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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9...155 Hits 81 – 100 of 3.091 81 One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism Phillips-Jefford, Munjeera. - : Brock University, 2014 BASE Show details 82 Integrated technologies instructional method to enhance bilingual undergraduate engineering students Mohammed, Abdul Majid. - : Brunel University London, 2014 BASE Show details 83 The role of teacher’s written formative feedback on students’ critical thinking Pedrosa-de-Jesus, H; Guerra, C; Moreira, A... In: International Academic Forum (IAFOR) European Conference on Education 2014, ; International Academic Forum (IAFOR) European Conference on Education 2014 (2014) BASE Show details 84 «"And i want to continue helping undocumented students like myself»" : a qualitative case study of three non-status students in their encounters with higher education Méndez Alvarado, Felipe. - : McGill University, 2014 BASE Show details 85 The reading comprehension of deaf/hard-of-hearing Jamaican students: the contributions of intellectual ability, sign-language comprehension, vocabulary, knowledge and metacognitive awareness Dockery, Karla. - : McGill University, 2014 BASE Show details 86 Teacher identity, adolescence and reading: the cultural and psychic uses of young adult literature Lewkowich, David Derek. - : McGill University, 2014 BASE Show details 87 "They gon' study some [things]": representation of schools and schooling in HBO's «The Wire» Siam, Habib. - : McGill University, 2014 BASE Show details 88 EFL learner and teacher perspectives on corrective feedback and their effect on second language learning motivation Miranda-Calderón, Natalia. - : McGill University, 2014 BASE Show details 89 Communication Strategy Use in Performing Informal Debate Tasks by Chinese English-as-an-Additional-Language Graduate Students in Electrical Engineering and Education Zhou, Ci-Hang. - 2014 BASE Show details 90 A qualitative inquiry of five Muslim Canadian's perceptions of their experiences and reflections as Arabic second language learners Alsmadi, Zainab. - : McGill University, 2014 BASE Show details 91 The marginalization of Roma children & the importance of arts-based education to engage learning Hall, Kathleen Frances. - 2014 BASE Show details 92 Exploring Conditions for Transformative Learning in Work-Integrated Education McRae, Norah. - 2014 Abstract: A qualitative study was undertaken that explored the conditions for transformative learning (Mezirow, 2000) in a specific form of work-integrated education (WIE), co-operative education, towards the development of a theoretical model. The research question considered was ‘what pedagogical and workplace practices available during WIE contribute to transformative learning?’ WIE students, supervisors and their co-op coordinator were the participants in this study. Four case studies were developed based on evidence from interviewing these participants at the beginning and end of one work term. Aggregated data from the coordinator, student and supervisor interviews were analyzed. The Kelly repertory grid was used as a way to elucidate and rate participant constructs of transformative learning during WIE. Activity theory, which theorizes that expansive learning is a result of a dialectic, mediated process embedded in a socio-cultural context (Engeström, 1987), provided the theoretical framework to examine these constructs and their relationship to the conditions for transformative learning. The findings from the study revealed several results that add to our theoretical models for WIE. First, WIE, including co-operative education, relies heavily on the constructivist perspective of Kolb’s Experiential Learning Theory (Kolb, 1984) yet the participants cited transformative learning from critical-cultural, psychoanalytical, situative and enactivist perspectives (Fenwick, 2000) with each perspective providing a different lens through which critical reflection, the antecedent to transformative learning, could be supported (Mezirow, 1998). Second, critical reflection, in addition to being supported from a variety of perspectives, was found to occur as a result of the resolution of contradictions found in the dialectic and mediated processes explicated by activity theory’s cycle of expansive transition (Engeström, 1987). Third, the enablers (mediators) most involved in contributing to this process were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Fourth, within the context of WIE, activity theory introduces the dimensions of time, context and transformative processes (Keengwe & Jung-Jin, 2013) to our understanding of how transformational learning occurs and results in the transformative outcomes of self-formation (Dirkx, 2012), and social transformation (Merriam, Caffarella, & Baumgartner, 2007). Fifth, the integration of these transformative outcomes into the WIE or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment that supported the resultant changes to the students’ world view and ability to act (Avis, 2009; Hanson, 2013; Holman, Pavlica, & Thorpe, 1997; Taylor, 2008). The implications of these findings are that WIE theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes and creating a positive emotional space to support the critical reflection necessary for transformative learning. Including these considerations shifts WIE theory from a constructivist perspective towards an enactivist perspective with the potential that programs intentionally support both students’ individual change and the social change of organizations where they work and study. Furthermore, adopting a view of WIE as an interaction between two systems, with the resultant “knotworking”, “boundary spanning” and “co-configuration” (Engeström, 2009), opens up possibilities for innovation and renewal in WIE programs and workplaces. ; Graduate ; 0515 ; 0745 ; nmcrae@uvic.ca Keyword: Co-operative education; Experiential education; Transformative learning; Work-integrated education URL: http://hdl.handle.net/1828/5284 BASE Hide details 93 Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students Burford, Natasha. - 2014 BASE Show details 94 English as a foreign language teacher education : current perspectives and challenges Martínez Agudo, Juan de Dios (Hrsg.). - Amsterdam [u.a.] : Rodopi, 2014 BLLDB UB Frankfurt Linguistik Show details 95 A parents' and teachers' guide to bilingualism Baker, Colin. - Bristol [u.a.] : Multilingual Matters, 2014 BLLDB UB Frankfurt Linguistik Show details 96 Fondamenti di glottodidattica : apprendere e insegnare le lingue oggi Chini, Marina (Hrsg.). - Roma : Carocci, 2014 BLLDB UB Frankfurt Linguistik Show details 97 Wortschatzentwicklung und Wortschatzarbeit in Vor- und Grundschule Apeltauer, Ernst. - Flensburg : Europa-Univ., Institut für Sprache, Literatur und Medien, 2014 BLLDB UB Frankfurt Linguistik Show details 98 Die Abtönungspartikeln im DaF-Unterricht : zur Effektivität der methodischen Vermittlung von Partikelbedeutungen Montag, Manja. - Frankfurt am Main : Lang-Ed., 2014 BLLDB UB Frankfurt Linguistik Show details 99 Capitalizing on language learners' individuality : from premise to practice MacIntyre, Peter D.; Gregersen, Tammy. - Bristol [u.a.] : Multilingual Matters, 2014 BLLDB UB Frankfurt Linguistik Show details 100 Assessing young children's personal constructs of `nature' using a modified repertory grid test : a case study Beattie, A. Elizabeth. - 2014 BASE Show details Page: 1 2 3 4 5 6 7 8 9...155

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