESL-classroom in order to raise and nurture students’ motivation. The study also aims to identify the determining motivational factor(s) in the ESL-classroom. Finally, the study aims to analyze and evaluate how teachers can make use of Dörnyei’s motivational taxonomy in order to conduct motivation based teaching. This study is divided into three different parts. The first part is analyzation of three different lessons by using a thematic logbook. The first lesson was conducted through a ”traditional” approach, while the second and third lesson was conducted through a creative approach which involved a cross-curricular activity. The second part is the carrying out of student surveys to compare the lesson observations with students’ responses in order to find possible factors that improve motivation and interest. The third part is analyzing the result by Dörnyei’s taxonomy in order to investigate the impact of the teaching on students’ motivation. The results of this study show that cross-curricular teaching has a positive impact on students’ motivation towards the subject of English, and it is also one of the determining motivational factors. The second factor is the active participation and encouragement from the teacher. A cross-curricular assignment was created and carried out in order to demonstrate how cross-curricular activities can be used in the ESL-classroom. Finally, the results from the application of Dörnyei’s taxonomy shows that teachers can make use of the taxonomy to reflect on previous lessons in order to identify if the right conditions for motivation were created and protected.
Subjects/Keywords: Education; ESL; English; motivation; teaching; learning; creative activities; cross-curricular activities; action research; Learning; Lärande; Specific Languages; Studier av enskilda språk; Pedagogy; Pedagogik
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APA (6th Edition):
Petersson, C. (2019). Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40139
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):
Petersson, Casper. “Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English.” 2019. Thesis, Halmstad University. Accessed December 11, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40139.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Petersson, Casper. “Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English.” 2019. Web. 11 Dec 2019.
Vancouver:
Petersson C. Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English. [Internet] [Thesis]. Halmstad University; 2019. [cited 2019 Dec 11].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40139.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Petersson C. Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English. [Thesis]. Halmstad University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40139
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Maria Célia Lúcio da Silva.
A Cultura e o Processamento da Mandioca como Elementos Estruturais na Formação do Técnico em Agroindústria. 2010.
Degree: 2010, Universidade Federal Rural do Rio de Janeiro
URL: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1598
► Neste estudo foi utilizada a cadeia produtiva da mandioca como elemento pedagógico para estimular e sensibilizar os alunos do curso técnico de agroindústria, do campus…
(more)
▼ Neste estudo foi utilizada a cadeia produtiva da mandioca como elemento pedagógico para estimular e sensibilizar os alunos do curso técnico de agroindústria, do campus Vitoria do Instituto Federal de Pernambuco, sobre a importância desta cultura na sua formação técnica, considerandoseus aspectos sócio, econômico e social para a Região da Mata Centro do estado de Pernambuco, onde o cultivo e o processamento da mandioca compõem o universo agroindustrial da agricultura familiar. Esta é também a região de origem dos alunos do campus Vitoria. A investigação foi realizada com os alunos do 2 ano do curso Técnico em Agroindústria no espaço destinado a vivencia da disciplina Tecnologia da mandioca que compõe a matriz curricular do curso sendo a uma pesquisa de natureza quantitativa e qualitativa. Para a avaliação quantitativa, usouse um questionário estruturado com afirmativas sobre os conhecimentos teóricos e práticos construído com as unidades da referida disciplinas, sendo mensurada através de uma escala de Likert. Esta avaliação compreendeu dois momentos o primeiro, considerado teste T1, no inicio da disciplina e o segundo testes T2 no final do semestre quando se encerram as atividades da disciplina. Na avaliação qualitativa, optou-se por usar a gincana pedagógica, na qual os alunos de dividiram em grupos para atender as temáticas social, econômica e cultural da mandioca. Para esta atividade, os alunos tiveram que se organizar para fazer a sua pesquisa experimental para compor suas tarefas. Os resultados foram apresentados em um evento na Instituição, e avaliados conforme o cumprimento das tarefas propostas de: apresentação teatral, seminário, poesia e música, com a abordagem da temática. Verificamos que o conteúdo vivenciado na disciplina foi capaz de despertar o aluno para a problemática vivida pelos pequenos produtores da região que tem no cultivo e no processamento da mandioca, uma vez que, os mesmo se empenharam em buscar fundamentos, através da investigação com as unidades produtores e os agricultores familiares, para que os seus conhecimentos fossem consolidados na prática, o que foi observado com a apresentação das tarefas da gincana. Na avaliação feita pelo aluno, em seus depoimentos, eles indicaram que o método usado proporcionou uma melhor compreensão dos conteúdos da disciplina, e que a visita colaborou para fortalecer a sua aprendizagem. Assim, o método usado para a realização deste trabalho, contribuiu com a construção de uma consciência mais crítica, voltada para a problemática de uma cadeia agroindústria da mandioca que é de importância na formação dos alunos do curo técnico em agroindústria do IFPE campos Vitoria.
In this study we used the chain of production of cassava as a pedagogical element to stimulate and sensitize students to the technical course of agroindustria of the Federal Institute of Pernambuco-campus Victoria, on the importance of culture in their training, considering its social, economic and for the social center of the Forest Region of the state of Pernambuco, where the cultivation…
Advisors/Committee Members: Sandra Regina Gregorio.
Subjects/Keywords: aprendizagem; atividade lúdica; cultura da mandioca; EDUCACAO; learning; ludical activities; culture of cassava
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APA (6th Edition):
Silva, M. C. L. d. (2010). A Cultura e o Processamento da Mandioca como Elementos Estruturais na Formação do Técnico em Agroindústria. 2010. (Thesis). Universidade Federal Rural do Rio de Janeiro. Retrieved from http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1598
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):
Silva, Maria Célia Lúcio da. “A Cultura e o Processamento da Mandioca como Elementos Estruturais na Formação do Técnico em Agroindústria. 2010.” 2010. Thesis, Universidade Federal Rural do Rio de Janeiro. Accessed December 11, 2019.
http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1598.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Silva, Maria Célia Lúcio da. “A Cultura e o Processamento da Mandioca como Elementos Estruturais na Formação do Técnico em Agroindústria. 2010.” 2010. Web. 11 Dec 2019.
Vancouver:
Silva MCLd. A Cultura e o Processamento da Mandioca como Elementos Estruturais na Formação do Técnico em Agroindústria. 2010. [Internet] [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. [cited 2019 Dec 11].
Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1598.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Silva MCLd. A Cultura e o Processamento da Mandioca como Elementos Estruturais na Formação do Técnico em Agroindústria. 2010. [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1598
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24.
Lydell, Ida.
Elevers samtalsaktiviteter och matematiska lärande då datorer används som läromedel : En litteraturstudie om elevers samtalsaktiviteter och matematiskas lärande då de använder bärbara datorer och handdatorer som läromedel.
Degree: Science and Technology, 2014, Örebro University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37099
► Under de senaste åren har det skett en integrering av informations- och kommunikationsteknik (IKT), exempelvis datorer, i såväl samhället som i skolans undervisning. Syftet…
(more)
▼ Under de senaste åren har det skett en integrering av informations- och kommunikationsteknik (IKT), exempelvis datorer, i såväl samhället som i skolans undervisning. Syftet med den aktuella litteraturstudien är att undersöka vilka samtalsaktiviteter som eleverna deltar i då de använder bärbara datorer eller handdatorer under matematiklektionerna, samt att belysa vilka möjligheter och hinder som framträder. Som teoretisk utgångspunkt ligger ett sociokulturellt perspektiv på lärandet där språket, den miljö som eleven befinner sig i och de redskap som används beskrivs som betydelsefulla aspekter för lärandet. I läroplanen förtydligas att elever ska ges möjlighet att delta i kommunikativa samspel och att modern teknologi ska användas så att eleven kan inhämta, lära och utveckla sin förmåga att kommunicera matematik. Tidigare forskning kring matematik visar att elevers kollaborativa lärande och användande av IKT främjar elevernas matematiska kunskaper och delaktighet i samtalet. Litteraturstudiens resultat visar att elever i huvudsak deltar i muntliga samtal och att deras kollaborativa lärande och matematiska förståelse ökar då de använder datorer. Handdatorer beskrivs dessutom kunna möjliggöra för en ökad mobilitet vilket medför att elevernas i större utsträckning kan välja med vem de vill samtala.
In recent years there has been an integration of information and communication technologies (ICT), such as computers, in society as well as in education. The purpose of the current literature survey is to examine the communication between students when they use a laptop or a handheld computer during math class, as well as to highlight the opportunities and obstacles that appear. As a base for this work a sociocultural perspective on learning is used where the language, the pupils studying environment and the tools that are used, are important aspects of learning. The curriculum states that the students should be given the opportunity to participate in communicative interactions and that modern technology should be used so that students can obtain, learn and develop their ability to communicate mathematics. Earlier research in mathematics shows that the student’s collaborative learning and the use of ICT promotes the pupils mathematical knowledge and involvement in the conversation. The result of the survey shows that students mainly participate in oral communication and their collaborative learning and mathematical understanding increase when they use a computer. Another conclusion from the survey is that handheld computers allow mobility, which improves the students opportunities to choose who they want to talk to.
Subjects/Keywords: Collaborative learning; computer (ICT) and communicate activities; kollaborativt lärande; dator (IKT); samtalsaktiviteter; Mathematics; Matematik
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APA ·
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CSE |
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Manager
APA (6th Edition):
Lydell, I. (2014). Elevers samtalsaktiviteter och matematiska lärande då datorer används som läromedel : En litteraturstudie om elevers samtalsaktiviteter och matematiskas lärande då de använder bärbara datorer och handdatorer som läromedel. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37099
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):
Lydell, Ida. “Elevers samtalsaktiviteter och matematiska lärande då datorer används som läromedel : En litteraturstudie om elevers samtalsaktiviteter och matematiskas lärande då de använder bärbara datorer och handdatorer som läromedel.” 2014. Thesis, Örebro University. Accessed December 11, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37099.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lydell, Ida. “Elevers samtalsaktiviteter och matematiska lärande då datorer används som läromedel : En litteraturstudie om elevers samtalsaktiviteter och matematiskas lärande då de använder bärbara datorer och handdatorer som läromedel.” 2014. Web. 11 Dec 2019.
Vancouver:
Lydell I. Elevers samtalsaktiviteter och matematiska lärande då datorer används som läromedel : En litteraturstudie om elevers samtalsaktiviteter och matematiskas lärande då de använder bärbara datorer och handdatorer som läromedel. [Internet] [Thesis]. Örebro University; 2014. [cited 2019 Dec 11].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37099.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lydell I. Elevers samtalsaktiviteter och matematiska lärande då datorer används som läromedel : En litteraturstudie om elevers samtalsaktiviteter och matematiskas lärande då de använder bärbara datorer och handdatorer som läromedel. [Thesis]. Örebro University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37099
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25.
Aniceto, Ana Sofia Dias.
O contributo das atividades práticas para a aprendizagem significativa dos alunos do 1º ciclo do Ensino Básico em ciências.
Degree: 2013, RCAAP
URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1867
► Relatório de Estágio apresentado para a obtenção do grau de Mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico
Ensino do 1.º…
(more)
▼ Relatório de Estágio apresentado para a obtenção do grau de Mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico
Ensino do 1.º e 2.º Ciclo do Ensino Básico, realizado na Escola Superior de Educação do Instituto Politécnico de Santarém, com o objetivo de cumprir o estipulado no respetivo Regulamento dos segundos ciclos de estudos. Apresenta uma reflexão sobre o meu desempenho na Prática de Ensino Supervisionada, enquanto profissional de educação em formação inicial de professores e um trabalho investigativo desenvolvido no âmbito dessa prática. Organiza-se em duas partes distintas: Parte I – Apresenta uma análise dos contextos de estágio e uma síntese e reflexão das vivências experienciadas ao longo das Práticas de Ensino Supervisionadas no 1.º Ciclo do Ensino Básico, nomeadamente no 2.º e 3.º ano, e no 2.º Ciclo do Ensino Básico, em Língua Portuguesa e Historia e Geografia de Portugal e em Matemática e Ciências Naturais. Parte II – Inclui uma investigação sobre o contributo das atividades práticas para a aprendizagem significativa dos alunos do 1.º Ciclo do Ensino Básico em ciências, realizada numa turma do 3.º ano. A metodologia utilizada teve por base uma investigação mista, centrada num estudo de caso. Os alunos dessa turma realizaram três atividades práticas (A, B e C) com diferentes níveis de abertura e espaçamento temporal, sobre ímanes e molas. As respetivas aprendizagens foram avaliadas com recurso aos guiões das atividades práticas, preenchidos pelos alunos, e a escalas de classificação do seu desempenho durante a realização dessas atividades. Os resultados foram expressos através de gráficos. Foi possível verificar um aumento do envolvimento e do desempenho dos alunos entre a realização das atividades A e as atividades B e C. Os conhecimentos adquiridos nas atividades páticas B foram efetivamente mobilizados para uma outra situação (atividades práticas C). Esta investigação mostrou que as atividades práticas foram essenciais para a construção do conhecimento dos alunos em ciências, a curto e longo prazo, contribuindo para uma aprendizagem significativa.
The present Report was developed in the context for the Master of Education for Primary and Middle School, completed at the High School of Education of Santarém Polytechnic Institute, with the aim to achieve what was stipulated in the respective Regulation of Second Cycles studies. It introduces a reflection about my performance in the Practice of Supervised Teaching, as a professional of education at the commence of teacher training and an investigation work developed in the context of this practice. It is organized in two distinct parts:
Part I – It introduces an analysis of the training contexts and synthesis and reflection about the experiences acquired through the Practice of Supervised Teaching at the Primary School, particularly in the 2nd and 3rd year, and at the Middle School, in Portuguese Language, History and Geography of Portugal and in Maths and Sciences.
Part II – It includes an investigation about the contribution of practice…
Advisors/Committee Members: Cavadas, Bento.
Subjects/Keywords: alunos; atividades práticas; aprendizagem significativa; ciências; students; hands on activities; meaningful learning; science
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APA ·
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APA (6th Edition):
Aniceto, A. S. D. (2013). O contributo das atividades práticas para a aprendizagem significativa dos alunos do 1º ciclo do Ensino Básico em ciências. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1867
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):
Aniceto, Ana Sofia Dias. “O contributo das atividades práticas para a aprendizagem significativa dos alunos do 1º ciclo do Ensino Básico em ciências.” 2013. Thesis, RCAAP. Accessed December 11, 2019.
http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1867.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Aniceto, Ana Sofia Dias. “O contributo das atividades práticas para a aprendizagem significativa dos alunos do 1º ciclo do Ensino Básico em ciências.” 2013. Web. 11 Dec 2019.
Vancouver:
Aniceto ASD. O contributo das atividades práticas para a aprendizagem significativa dos alunos do 1º ciclo do Ensino Básico em ciências. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Dec 11].
Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1867.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Aniceto ASD. O contributo das atividades práticas para a aprendizagem significativa dos alunos do 1º ciclo do Ensino Básico em ciências. [Thesis]. RCAAP; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1867
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
26.
Lin, Chi-Jung.
An Action Research on the Curriculum Design and Implementation of the Integrative Activities Infusing Peace Education for Junior High School Students.
Degree: Master, Education, 2014, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0713114-212341
► In order to promote peace education in junior high school, this study aims to design a peace education curriculum project and implement it in a…
(more)
▼ In order to promote peace education in junior high school, this study aims to design a peace education curriculum project and implement it in a junior high school to assess studentsâ performance towards peace and observe their behaviors in the classroom. Action research was adopted. According to the theoretical framework of peace education, the 4 dimensions, respecting caring, conflict resolution, cooperation and global correction, are extracted. Meanwhile, the evaluation questionnaires were developed accordingly. Basing on capacity indicators for Integrated activity in the nine-year compulsory education program, the 12 classes of integrated activity curriculum which are of 4 teaching themes, such as empathy, anti - bullying, mutual assistance and career planning, are designed for the students in seventh grade. The study period was from August 2013 to January 2014.74 seventh grade students in Tainan city participated in this study. The results showed that the scores of 4 dimensions and 4 teaching themes were improved in all the participants in terms of pre- and post- questionnaire measurement and qualitative documents. Respecting caring improved most of all, and the remaining items sequentially for cooperation, global association, and conflict resolution. Consequently, the present study indicated that this peace education curriculum project was of help from individual aspect to local aspect, even to global aspect in terms of peace and conflict resolution behavior. It should be worth to apply to the Integrated activity curriculum in junior high school.
Advisors/Committee Members: ming-chang Cheng (chair), Pei-I Chou (committee member), AI-LING CHIU (chair).
Subjects/Keywords: Integrated Activities Learning Area; Curriculum Infusion; Action Research; Peace Education; Course Design
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APA ·
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Export
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APA (6th Edition):
Lin, C. (2014). An Action Research on the Curriculum Design and Implementation of the Integrative Activities Infusing Peace Education for Junior High School Students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0713114-212341
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):
Lin, Chi-Jung. “An Action Research on the Curriculum Design and Implementation of the Integrative Activities Infusing Peace Education for Junior High School Students.” 2014. Thesis, NSYSU. Accessed December 11, 2019.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0713114-212341.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lin, Chi-Jung. “An Action Research on the Curriculum Design and Implementation of the Integrative Activities Infusing Peace Education for Junior High School Students.” 2014. Web. 11 Dec 2019.
Vancouver:
Lin C. An Action Research on the Curriculum Design and Implementation of the Integrative Activities Infusing Peace Education for Junior High School Students. [Internet] [Thesis]. NSYSU; 2014. [cited 2019 Dec 11].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0713114-212341.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lin C. An Action Research on the Curriculum Design and Implementation of the Integrative Activities Infusing Peace Education for Junior High School Students. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0713114-212341
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
27.
Hui, Kang-shu.
Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools.
Degree: Master, Education, 2007, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0724107-233033
► Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools Abstract The current research was conducted based on…
(more)
▼ Action Research: The Application of Adventure Education in
Learning Area of
Integrated
Activities in Junior High Schools
Abstract
The current research was conducted based on a self -constructed curriculum, The Lesson Plans of Application of Adventure Educationin
Learning Area of Integrated
Activities, on 37 (male = 20, female = 17) seventh graders for twelve weeks (a total of 24 formal sessions). One orientation and one review session were also conducted prior to and after the formal curriculum. The goals of the current action research are six-folded: (a) to design an age-appropriate Adventure Educationin curriculum in the application of
Learning Area of Integrated
Activities; (b) to examine how this curriculum may help students establish interpersonal connection and reach consensus among each other within a short time; (c) to investigate how this curriculum may help students understand and affirm self as well as appreciate others; (d) to explore how this curriculum may improve studentsâ teamwork and problem-solving capacities; (e) to study how this curriculum may help students discover the mystery of Nature and subsequently elicit the emotions and behaviors of cherishing Nature; and (f) to provide concrete recommendations to the implementation of Adventure Educationin curriculum in junior high schools.
In addition to on-site observation, focus interviews were conducted on the students, lead teachers,
subject teachers, and co-investigators. Information gathered from the observation notes, interview transcripts, reflection diary, student posters, self-portrait, and
learning sheets was analyzed and interpreted. The research findings confirmed the six goals listed above. Specifically, the results revealed that: (a) it is feasible to design an age-appropriate Adventure Educationin curriculum in the application of
Learning Area of Integrated
Activities through the indicators of
Learning Area and the principles of experiential
learning; (b) the students in the current study established mutual understanding and interpersonal connection, discussed group-oriented ground rules, as well as reached consensus in a short time; (c) the students in the current study enhanced their self-understanding, active listening, as well as a sense of self-appreciation and appreciation to others; (d) the students in the current study developed a sense of teamwork, trust, and safety as well as positive problem-solving capabilities; (e) the students in the current study discovered the mystery of Nature, yielded emotions and behaviors of cherishing Nature, and learned how to create joy through the natural environment; and (f) the students in the current study learned how to apply what they have learned in the curriculum to daily life.
At last, recommendations and implications regarding application of Adventure Educationin curriculum in junior high school settings are discussed.
Key Wordï¼Adventure EducationãIntegrated
Activities Learning Area
Advisors/Committee Members: Chou-pei Yi (committee member), Tasi-ju Tse (chair), Rau-meng Shia (chair).
Subjects/Keywords: Adventure Education; Integrated Activities Learning Area
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APA ·
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APA (6th Edition):
Hui, K. (2007). Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0724107-233033
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):
Hui, Kang-shu. “Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools.” 2007. Thesis, NSYSU. Accessed December 11, 2019.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0724107-233033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hui, Kang-shu. “Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools.” 2007. Web. 11 Dec 2019.
Vancouver:
Hui K. Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools. [Internet] [Thesis]. NSYSU; 2007. [cited 2019 Dec 11].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0724107-233033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hui K. Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools. [Thesis]. NSYSU; 2007. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0724107-233033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
28.
Hung, I-Chun.
The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes.
Degree: PhD, Information Management, 2016, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0808115-215343
► How learning materials are presented to convey learning content has far-reaching effects on learnersâ knowledge construction and learning outcomes. For creating digital learning materials in…
(more)
▼ How
learning materials are presented to convey
learning content has far-reaching effects on learnersâ knowledge construction and
learning outcomes. For creating digital
learning materials in practice, interactive video lectures are increasingly being adopted in various
learning context such as flipped classrooms, massive open online courses, and electronic textbooks. Interactive
learning activities are necessary for creating an interactive video lecture because learners can obtain constructive support with increased interaction in a
learning process. Accordingly, more and more learners express high acceptance and preference toward the interactive
learning experience. When creating interactive video lectures, instructors require investing substantial effort, in particular, for conceiving the content of
learning activities which learners can interact with. If such production would be grounded on a systematic and pedagogical approach, creating and watching interactive video lectures could contribute to effective design and
learning. In terms of content preparation and implementation, collective intelligence (CI) and natural user interface (NUI) technologies show promising potential for designing interactive
learning activities. In online asynchronous
learning, interactions among participants usually take place in discussion forums. Majority of the participantsâ thoughts, demands, and questions finally contribute to CI, a universally distributed wisdom. CI then becomes a potential content resource for designing interactive
learning activities. On the other hand, the literature of embodied cognition and situated
learning emphasizes that increased interaction can be achieved in a richly perceived
learning context and help learners construct knowledge with more
learning cues. By applying NUI technologies, various types of performing interactive
learning activities could be implemented as meaningful interactions through the operations related to
learning concepts. This study therefore proposes the embodied design for creating interactive video lectures by exploiting CI and NUI technologies. The embodied design provides learners a richly perceived
learning context through speaking, gesturing, and context information. In order to evaluate the embodied design, an experiment was conducted with 90 participants for robust statistical analyses. The participants were randomly and equally assigned to the three groups, namely embodied interactive video lecture (EIVL), non-embodied interactive video lecture, and conventional video lecture. The results show that learners with EIVL can obtain better performance in comprehension of
learning content and comprehension retention without imposing insufficient sustained attention and additional cognitive load on them. Hence, the findings suggest that EIVL created by the embodied design is effective for
learning.
Advisors/Committee Members: Kinshuk (committee member), Wu-Yuin Hwang (chair), Hong-Ren Chen (chair), Jun-Ming Su (chair), Nian-Shing Chen (committee member), Pei-Chen Sun (chair).
Subjects/Keywords: Embodied cognition; Interactive learning activities; Natural user interface; Collective intelligence; Interactive video lectures
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Manager
APA (6th Edition):
Hung, I. (2016). The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0808115-215343
Chicago Manual of Style (16th Edition):
Hung, I-Chun. “The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes.” 2016. Doctoral Dissertation, NSYSU. Accessed December 11, 2019.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0808115-215343.
MLA Handbook (7th Edition):
Hung, I-Chun. “The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes.” 2016. Web. 11 Dec 2019.
Vancouver:
Hung I. The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes. [Internet] [Doctoral dissertation]. NSYSU; 2016. [cited 2019 Dec 11].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0808115-215343.
Council of Science Editors:
Hung I. The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes. [Doctoral Dissertation]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0808115-215343
NSYSU
29.
Chang, Shu-yuan.
Integrating Peace Education concepts in the Adventure Education:Curriculum Development and Implementation.
Degree: Master, Education, 2016, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0611116-070147
► The primary purpose of this study is to investigate the development and the effect of the Adventure Education courses with Peace Education concepts.The 55 eighth…
(more)
▼ The primary purpose of this study is to investigate the development and the effect of the Adventure Education courses with Peace Education concepts.The 55 eighth grade students coming from a juior high school in Kaohsiung were selected as the experimental group.According to Harris & Morrison's(2013) peace theory and Kolb's(1984) Experiential
Learning cycles, the ten-week curriculum project is designed for the experimental group in Integrated
Activities Learning Area.Mixed method was adopted in this study. Meanwhile,the evaluation questionnaires were developed accordingly.The qualitative data was gathered and analyzed from teacherâs journal,in-class video-taped clips,interviews with students and worksheets.
The main results of this study can now be summarized as followsï¼
(1)The original courses are not well in arranged.This curriculum project
provides systematic courses with the three dimensions: respecting inclusion,conflict resolution and cooperation.
(2)There is a significant difference in respecting inclusion between the experiment
group and the control group.Students have learned how to respect otherâs feeling and accpet different views in the group .
(3) There is a significant difference in conflict resolution between the experiment group and the control group. Students have learned to to solve the conflict in harmonious ways.
(4) There is a significant difference in cooperation between the experiment group and the control group. Students can help their team to achieve the goal.
Keywords:Peace Education,Adventure Education, Curriculum Project, Integrated
Activities Learning Area, Mixed Method
Advisors/Committee Members: Li-Ming Chen (chair), Pei-I Chou (committee member), Ming-Charng Jheng (chair).
Subjects/Keywords: Mixed Method; Integrated Activities Learning Area; Curriculum Project; Peace Education; Adventure Education
Record Details
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Chang, S. (2016). Integrating Peace Education concepts in the Adventure Education:Curriculum Development and Implementation. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0611116-070147
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):
Chang, Shu-yuan. “Integrating Peace Education concepts in the Adventure Education:Curriculum Development and Implementation.” 2016. Thesis, NSYSU. Accessed December 11, 2019.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0611116-070147.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chang, Shu-yuan. “Integrating Peace Education concepts in the Adventure Education:Curriculum Development and Implementation.” 2016. Web. 11 Dec 2019.
Vancouver:
Chang S. Integrating Peace Education concepts in the Adventure Education:Curriculum Development and Implementation. [Internet] [Thesis]. NSYSU; 2016. [cited 2019 Dec 11].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0611116-070147.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chang S. Integrating Peace Education concepts in the Adventure Education:Curriculum Development and Implementation. [Thesis]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0611116-070147
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade do Minho
30.
Costa, Soraia Daniela Teixeira da.
"O que está debaixo da pele?": promover a curiosidade e o desejo de aprender
.
Degree: 2017, Universidade do Minho
URL: http://hdl.handle.net/1822/57298
► O relatório descreve e analisa um projeto de intervenção pedagógica desenvolvido em contexto de jardim-de-infância, no âmbito da Prática de Ensino Supervisionada do Mestrado em…
(more)
▼ O relatório descreve e analisa um projeto de intervenção pedagógica desenvolvido em
contexto de jardim-de-infância, no âmbito da Prática de Ensino Supervisionada do Mestrado em
Educação Pré-Escolar.
A intervenção pedagógica baseou-se na Metodologia de Trabalho de Projeto de forma a
promover a participação ativa da criança na construção de aprendizagens integradas e o seu
desejo de aprender. Esta ação teve em conta os princípios de investigação-ação, envolvendo a
observação das crianças e do contexto, a planificação e a implementação de estratégias
educativas adequadas, assim como a sua análise reflexiva.
O tema do projeto surge no âmbito de um tópico que as crianças pretenderam
investigar. Ao longo do projeto foram realizadas atividades de pesquisa, de partilha e debate de
ideias e de representação. Foram introduzidos, na sala, novos materiais pedagógicos e foi
possível contar com o envolvimento das famílias.
As propostas pedagógicas desenvolvidas responderam às curiosidades e dúvidas das
crianças, expandiram e aprofundaram os seus conhecimentos sobre o interior do corpo humano,
favoreceram a aprendizagem ativa em diferentes áreas curriculares, envolveram as famílias e
deram um contributo relevante para promover a curiosidade e o desejo de aprender.
Advisors/Committee Members: Vieira, Maria de Fátima Cerqueira Martins (advisor).
Subjects/Keywords: Aprendizagem ativa;
Atividades e projetos;
Educação pré-escolar;
Active learning;
Activities and projects;
Preschool education
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Costa, S. D. T. d. (2017). "O que está debaixo da pele?": promover a curiosidade e o desejo de aprender
. (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/57298
Chicago Manual of Style (16th Edition):
Costa, Soraia Daniela Teixeira da. “"O que está debaixo da pele?": promover a curiosidade e o desejo de aprender
.” 2017. Masters Thesis, Universidade do Minho. Accessed December 11, 2019.
http://hdl.handle.net/1822/57298.
MLA Handbook (7th Edition):
Costa, Soraia Daniela Teixeira da. “"O que está debaixo da pele?": promover a curiosidade e o desejo de aprender
.” 2017. Web. 11 Dec 2019.
Vancouver:
Costa SDTd. "O que está debaixo da pele?": promover a curiosidade e o desejo de aprender
. [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Dec 11].
Available from: http://hdl.handle.net/1822/57298.
Council of Science Editors:
Costa SDTd. "O que está debaixo da pele?": promover a curiosidade e o desejo de aprender
. [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/57298
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Open Access Theses and Dissertations
