subject:(Experiential pedagogy)

University of Melbourne

1. Smith, Ross T. Phenomenology and experiential learning as an approach to teaching studio in architecture.

Degree: 2014, University of Melbourne

► This thesis proposes an approach to teaching design Studio in architecture which is phenomenological in theory, experiential in practice, constructivist in pedagogy, and phenomenographic in… (more)

Subjects/Keywords: architecture; phenomenology; pedagogy; experiential learning; design studio

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APA (6^th Edition):

Smith, R. T. (2014). Phenomenology and experiential learning as an approach to teaching studio in architecture. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/39736

Chicago Manual of Style (16^th Edition):

Smith, Ross T. “Phenomenology and experiential learning as an approach to teaching studio in architecture.” 2014. Doctoral Dissertation, University of Melbourne. Accessed March 05, 2021. http://hdl.handle.net/11343/39736.

MLA Handbook (7^th Edition):

Smith, Ross T. “Phenomenology and experiential learning as an approach to teaching studio in architecture.” 2014. Web. 05 Mar 2021.

Vancouver:

Smith RT. Phenomenology and experiential learning as an approach to teaching studio in architecture. [Internet] [Doctoral dissertation]. University of Melbourne; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11343/39736.

Council of Science Editors:

Smith RT. Phenomenology and experiential learning as an approach to teaching studio in architecture. [Doctoral Dissertation]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/39736

Boston College

2. Gilbert, Melissa Kesler. Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings.

Degree: PhD, Sociology, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101774

► Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation… (more)

Subjects/Keywords: Community Engagement; Community Partnerships; Critical Pedagogy; Experiential Learning; Feminist Pedagogy; Service-Learning

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APA (6^th Edition):

Gilbert, M. K. (2010). Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101774

Chicago Manual of Style (16^th Edition):

Gilbert, Melissa Kesler. “Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings.” 2010. Doctoral Dissertation, Boston College. Accessed March 05, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101774.

MLA Handbook (7^th Edition):

Gilbert, Melissa Kesler. “Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings.” 2010. Web. 05 Mar 2021.

Vancouver:

Gilbert MK. Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Mar 05]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101774.

Council of Science Editors:

Gilbert MK. Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101774

Royal Roads University

3. Gooderham, Walter Bradley. Integrated instructional programming models for development of 21st century education core competencies .

Degree: 2015, Royal Roads University

URL: http://hdl.handle.net/10170/789

► This study modified the Assessment & Teaching of 21st-century Skills<sup>TM</sup> Knowledge Building Analytic Framework survey to compare secondary-level integrated outdoor, experiential, and ecological education (OE3)… (more)

Subjects/Keywords: 21st-century education; curriculum; environmental education; experiential education; integrated semester; pedagogy

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APA (6^th Edition):

Gooderham, W. B. (2015). Integrated instructional programming models for development of 21st century education core competencies . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/789

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

Chicago Manual of Style (16^th Edition):

Gooderham, Walter Bradley. “Integrated instructional programming models for development of 21st century education core competencies .” 2015. Thesis, Royal Roads University. Accessed March 05, 2021. http://hdl.handle.net/10170/789.

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

MLA Handbook (7^th Edition):

Gooderham, Walter Bradley. “Integrated instructional programming models for development of 21st century education core competencies .” 2015. Web. 05 Mar 2021.

Vancouver:

Gooderham WB. Integrated instructional programming models for development of 21st century education core competencies . [Internet] [Thesis]. Royal Roads University; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10170/789.

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

Council of Science Editors:

Gooderham WB. Integrated instructional programming models for development of 21st century education core competencies . [Thesis]. Royal Roads University; 2015. Available from: http://hdl.handle.net/10170/789

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

Jönköping University

4. Babu, Aiswarya Ramesh. Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures.

Degree: Business Administration, 2016, Jönköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121

► Project failures are a reality that most project managers face several times in their careers, but even more significant than the failure itself, is… (more)

Subjects/Keywords: Learning; Pedagogy; Project Management; Project failures; Kolb's Experiential learning theory

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APA (6^th Edition):

Babu, A. R. (2016). Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121

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

Chicago Manual of Style (16^th Edition):

Babu, Aiswarya Ramesh. “Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures.” 2016. Thesis, Jönköping University. Accessed March 05, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121.

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

MLA Handbook (7^th Edition):

Babu, Aiswarya Ramesh. “Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures.” 2016. Web. 05 Mar 2021.

Vancouver:

Babu AR. Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures. [Internet] [Thesis]. Jönköping University; 2016. [cited 2021 Mar 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121.

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

Council of Science Editors:

Babu AR. Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures. [Thesis]. Jönköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121

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

Texas Tech University

5. Klein, Charles H. The phenomenon of combinning service learning and study abroad: A qualitative inquiry.

Degree: Agricultural Education Communications, 2012, Texas Tech University

URL: http://hdl.handle.net/2346/45248

► Service-learning is a form of experiential learning that incorporates rigorous academic curricula, valuable community serve, and critical reflection in order to enhance the learning process… (more)

Subjects/Keywords: Service learning; Foreign study; Experiential learning; Critical pedagogy; Transformative learning

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APA (6^th Edition):

Klein, C. H. (2012). The phenomenon of combinning service learning and study abroad: A qualitative inquiry. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/45248

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

Chicago Manual of Style (16^th Edition):

Klein, Charles H. “The phenomenon of combinning service learning and study abroad: A qualitative inquiry.” 2012. Thesis, Texas Tech University. Accessed March 05, 2021. http://hdl.handle.net/2346/45248.

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

MLA Handbook (7^th Edition):

Klein, Charles H. “The phenomenon of combinning service learning and study abroad: A qualitative inquiry.” 2012. Web. 05 Mar 2021.

Vancouver:

Klein CH. The phenomenon of combinning service learning and study abroad: A qualitative inquiry. [Internet] [Thesis]. Texas Tech University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2346/45248.

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

Council of Science Editors:

Klein CH. The phenomenon of combinning service learning and study abroad: A qualitative inquiry. [Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/45248

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

Queens University

6. Fizzell, Kathryn. From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools .

Degree: Global Development Studies, 2012, Queens University

URL: http://hdl.handle.net/1974/6979

► The following study has been designed to address gaps in the volunteer abroad literature with respect to this growing phenomenon within Ontario’s secondary school system.… (more)

Subjects/Keywords: experiential ; pedagogy ; volunteer ; global ; citizenship ; abroad ; education ; development

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APA (6^th Edition):

Fizzell, K. (2012). From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6979

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

Chicago Manual of Style (16^th Edition):

Fizzell, Kathryn. “From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools .” 2012. Thesis, Queens University. Accessed March 05, 2021. http://hdl.handle.net/1974/6979.

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

MLA Handbook (7^th Edition):

Fizzell, Kathryn. “From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools .” 2012. Web. 05 Mar 2021.

Vancouver:

Fizzell K. From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools . [Internet] [Thesis]. Queens University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1974/6979.

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

Council of Science Editors:

Fizzell K. From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/6979

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

University of Minnesota

7. Frank, Danny. Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education.

Degree: D.Ed., Education, Curriculum and Instruction, 2017, University of Minnesota

URL: http://hdl.handle.net/11299/190434

► Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice,… (more)

Subjects/Keywords: Adventure Education; Eco-pedagogy; Experiential Education; Outdoor Education; Social Justice; Socioecological Education

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APA (6^th Edition):

Frank, D. (2017). Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190434

Chicago Manual of Style (16^th Edition):

Frank, Danny. “Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed March 05, 2021. http://hdl.handle.net/11299/190434.

MLA Handbook (7^th Edition):

Frank, Danny. “Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education.” 2017. Web. 05 Mar 2021.

Vancouver:

Frank D. Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11299/190434.

Council of Science Editors:

Frank D. Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190434

University of Georgia

8. Estes, Michele Dawn. The adoption and discontinuance of service-learning pedagogy.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/24888

► The purposes of this study were to contribute to what is known about the innovation-decision process, to investigate faculty perceptions of scholarship in relation to… (more)

▼ The purposes of this study were to contribute to what is known about the innovation-decision process, to investigate faculty perceptions of scholarship in relation to teaching, and to explore the role of faculty as learners. The theoretical framework consisted of the diffusion of innovations theory, the concept of the scholarship of teaching and learning, and experiential learning theory. Research questions were derived from the following five stages of Rogers’ (2003) innovation-decision process: knowledge, persuasion, decision, implementation and confirmation. The overarching research question was, "How do early-career faculty come to make innovative pedagogy adoption decisions at a research-intensive university?" This case study focused on the innovation-decision processes of three, early-career faculty who implemented academic service-learning in a course in their respective disciplines at a research-intensive university. Participants were experts in disciplines broadly described as Design, Family Sciences, and Allied Health. Specific measures were taken to ensure quality of the study and included the following: revelation of personal biases and subjectivities, triangulation of qualitative and quantitative data, the dynamic incorporation of new data into interview guides, and ethical considerations such as the use of pseudonyms for participant confidentiality. Data were collected using document analysis, monthly group observations, focused life history interviews, ongoing and online reflections during implementation, student surveys, and interviews involving reflection on the meaning of service-learning. Significant findings that emerged from the data included the following: 1) at the research site, the scholarship of teaching and learning had not yet been fully realized; 2) discrepancies in scholarship created a sense of competing values for early-career faculty participants; 3) the participant innovation-decision process was consistently non-linear and its stages less distinct than expected; and 4) experiential learning played a key role in participant persistence through the stages of the innovation-decision process. Recommendations for institutional practice and further innovation-decision research were made.

Subjects/Keywords: Innovation; Decision; Adoption; Discontinuance; Pedagogy; Faculty; Higher Education; Scholarship; Experiential Learning; Service-Learning

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APA (6^th Edition):

Estes, M. D. (2014). The adoption and discontinuance of service-learning pedagogy. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24888

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

Chicago Manual of Style (16^th Edition):

Estes, Michele Dawn. “The adoption and discontinuance of service-learning pedagogy.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/24888.

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

MLA Handbook (7^th Edition):

Estes, Michele Dawn. “The adoption and discontinuance of service-learning pedagogy.” 2014. Web. 05 Mar 2021.

Vancouver:

Estes MD. The adoption and discontinuance of service-learning pedagogy. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/24888.

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

Council of Science Editors:

Estes MD. The adoption and discontinuance of service-learning pedagogy. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24888

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

University of Georgia

9. Nowicki, Angela Nicole. Racial standpoint and learning.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/25593

► This qualitative research study sought to understand the ways in which student racial standpoint influences the skills and concepts which they report to have learned… (more)

Subjects/Keywords: Standpoint; Standpoint Theory; Race; Interracial Communication; Service-learning; Pedagogy; Experiential Learning Theory

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APA (6^th Edition):

Nowicki, A. N. (2014). Racial standpoint and learning. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25593

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

Chicago Manual of Style (16^th Edition):

Nowicki, Angela Nicole. “Racial standpoint and learning.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/25593.

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

MLA Handbook (7^th Edition):

Nowicki, Angela Nicole. “Racial standpoint and learning.” 2014. Web. 05 Mar 2021.

Vancouver:

Nowicki AN. Racial standpoint and learning. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/25593.

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

Council of Science Editors:

Nowicki AN. Racial standpoint and learning. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25593

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

UCLA

10. Roller, Kathleen Marie. Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy.

Degree: Education, 2012, UCLA

URL: http://www.escholarship.org/uc/item/7bn5s8n7

► This study used a randomized experimental, mixed methods approach to examine whether a stand-apart course curriculum based on experiential learning theory, Developmental Model of Intercultural… (more)

▼ This study used a randomized experimental, mixed methods approach to examine whether a stand-apart course curriculum based on experiential learning theory, Developmental Model of Intercultural Sensitivity (DMIS) theory (Bennett, 1993) and culturally relevant pedagogy influenced students' intercultural competence within the context of a study abroad semester. The methods employed allowed the researcher to measure the intercultural competence of pre-service teachers engaged in an experiential, developmental curriculum both before and after a traditional, semester-long study abroad program using the Intercultural Development Inventory (IDI) developed by Hammer and Bennett (1998). Control groups made up of participants (pre-service teachers) who studied abroad, yet did not receive the curriculum as well as participants (pre-service teachers) who did not study abroad and did not receive the curriculum took the IDI at the start and conclusion of the fall 2011 term. Qualitative and quantitative data sources were analyzed to determine if reasonable summations and conclusions could be made about the intercultural growth and development of the students engaged in the curriculum versus the participants in two control groups. While the quantitative data suggested no statistically significant growth or movement along the DMIS continuum toward a more intercultural mindset, the qualitative responses to the curriculum suggested modest positive gains. The findings from this study affirm that if pre-service teachers participate in study abroad programs with an intentional curriculum designed to encourage reflection upon culture and pedagogy, individual pre-service teachers can become better equipped to work with diverse students in their classrooms. To address implications for practice among faculty in teacher training programs, a model that outlines a new pathway for pre-service teachers to follow as they progress toward becoming an interculturally competent certified teacher is presented. The model presented represents a significant shift in the current paradigm for educating future teachers. Additionally, implications for study abroad practitioners are addressed. International education professionals need to design more intentionally structured environments (formal didactic classroom instruction or experiences) that challenge the growing number of study abroad students to engage in critical reflection, strategic thinking and practical application of lessons learned.

Subjects/Keywords: Teacher education; Pedagogy; Higher education; Culturally Relevant Pedagogy; Experiential; IDI; Intercultural Competence; Study Abroad; Teacher Education

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APA (6^th Edition):

Roller, K. M. (2012). Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7bn5s8n7

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

Chicago Manual of Style (16^th Edition):

Roller, Kathleen Marie. “Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy.” 2012. Thesis, UCLA. Accessed March 05, 2021. http://www.escholarship.org/uc/item/7bn5s8n7.

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

MLA Handbook (7^th Edition):

Roller, Kathleen Marie. “Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy.” 2012. Web. 05 Mar 2021.

Vancouver:

Roller KM. Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy. [Internet] [Thesis]. UCLA; 2012. [cited 2021 Mar 05]. Available from: http://www.escholarship.org/uc/item/7bn5s8n7.

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

Council of Science Editors:

Roller KM. Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/7bn5s8n7

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

University of South Africa

11. Sithole, Burman Musa. A curriculum for vocational business subjects in Botswana junior secondary schools .

Degree: 2012, University of South Africa

URL: http://hdl.handle.net/10500/7045

► The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform… (more)

▼ The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. Advisors/Committee Members: Lumadi, Mutendwahothe Walter (advisor).

Subjects/Keywords: Business education; Constructivism; Curriculum; Entrepreneurial pedagogy; Experiential learning; Junior secondary school; Kinaesthetic learning; Mini enterprise; Pedagogy; Teacher-centred pedagogy; Traditional teaching; Vocational education

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APA (6^th Edition):

Sithole, B. M. (2012). A curriculum for vocational business subjects in Botswana junior secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/7045

Chicago Manual of Style (16^th Edition):

Sithole, Burman Musa. “A curriculum for vocational business subjects in Botswana junior secondary schools .” 2012. Doctoral Dissertation, University of South Africa. Accessed March 05, 2021. http://hdl.handle.net/10500/7045.

MLA Handbook (7^th Edition):

Sithole, Burman Musa. “A curriculum for vocational business subjects in Botswana junior secondary schools .” 2012. Web. 05 Mar 2021.

Vancouver:

Sithole BM. A curriculum for vocational business subjects in Botswana junior secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10500/7045.

Council of Science Editors:

Sithole BM. A curriculum for vocational business subjects in Botswana junior secondary schools . [Doctoral Dissertation]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7045

Rochester Institute of Technology

12. Matychak, Xanthe. Dishsoap for clean water: how the design of everyday objects can promote happiness.

Degree: School of Design (CIAS), 2007, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/6228

► This project began with the question: What keeps us from achieving sustainable happiness, happiness for ourselves and future generations? I have chosen to focus on… (more)

Subjects/Keywords: Consumer preferences; Environmental values; Experiential pedagogy; Semiotics; Sustainable happiness

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APA (6^th Edition):

Matychak, X. (2007). Dishsoap for clean water: how the design of everyday objects can promote happiness. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/6228

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

Chicago Manual of Style (16^th Edition):

Matychak, Xanthe. “Dishsoap for clean water: how the design of everyday objects can promote happiness.” 2007. Thesis, Rochester Institute of Technology. Accessed March 05, 2021. https://scholarworks.rit.edu/theses/6228.

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

MLA Handbook (7^th Edition):

Matychak, Xanthe. “Dishsoap for clean water: how the design of everyday objects can promote happiness.” 2007. Web. 05 Mar 2021.

Vancouver:

Matychak X. Dishsoap for clean water: how the design of everyday objects can promote happiness. [Internet] [Thesis]. Rochester Institute of Technology; 2007. [cited 2021 Mar 05]. Available from: https://scholarworks.rit.edu/theses/6228.

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

Council of Science Editors:

Matychak X. Dishsoap for clean water: how the design of everyday objects can promote happiness. [Thesis]. Rochester Institute of Technology; 2007. Available from: https://scholarworks.rit.edu/theses/6228

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

Universidade do Estado do Rio de Janeiro

13. Maria Auxiliadora da Silva. Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES.

Degree: Master, 2010, Universidade do Estado do Rio de Janeiro

URL: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;

►

O objetivo desta pesquisa exploratória é analisar, sob a ótica da pedagogia experiencial, a disciplina Prática Contábil, inserida na matriz curricular dos cursos de graduação… (more)

▼

O objetivo desta pesquisa exploratória é analisar, sob a ótica da pedagogia experiencial, a disciplina Prática Contábil, inserida na matriz curricular dos cursos de graduação em Ciências Contábeis. Utilizando o método do estudo de caso, são destacados e, ou criticados aspectos pertinentes à educação contábil. Ressalta-se, na abordagem experiencial, a potencialidade motivacional e a capacidade de estimular o senso crítico. Destacam-se, ainda, consequências para a profissionalização. Através da aplicação ao caso selecionado, investiga-se a percepção sobre o laboratório de contabilidade no curso de graduação em Ciências Contábeis, oferecido por uma IFES brasileira. Focalizam-se, finalmente, o papel dos docentes da Instituição Federal de Ensino Superior (IFES), os principais agentes de mudança para a melhoria do processo ensino-aprendizagem da Contabilidade. A partir da revisão bibliográfica foi elaborado um roteiro semiestruturado abordando diversas questões sobre o tema, depois utilizado para a coleta de dados nas entrevistas. As respostas e reações ao roteiro foram utilizadas para relatar e analisar os resultados da entrevistas. São propostas quatro hipóteses para pesquisa futura, justificadas pela evidência coletada através do caso.

This explorative research aimed to analyze, under the experiential pedagogic view, the Practical Accounting class, which is found in the curricula of the undergraduate courses of Accounting Sciences. Aspects pertinent to the accounting education are highlighted and/or criticized by using study case methods. The motivational potentiality and the ability to stimulate criticism are emphasized in the experiential approach. Consequences for professionalization are also pointed out. By applying this methodology on the selected case, the perception on the accounting laboratory in the undergraduate course of Accounting Sciences offered by a Brazilian IFES is investigated. The role of the Instituição Federal de Ensino Superior (IFES) faculty, the main agents responsible for the improvement of the teaching-learning process in Accounting, is finally focused. By means of a bibliographic review, a semi-structured guide including several questions on the theme was prepared. This guide was later used for the collection of data during the interviews. The answers and reaction to this guide were used to report and analyze the results of the interviews. Four hypotheses for future research, justified by evidence collected from the case, are proposed.

Advisors/Committee Members: Francisco José dos Santos Alves, Frederico Antonio Azevedo de Carvalho, Marcelino José Jorge.

Subjects/Keywords: Pedagogia experiencial; Laboratório de Contabilidade; Ensino da Contabilidade; Profissionalização; Experiential pedagogy; Accounting Laboratory; Accounting Education; Professionalization; CIENCIAS CONTABEIS

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APA (6^th Edition):

Silva, M. A. d. (2010). Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES. (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;

Chicago Manual of Style (16^th Edition):

Silva, Maria Auxiliadora da. “Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES.” 2010. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed March 05, 2021. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;.

MLA Handbook (7^th Edition):

Silva, Maria Auxiliadora da. “Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES.” 2010. Web. 05 Mar 2021.

Vancouver:

Silva MAd. Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES. [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2010. [cited 2021 Mar 05]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;.

Council of Science Editors:

Silva MAd. Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES. [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2010. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;

University of the Western Cape

14. Mukoroli, Joseph Namutungika. An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes .

Degree: 2016, University of the Western Cape

URL: http://hdl.handle.net/11394/5458

► The study aims to investigate academic writing at the University of Namibia and intends to explore whether a critical, meaningful and experiential pedagogy in EAP… (more)

▼ The study aims to investigate academic writing at the University of Namibia and intends to explore whether a critical, meaningful and experiential pedagogy in EAP that enhances voice and agency in English for Academic Purposes (EAP) can be engendered in the Namibian EAP classroom. Moreover, it aims to investigate the experiences and perceptions of first year EAP students regarding the current EAP pedagogy at the University of Namibia. The study aspires to generate an understanding of the components students find difficult when they engage in academic essay writing. It provides a holistic and profound understanding of what critical, meaningful and experiential pedagogy is and wish to propose the process-genre writing approach as tool to a critical, meaningful and experiential pedagogy to teaching academic writing. The study draws it theoretical underpinning from critical pedagogy as postulated by Freire (1973) and Canagarajah (1999). This research supports the premise that the English language classroom is a cultural space where various agendas are negotiated and contested and explores the complexity of language pedagogy in the English classroom (Canagarajah, 1999). Moreover, this study is based on the premise that pedagogies are not received in their own terms but are rather appropriated on different levels in terms of the needs, interests and values of the local communities (Canagarajah, 1999, p.121-2). As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses SPSS analysis and written error analysis methodologies. While the former provides an understanding of EAP students' perceptions and experiences regarding the current EAP pedagogy at the University of Namibia, the latter examines the components that EAP students find difficult when they engage in academic essay writing. As instruments, the study uses a semi-structured questionnaire and academic essay administered to 200 EAP first year student- participants. The findings indicate that the current EAP pedagogy at the University of Namibia does not promote experiential, meaningful and critical learning nor does it enhance voice and agency in the EAP classroom, thus a critical, meaningful and experiential EAP pedagogy that enhances voice and agency can be engendered in the Namibian EAP classroom. The findings also indicate that EAP students find the use of APA referencing skills and the use of discourse markers the most difficult when they engage in academic essay writing. Furthermore, the literature that I reviewed for this study critically exposed how practices in EAP and institutional policies stifle voice and agency in the EAP classroom. The entire process of this study has generated some insights that can advance our understanding of a critical, meaningful and experiential pedagogy in EAP and academic writing. These insights are: (1) A need to enhance EAP educator’s critical awareness, (2) We must minimize students' text-appropriation, (3)A need to re-conceptualize and decriminalize the… Advisors/Committee Members: Sivasubramaniam, Sivakumar (advisor).

Subjects/Keywords: English for academic purposes; Academic writing; Identity; Critical pedagogy; Critical thinking; Experiential learning; University of Namibia

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APA (6^th Edition):

Mukoroli, J. N. (2016). An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5458

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

Chicago Manual of Style (16^th Edition):

Mukoroli, Joseph Namutungika. “An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes .” 2016. Thesis, University of the Western Cape. Accessed March 05, 2021. http://hdl.handle.net/11394/5458.

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

MLA Handbook (7^th Edition):

Mukoroli, Joseph Namutungika. “An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes .” 2016. Web. 05 Mar 2021.

Vancouver:

Mukoroli JN. An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11394/5458.

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

Council of Science Editors:

Mukoroli JN. An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5458

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

Washington State University

15. [No author]. Place-Based Education at the River Valley Outdoor Learning Center .

Degree: 2013, Washington State University

URL: http://hdl.handle.net/2376/5032

► The purpose of this qualitative collective case study was to explore how two fifth grade and two sixth grade River Valley School District* students experienced… (more)

Subjects/Keywords: Education; Sustainability; Pedagogy; "Enviornmental Education"; "Experiential Education"; "Interdisciplinary Education"; NCLB; "Place-based Education"; "Student Health and Wellness"

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APA (6^th Edition):

author], [. (2013). Place-Based Education at the River Valley Outdoor Learning Center . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5032

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

Chicago Manual of Style (16^th Edition):

author], [No. “Place-Based Education at the River Valley Outdoor Learning Center .” 2013. Thesis, Washington State University. Accessed March 05, 2021. http://hdl.handle.net/2376/5032.

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

MLA Handbook (7^th Edition):

author], [No. “Place-Based Education at the River Valley Outdoor Learning Center .” 2013. Web. 05 Mar 2021.

Vancouver:

author] [. Place-Based Education at the River Valley Outdoor Learning Center . [Internet] [Thesis]. Washington State University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2376/5032.

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

Council of Science Editors:

author] [. Place-Based Education at the River Valley Outdoor Learning Center . [Thesis]. Washington State University; 2013. Available from: http://hdl.handle.net/2376/5032

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

Halmstad University

16. Bengtsson, Filippa; Fagerström, Angelica. Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet.

Degree: Health and Welfare, 2017, Halmstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244

►

Studien handlar om att utifrån ett hälsofrämjande perspektiv studera arbetsplatslärande på en kommunal kostenhet i Sverige. Syfte: Syftet var att utifrån ett hälsofrämjande perspektiv… (more)

▼

Studien handlar om att utifrån ett hälsofrämjande perspektiv studera arbetsplatslärande på en kommunal kostenhet i Sverige. Syfte: Syftet var att utifrån ett hälsofrämjande perspektiv undersöka anställdas upplevelser av arbetsplatslärande på individ- och gruppnivå. Metod: Studien baserades på en kvalitativ ansats och empirin samlades in genom tre fokusgruppsintervjuer. Totalt medverkade nio personer från den kommunala kostenheten. Studiens resultat har analyserats abduktivt genom ett hälsofrämjande perspektiv. Teoretisk referensram: Den teoretiska referensramen grundade sig i pedagogiska och hälsofrämjande områden med fokus på arbetsplatslärande och friskfaktorer. Den pedagogiska ansatsen innefattade erfarenhetsbaserat lärande. Studien berör friskfaktorer som begrepp och tillvägagångssätt, genom till exempel sociala relationer och delaktighet. Slutsats: Studiens resultat visar betydelsen av sociala samspel och att ta del av varandras erfarenheter för lärande på arbetsplatsen. Grupperna indikerar på att arbetsplatslärande upplevs ske i det dagliga arbetet på en gruppnivå, dock upplevs ingen större satsning gällande detta. Skapas förutsättningar för detta skulle utveckling på både grupp- och individnivå främjas. Ur ett hälsofrämjande perspektiv kan samtliga ovan nämnda lärande faktorer gynna personalens välmående och kontinuerliga utveckling.

The study is based on a health promotion perspective and involves studying workplace learning on a communal dietary unit in Sweden. The Aim: The aim of this study was from a health promotion perspective examine employees experiences of workplace learning at individual- and group level. Method: The study has been made on a qualitative approach and results have been collected through three focus group interviews. In total, nine people participated from the communal dietary unit. The study's results have been analyzed abductive through a health promotion perspective. Theoretical Framework: The theoretical framework of this essay had its foundation in educational and health promotion areas with focus on workplace learning and wellness factors. The educational approach is based on experiential learning. The study relates to health factors as concepts and approaches, for example through social relationships and participation. Conclusion: The study shows the importance of social interactions and to share each other's experience for workplace learning. The groups indicate that workplace learning is experienced in daily work situations at a group level, but no major effort and investment is experienced in this regard. Creating conditions for this would promote development at both group- and individual level. From a health promotion perspective, all learning factors mentioned above can benefit the well-being and continuous development of employees.

Subjects/Keywords: Health Education; Workplace Learning; Experiential Learning; Health Promotion; Social Relationships; Hälsopedagogik; Arbetsplatslärande; Erfarenhetsbaserat lärande; Hälsofrämjande; Sociala relationer; Pedagogy; Pedagogik

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

APA (6^th Edition):

Bengtsson, Filippa; Fagerström, A. (2017). Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244

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

Chicago Manual of Style (16^th Edition):

Bengtsson, Filippa; Fagerström, Angelica. “Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet.” 2017. Thesis, Halmstad University. Accessed March 05, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244.

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

MLA Handbook (7^th Edition):

Bengtsson, Filippa; Fagerström, Angelica. “Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet.” 2017. Web. 05 Mar 2021.

Vancouver:

Bengtsson, Filippa; Fagerström A. Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet. [Internet] [Thesis]. Halmstad University; 2017. [cited 2021 Mar 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244.

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

Council of Science Editors:

Bengtsson, Filippa; Fagerström A. Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet. [Thesis]. Halmstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244

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

University of South Africa

17. Bettman, Maria Catharina. Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa .

Degree: 2020, University of South Africa

URL: http://hdl.handle.net/10500/26761

► The South African school curriculum recognises the vital importance of life skills acquisition through the learning area, Life Orientation (referred to in the primary school… (more)

▼ The South African school curriculum recognises the vital importance of life skills acquisition through the learning area, Life Orientation (referred to in the primary school as Life Skills). The Curriculum Assessment Policy Statement (CAPS) Life Skills (Creative Arts) for the Intermediate Phase promotes drama-based instruction in life skills learning. The curriculum links to Forum Theatre techniques which are aimed at the learner’s holistic development through, among others, social game playing, improvised role-play and devising and performing a problem play which includes audience participation mediated by a ‘Joker,’ a facilitator role usually filled by an experienced and trained teacher. Children learn about the self, their peers and society through reality-based exploration and the conflicts that arise due to socialisation and power-based problems. Cognitive behavioural, existential and experiential learning theories and the theatrical theory and practice of Augusto Boal, who invented Forum Theatre as part of the Theatre of the Oppressed, formed the framework for this performative case study inquiry conducted in a South African primary school. A researcher-designed Forum Theatre intervention was implemented by the Grade 6 (Creative Arts) teacher with four Grade 6 classes over eight weeks in Life Skills (Creative Arts) classes, culminating in Forum Theatre performances by the four classes, respectively. Data were gathered through classroom observation in which the researcher assumed the role of observer-participant, conducted individual and focus group interviews with Grade 6 teachers, did interviews with Grade 6 learners, took video recordings of learners’ classroom activities, recorded the Forum Theatre performances, and collected the learners’ written reflections. The findings indicated: the process adjustments required to facilitate Forum Theatre activities in a primary school setting; effectiveness of experiential learning of life skills through game-playing and discovery; performative pedagogy fostered life skill acquisition; performative pedagogy harnessed nonverbal, embodied learning to build social insight; and describes the teacher experience in implementing a Forum Theatre intervention. Recommendations for practice include teacher training for experiential, explorative, and performance-based teaching in line with the CAPS document, which provides for a range of performative teaching and learning activities to promote effective life skills acquisition in primary school learners. Advisors/Committee Members: Smit, Brigitte (advisor).

Subjects/Keywords: Augusto Boal; Forum theatre; Performative pedagogy; Performative inquiry; Experiential learning; Primary school learners; Life orientation; Life skills

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

APA (6^th Edition):

Bettman, M. C. (2020). Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26761

Chicago Manual of Style (16^th Edition):

Bettman, Maria Catharina. “Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa .” 2020. Doctoral Dissertation, University of South Africa. Accessed March 05, 2021. http://hdl.handle.net/10500/26761.

MLA Handbook (7^th Edition):

Bettman, Maria Catharina. “Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa .” 2020. Web. 05 Mar 2021.

Vancouver:

Bettman MC. Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10500/26761.

Council of Science Editors:

Bettman MC. Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa . [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26761

Michigan Technological University

18. Cassell, Kevin R. A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION.

Degree: PhD, Department of Humanities, 2014, Michigan Technological University

URL: https://digitalcommons.mtu.edu/etds/810

► My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and… (more)

▼ My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and technical communication programs. In these disciplines, multimodality is widely conceived in terms of what Gunther Kress calls “socialsemiotic” modes of communication shaped primarily by culture. In the cognitive and neurolinguistic theories of Vittorio Gallese and George Lakoff, however, multimodality is described as a key characteristic of our bodies’ sensory-motor systems which link perception to action and action to meaning, grounding all communicative acts in knowledge shaped through body-engaged experience. I argue that this “situated” account of cognition – which closely approximates Maurice Merleau-Ponty’s phenomenology of perception, a major framework for my study – has pedagogical precedence in the mimetic pedagogy that informed ancient Sophistic rhetorical training, and I reveal that training’s multimodal dimensions through a phenomenological exegesis of the concept mimesis. Plato’s denigration of the mimetic tradition and his elevation of conceptual contemplation through reason, out of which developed the classic Cartesian separation of mind from body, resulted in a general degradation of experiential knowledge in Western education. But with the recent introduction into college classrooms of digital technologies and multimedia communication tools, renewed emphasis is being placed on the “hands-on” nature of inventive and productive praxis, necessitating a revision of methods of instruction and assessment that have traditionally privileged the acquisition of conceptual over experiential knowledge. The model of multimodality I construct from Merleau-Ponty’s phenomenology, ancient Sophistic rhetorical pedagogy, and current neuroscientific accounts of situated cognition insists on recognizing the significant role knowledges we acquire experientially play in our reading and writing, speaking and listening, discerning and designing practices. Advisors/Committee Members: Marilyn Cooper.

Subjects/Keywords: applied learning; composition pedagogy; experiential learning; multimodality; project-based learning; writing studies; Communication; Rhetoric; Social and Philosophical Foundations of Education

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APA (6^th Edition):

Cassell, K. R. (2014). A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION. (Doctoral Dissertation). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etds/810

Chicago Manual of Style (16^th Edition):

Cassell, Kevin R. “A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION.” 2014. Doctoral Dissertation, Michigan Technological University. Accessed March 05, 2021. https://digitalcommons.mtu.edu/etds/810.

MLA Handbook (7^th Edition):

Cassell, Kevin R. “A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION.” 2014. Web. 05 Mar 2021.

Vancouver:

Cassell KR. A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION. [Internet] [Doctoral dissertation]. Michigan Technological University; 2014. [cited 2021 Mar 05]. Available from: https://digitalcommons.mtu.edu/etds/810.

Council of Science Editors:

Cassell KR. A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION. [Doctoral Dissertation]. Michigan Technological University; 2014. Available from: https://digitalcommons.mtu.edu/etds/810

University of Maryland

19. Warheit, Emily Jane. THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION.

Degree: Theatre, 2011, University of Maryland

URL: http://hdl.handle.net/1903/11774

► Recent scholarship on educational theatre has tended to focus on process-oriented drama and on programs that deal with participant's personal identity. These programs have become… (more)

Subjects/Keywords: Performing Arts education; Theater; Pedagogy; Experiential Learning; Musical Theatre; Public Performance; Safe Space; Theatre Education; Washington, DC

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

APA (6^th Edition):

Warheit, E. J. (2011). THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11774

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

Chicago Manual of Style (16^th Edition):

Warheit, Emily Jane. “THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION.” 2011. Thesis, University of Maryland. Accessed March 05, 2021. http://hdl.handle.net/1903/11774.

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

MLA Handbook (7^th Edition):

Warheit, Emily Jane. “THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION.” 2011. Web. 05 Mar 2021.

Vancouver:

Warheit EJ. THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1903/11774.

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

Council of Science Editors:

Warheit EJ. THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11774

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

Miami University

20. Waldrop, Kelly. Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom.

Degree: PhD, Educational Leadership, 2014, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136

► This case study dissertation uses the tenets of pragmatism as defined by Cherryholmes (1999) to examine student writing in a business writing course wherein the… (more)

Subjects/Keywords: Business Education; Curriculum Development; Education; Educational Theory; Higher Education; Pedagogy; case study; experiential learning; business writing; performativity; curriculum; pragmatism

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APA (6^th Edition):

Waldrop, K. (2014). Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136

Chicago Manual of Style (16^th Edition):

Waldrop, Kelly. “Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom.” 2014. Doctoral Dissertation, Miami University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136.

MLA Handbook (7^th Edition):

Waldrop, Kelly. “Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom.” 2014. Web. 05 Mar 2021.

Vancouver:

Waldrop K. Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom. [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136.

Council of Science Editors:

Waldrop K. Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom. [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136

University of South Africa

21. Ganyata, Obert. Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy .

Degree: 2020, University of South Africa

URL: http://hdl.handle.net/10500/27037

► This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to… (more)

▼ This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts. Advisors/Committee Members: Pooley, Thomas M (advisor).

Subjects/Keywords: African music; Indigenous; Zimbabwean; Primary schools; Pedagogy; Experiential Open Class; School curriculum; Oral tradition; Teaching model; Multiculturalism

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APA (6^th Edition):

Ganyata, O. (2020). Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/27037

Chicago Manual of Style (16^th Edition):

Ganyata, Obert. “Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy .” 2020. Doctoral Dissertation, University of South Africa. Accessed March 05, 2021. http://hdl.handle.net/10500/27037.

MLA Handbook (7^th Edition):

Ganyata, Obert. “Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy .” 2020. Web. 05 Mar 2021.

Vancouver:

Ganyata O. Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy . [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10500/27037.

Council of Science Editors:

Ganyata O. Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy . [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/27037

Northeastern University

22. Trammell, Randell Eugene. High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning.

Degree: EdD, School of Education, 2014, Northeastern University

URL: http://hdl.handle.net/2047/d20128420

► This study reviewed both current and historical literature in an effort to define experiential learning both generally and specifically in the context of civic education,… (more)

Subjects/Keywords: civics education; experiential civic education; experiential learning; pedagogy; YMCA Youth in Government; youth civic engagement; Education; Educational Methods; Civics; Study and teaching (Secondary); Citizenship; Study and teaching (Secondary); Experiential learning; High school teaching; High school students; Young volunteers; Youth; Political activity

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APA (6^th Edition):

Trammell, R. E. (2014). High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128420

Chicago Manual of Style (16^th Edition):

Trammell, Randell Eugene. “High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning.” 2014. Doctoral Dissertation, Northeastern University. Accessed March 05, 2021. http://hdl.handle.net/2047/d20128420.

MLA Handbook (7^th Edition):

Trammell, Randell Eugene. “High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning.” 2014. Web. 05 Mar 2021.

Vancouver:

Trammell RE. High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2047/d20128420.

Council of Science Editors:

Trammell RE. High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128420

University of Georgia

23. Anderson, John Cole. Gray hair matters.

Degree: 2017, University of Georgia

URL: http://hdl.handle.net/10724/36590

► Design professionals with substantial practice experience have usually amassed a wealth of acquired knowledge and lessons learned over their career. And they have the gray… (more)

Subjects/Keywords: Design; design pedagogy; critical pedagogy; landscape architecture; reflective practice; experiential learning; problem based learning; non-career teachers; adjunct; professor of practice; teacher training; studio

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APA (6^th Edition):

Anderson, J. C. (2017). Gray hair matters. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36590

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

Chicago Manual of Style (16^th Edition):

Anderson, John Cole. “Gray hair matters.” 2017. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/36590.

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

MLA Handbook (7^th Edition):

Anderson, John Cole. “Gray hair matters.” 2017. Web. 05 Mar 2021.

Vancouver:

Anderson JC. Gray hair matters. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/36590.

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

Council of Science Editors:

Anderson JC. Gray hair matters. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36590

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

Durban University of Technology

24. Kalala, Frank Bisaba. Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme.

Degree: 2018, Durban University of Technology

URL: http://hdl.handle.net/10321/3480

►

Submitted in fulfillment of the requirements for the Masters of Applied Arts: Graphic Design, Durban University of Technology, Durban, South Africa, 2018.

This research case… (more)

▼

Submitted in fulfillment of the requirements for the Masters of Applied Arts: Graphic Design, Durban University of Technology, Durban, South Africa, 2018.

This research case study investigates the efficacy of a Work-Integrated Learning (WIL) pedagogy that simulates a professional design studio in a graphic design programme at a South African tertiary institution. The overall aim is to develop a model for future pedagogical development of the WIL approach under study. The researcher is one of a team of third-year level WIL teachers, so the study is positioned as educational practitioner research. The review of literature establishes three learning theory links with the WIL pedagogical approach under study. These are: a) learning integration, b) learning transformation, and c) learning transfer. Integrative and transformative learning in WIL study needs to be transferred to graphic design graduates’ design agency working roles as integrative and transformative capability, if WIL pedagogy is to be considered effective. The effective transfer of student learning to the workplace is also considered to be affected the fact that some aspects of pedagogical practice are implicit rather than explicit. Fourteen graphic design graduates currently employed in graphic design agencies were each interviewed twice regarding their working experience. The first round of initial unstructured interviews found that integrative and transformative capability in design agencies was connected with problematic issues of design agency professional capability: collaboration with colleagues, client relations and time management. The second round of semi-structured interviews established these themes as both confirming and disconfirming WIL learning transfer. Upon reflection on the account of WIL pedagogy given in the literature review, design agency collaboration, client relations and time management are implicitly connected to the integrative and transformative intentions of WIL pedagogy. This may compromise learning transfer. An analytical model of these pedagogical concerns was then constructed, to allow for development of the WIL pedagogical approach. Recommendations for such development are offered, and indications made for future research.

M

Advisors/Committee Members: Kethro, Philippa, Carey, Piers Christian.

Subjects/Keywords: Work-integrated learning; Learning theory; Pedagogy; Practitioner research; Experiential learning – South Africa; Career development – South Africa; College students – Training of – South Africa; Education, Higher – South Africa; Critical pedagogy

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APA (6^th Edition):

Kalala, F. B. (2018). Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3480

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

Chicago Manual of Style (16^th Edition):

Kalala, Frank Bisaba. “Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme.” 2018. Thesis, Durban University of Technology. Accessed March 05, 2021. http://hdl.handle.net/10321/3480.

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

MLA Handbook (7^th Edition):

Kalala, Frank Bisaba. “Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme.” 2018. Web. 05 Mar 2021.

Vancouver:

Kalala FB. Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10321/3480.

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

Council of Science Editors:

Kalala FB. Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3480

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

University of Canterbury

25. Forray JM. Experiential pedagogy and the moral duty of business schools.

Degree: 2019, University of Canterbury

URL: http://hdl.handle.net/10092/101394

► To support the types of learning outcomes that management students need in today’s organizations, business schools increasingly call for faculty to engage in experiential pedagogy.… (more)

Subjects/Keywords: Ethical issues; Experiential learning; Faculty Development and Mentoring; Future of Management Education; Paradox; Pedagogy; Reflective Practice; Teaching style; Fields of Research::39 - Education::3901 - Curriculum and pedagogy::390103 - Economics, business and management curriculum and pedagogy

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APA (6^th Edition):

JM, F. (2019). Experiential pedagogy and the moral duty of business schools. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/101394

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

Chicago Manual of Style (16^th Edition):

JM, Forray. “Experiential pedagogy and the moral duty of business schools.” 2019. Thesis, University of Canterbury. Accessed March 05, 2021. http://hdl.handle.net/10092/101394.

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

MLA Handbook (7^th Edition):

JM, Forray. “Experiential pedagogy and the moral duty of business schools.” 2019. Web. 05 Mar 2021.

Vancouver:

JM F. Experiential pedagogy and the moral duty of business schools. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10092/101394.

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

Council of Science Editors:

JM F. Experiential pedagogy and the moral duty of business schools. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/101394

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

Ohio University

26. Lindsey, Charles Vance. The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study.

Degree: PhD, Counselor Education (Education), 2005, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459

► This constructivist grounded theory research study explored Master's level counselor education students' perceptions and experiences of being exposed to popular film clips for pedagogic… (more)

▼ This constructivist grounded theory research study explored Master's level counselor education students' perceptions and experiences of being exposed to popular film clips for pedagogic purposes in the classroom. Over an eight month period, students in seven different counselor education courses were exposed to pedagogic film clip experiences in their classrooms. From this group of students drawn from two Midwestern universities, three rounds of face-to-face individual interviews and a focus group were conducted and forty participants described their classroom film experiences. Transcriptions of the interviews and focus group were used to gather data and to develop a constructivist grounded theory. Participants' descriptions of their experiences and perceptions indicated that students engage in a complex experiential meaning-making process as a result of exposure to and discussion of their film experiences. This experiential meaning-making process involves students making assessments regarding the level at which they will engage with the film experience, and includes personal reactions that surface for students. The experiential meaning-making process is also evident as students interact and discuss their film experiences within the social context of the classroom; as they attempt to connect the film clip material with course content; and as they integrate the film experience into their learning. Students' experiential meaning-making processes, dynamics of engagement, personal reaction experiences, social interaction processes, and involvement with cycling course content as a result of film experiences mutually influence each other. Students who participated in this study also described the significance of peer interaction and a positive and encouraging classroom environment in their experiential meaning-making processes. Students further endorsed film clips as being a powerful tool for those who are visually-oriented, and emphasized that the clips assisted in bringing course concepts to life. Additionally, students described their film experiences as being most effective when clips are introduced, delivered, and then adequately processed and connected with course content. A discussion of each round of data collection, analysis, and triangulation is provided. The constructivist grounded theory of student engagement with popular film clips used as a pedagogic tool is provided. Professional implications, limitations, and implications for future research are also included. Advisors/Committee Members: Davis, Thomas (Advisor).

Subjects/Keywords: Education, Guidance and Counseling; Popular film use; Pedagogy; Counselor education; Constructivist grounded theory; Experiential learning; Experiential meaning-making

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APA (6^th Edition):

Lindsey, C. V. (2005). The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459

Chicago Manual of Style (16^th Edition):

Lindsey, Charles Vance. “The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study.” 2005. Doctoral Dissertation, Ohio University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459.

MLA Handbook (7^th Edition):

Lindsey, Charles Vance. “The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study.” 2005. Web. 05 Mar 2021.

Vancouver:

Lindsey CV. The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study. [Internet] [Doctoral dissertation]. Ohio University; 2005. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459.

Council of Science Editors:

Lindsey CV. The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study. [Doctoral Dissertation]. Ohio University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459

University of Oulu

27. Honkanen, S. (Seppo). Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys.

Degree: 2010, University of Oulu

URL: http://urn.fi/urn:isbn:9789514293320

►

Abstract In the present research of engineering studies in the Department of Process and Environmental Engineering in the University of Oulu the graduation processes of… (more)

▼

Abstract In the present research of engineering studies in the Department of Process and Environmental Engineering in the University of Oulu the graduation processes of eight various groups of students were documented and analyzed. For the validation of the data triangulation method was availed of. The accumulation of study attainments was calculated and, using the measured data, the graduation time models were created. A new method of modeling a non-linear study process by using a Matlab step response model was developed. The model is exact in the essential area of operation and can be used in any educational organization which considers following the process of graduation important. In this research study attainments were examined and explained with the help of self-regulation test analyses. The test used in this research is based on a shortened version of Guglielmino’s Self Directed Learning Readiness test. It measures the student’s capability for autonomous learning. A connection between good success in studies and observed self-directive learning was noticed as early as during the second academic year. The engineering study attainments were also compared to the study success in the upper secondary school. The results show that the students with satisfactory learning results in the upper secondary school did better than expected in their university studies. Instead, the students with better success in the upper secondary school than the group mentioned underachieved in their university studies. The students whose success was better than average during the first academic year were also better during the following years. Examining the study attainments of the eight elementary courses during the three years of studies showed that about 46 per cent of students passed the elementary courses in proper time. One year after the elementary courses had been given, 73 per cent of the students had passed them.

Tiivistelmä Tekniikan ylioppilaiden opiskelututkimuksessa käytettiin tutkimusmenetelmänä triangulaatiota. Työssä analysoitiin kahdeksan eri vuosikurssin opintosuoritusten perusteella Oulun yliopiston Prosessi- ja ympäristötekniikan osaston opiskelijoiden valmistumisprosessia. Opintosuoritusten avulla laskettiin eri vuosikurssien opintoviiveet ja saatujen mittaustietojen avulla tehtiin valmistumisaikamallit. Tutkimuksessa löydettiin uusi tapa mallintaa epälineaarista opiskeluprosessia askelvastemallilla. Menetelmän avulla saatu suoriutumismalli on todellisiin mittaustuloksiin verrattuna luotettava keskeisellä toiminta-alueella kolmesta seitsemään vuotta, kun tavoitteena on, että aloittaneista valmistuu 50 % kuudessa vuodessa. Työssä tutkittiin opintomenestystä itseohjautuvuusvalmiutta selvittävien testistöjen avulla. Tutkimuksessa käytetty testi perustuu Koron (1993) laatimaan versioon. Se on lyhennetty Guglielminon (1977) luomasta testistä Self Directed Learning Readiness, joka mittaa opiskelijan valmiutta itseohjattuun opiskeluun. Tutkimuksessa käytetyssä SDLR-testissä yhteen laskettujen pisteiden…

Advisors/Committee Members: Kortela, U. (Urpo), Remes, P. (Pirkko).

Subjects/Keywords: empowerment; experiential learning; interaction; modeling; motivation; self-direction analysis; step response; studentship; triangulation; underachievement; university pedagogy; alisuoriutuminen; askelvaste; itseohjautuvuusvalmius; kokemuksellinen oppiminen; korkeakoulupedagogiikka; mallintaminen; motivaatio; opiskeluaika; triangulaatio; voimaantuminen; vuorovaikutus

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APA (6^th Edition):

Honkanen, S. (. (2010). Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789514293320

Chicago Manual of Style (16^th Edition):

Honkanen, S (Seppo). “Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys.” 2010. Doctoral Dissertation, University of Oulu. Accessed March 05, 2021. http://urn.fi/urn:isbn:9789514293320.

MLA Handbook (7^th Edition):

Honkanen, S (Seppo). “Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys.” 2010. Web. 05 Mar 2021.

Vancouver:

Honkanen S(. Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys. [Internet] [Doctoral dissertation]. University of Oulu; 2010. [cited 2021 Mar 05]. Available from: http://urn.fi/urn:isbn:9789514293320.

Council of Science Editors:

Honkanen S(. Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys. [Doctoral Dissertation]. University of Oulu; 2010. Available from: http://urn.fi/urn:isbn:9789514293320

University of Saskatchewan

28. Lake, Heather 1984-. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.

Degree: 2018, University of Saskatchewan

URL: http://hdl.handle.net/10388/11274

► This study examines place-based education and its potential for engaging students and creating more socially-just learning environments that prepare students to think critically and participate… (more)

▼ This study examines place-based education and its potential for engaging students and creating more socially-just learning environments that prepare students to think critically and participate in building a better future for themselves and the communities in which they live. It was initiated to contribute to a growing body of research on how place-based education philosophies and processes contribute to facilitating high-quality learning experiences that are socially and ecologically just, as well as to inform improved teaching practice and policy within our public education institutions in order to ensure that classroom environments, instructional methods, and learning content are reflective of and responsive to the diverse worldviews and experiences of all students. To explore this focus, I used a semi-structured interview format to gain the perspectives of five teacher participants, all residing in Saskatchewan, who use place-based philosophies and methods. I focused on participants’ perspectives of the benefits, processes, barriers, and possibilities for broad incorporation of place-based education in order to determine how place-based learning can be integrated into K-12 formal education. I transcribed interviews verbatim and used inductive coding to organize data into themes. My findings indicate that the teacher participants view place-based education as offering many significant benefits to students, their communities, and themselves, as educators. They believe that, in addition to creating engaging, motivating, and student-centered environments that promote high standards of student growth and learning, place-based education contributes to healthier and more socially and environmentally just classrooms and communities. Despite some barriers associated with facilitating place-based education, such as financial constraints, time limitations, and other institutional norms and structures imposed upon K-12 classrooms, every participant noted a fervent belief in the possibilities and benefits of the broad incorporation of place-based learning within K-12 formal education. They described examples of how place-based education can be taken up in every classroom as a means to engage all students in meaningful learning to an end of healthier students who imagine and work to realize not only their own potential, but also that of the communities in which they live. The results of this study contribute to the body of research on place-based education, much of which focuses on rationales for its implementation, by detailing specific guidelines and processes for its effective facilitation. The results offer practical considerations for educators and education policy-makers who wish to adopt and advocate for place-based education philosophies and praxes. Advisors/Committee Members: McKenzie, Marcia, Wilson, Alex, Miller, Dianne, Lemisko, Lynn, Wallin, Dawn.

Subjects/Keywords: place-based education; land-based education; community-based education; critical pedagogy; experiential education; social justice in education; ecological justice in education; student engagement; democratic education

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APA (6^th Edition):

Lake, H. 1. (2018). Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/11274

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

Chicago Manual of Style (16^th Edition):

Lake, Heather 1984-. “Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.” 2018. Thesis, University of Saskatchewan. Accessed March 05, 2021. http://hdl.handle.net/10388/11274.

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

MLA Handbook (7^th Edition):

Lake, Heather 1984-. “Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.” 2018. Web. 05 Mar 2021.

Vancouver:

Lake H1. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10388/11274.

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

Council of Science Editors:

Lake H1. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/11274

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

Liberty University

29. Woods, Brandon Dennis. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.

Degree: 2018, Liberty University

URL: http://digitalcommons.liberty.edu/masters/482

► Today's educational climate is rapidly shifting. High stakes testing, both from the federal and state governments, have drastically altered the landscape of public education in… (more)

Subjects/Keywords: Band Director Education; Experiential Learning; Flipped Classroom Method; Kolb’s Learning Theory; Praxial Philosophy; Testing; Education; Music; Music Education; Music Pedagogy; Teacher Education and Professional Development

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

APA (6^th Edition):

Woods, B. D. (2018). Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. (Masters Thesis). Liberty University. Retrieved from http://digitalcommons.liberty.edu/masters/482

Chicago Manual of Style (16^th Edition):

Woods, Brandon Dennis. “Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.” 2018. Masters Thesis, Liberty University. Accessed March 05, 2021. http://digitalcommons.liberty.edu/masters/482.

MLA Handbook (7^th Edition):

Woods, Brandon Dennis. “Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.” 2018. Web. 05 Mar 2021.

Vancouver:

Woods BD. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. [Internet] [Masters thesis]. Liberty University; 2018. [cited 2021 Mar 05]. Available from: http://digitalcommons.liberty.edu/masters/482.

Council of Science Editors:

Woods BD. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. [Masters Thesis]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/masters/482

University of South Florida

30. Slawsky, Melissa Maccarelli. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future.

Degree: 2011, University of South Florida

URL: https://scholarcommons.usf.edu/etd/3352

► While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied… (more)

▼ While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course or program. This exploratory research design consisted of a series of semi-structured interviews. Piano teachers of varying ages, educational levels, and years of teaching experience (N = 12) were interviewed as to their experiences as students, autonomous transition into the teaching role, and the informal or formal learning opportunities which contributed to their development as piano teachers. Upon reflecting on their experiences in higher education compared to their professional lives as piano teachers, interviewees were asked to make suggestions for the future of piano pedagogy and the piano curriculum in general. In analyzing the data, 11 major themes emerged in the interview transcripts which revealed aspects of the interviewees' transition into the teaching role and development as piano teachers: (1) piano teachers were autonomously resourceful when transitioning into the teaching role, (2) experiential learning (i.e., learning by doing, gaining experience, and trial-and-error), (3) piano teachers evoke memories (of former teachers, materials played, and experiences as students) in transitioning into the teaching role, (4) piano teachers emulate former teachers + a mix of elements in developing their teaching style, (5) overcoming challenges and seeking out resources, (6) formal learning experiences (including piano pedagogy coursework), (7) partnership of learning and teaching (apprenticeship and cognitive apprenticeship), (8) support in the field (including the role of professional activities), (9) teaching confidence, (10) reflective practice, and (11) reflections and suggestions for the future. The pianists interviewed experienced an autonomous transition into the teaching role as they received no formal teacher-training and very little guidance when beginning to teach. Although the master-apprentice model is often attributed as the primary means in which piano teaching is disseminated, experiential learning (e.g., learning by doing, gaining experience, and trial-and-error) factored just as prominently into the pianists' transition into the teaching role and early development as piano teachers. Additionally, apprenticeship (i.e., guided teaching) and cognitive apprenticeship (i.e., formal learning combined with authentic hands-on teaching experiences) were two facilitative modes of learning to teach experienced by some of the interviewees. The pianists interviewed demonstrated…

Subjects/Keywords: applied music; apprenticeship; cognitive apprenticeship; experiential learning; piano pedagogy; piano teacher induction; American Studies; Arts and Humanities; Other Education; Teacher Education and Professional Development

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Slawsky, M. M. (2011). Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3352

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

Chicago Manual of Style (16^th Edition):

Slawsky, Melissa Maccarelli. “Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future.” 2011. Thesis, University of South Florida. Accessed March 05, 2021. https://scholarcommons.usf.edu/etd/3352.

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

MLA Handbook (7^th Edition):

Slawsky, Melissa Maccarelli. “Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future.” 2011. Web. 05 Mar 2021.

Vancouver:

Slawsky MM. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. [Internet] [Thesis]. University of South Florida; 2011. [cited 2021 Mar 05]. Available from: https://scholarcommons.usf.edu/etd/3352.

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

Council of Science Editors:

Slawsky MM. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3352

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

Open Access Theses and Dissertations