Global ETD Search
Search theses and dissertations gathered from participating repositories worldwide. Every result links back to the library that holds it. No account is needed.
Results
Showing 1 to 5 of 5 for “"relational pedagogy"”.
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Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective
… meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their …
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EXPLORING THE PROCESS OF PROFESSIONAL IDENTITY DEVELOPMENT FOR GENERATION Z COUNSELORS-IN-TRAINING ENROLLED IN CACREP-ACCREDITED MASTER'S PROGRAMS IN THE NORTHEASTERN UNITED STATES COUN
… acquisition of professional competencies but a relationally mediated, meaning-centered process shaped by existential uncertainty, systemic constraints, and sociocultural instability. Participants emphasized the importance of faculty, supervisors, and peers in legitimizing their emerging …
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NLP in Education: Enhancing Teacher Wellbeing and Professional Practice
… regulation, values alignment, identity clarity, relational responsiveness, and professional sustainability within complex and often unstable systems. Neuro-Linguistic Programming (NLP) has a growing presence in practitioner-led coaching and wellbeing sectors internationally; however, its …
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Hearing voices: first year undergraduate experience of audio feedback
Recent changes to the UK higher education sector, including a rise in numbers and diversification of the student body, resultant larger class sizes and student: staff ratios, greater modularisation of courses with fewer coursework assignments, and students having less face-to-face contact with …
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Living Pedagogies of Voice: Co-Creating a Decolonial Project to Reimagine Special Education
… produced cascading shifts across methodology, pedagogy, and student identity. The focal student was positioned as coanalyst, shaping analytic themes. Classroom practice was reoriented around inquiry, multimodal expression, and dialogic accountability. Students engaged texts as structural …