Auswahl der wissenschaftlichen Literatur zum Thema „Becoming student“
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Zeitschriftenartikel zum Thema "Becoming student"
Jaarsma, Ada S. „Becoming Student“. Listening 46, Nr. 3 (2011): 218–40. http://dx.doi.org/10.5840/listening201146319.
Der volle Inhalt der QuelleNarchal, Renu, Leanne S. Cowin, Ian Wilson und David Harding. „Becoming a Medical Student“. International Journal of Pedagogy and Curriculum 19, Nr. 2 (2013): 139–50. http://dx.doi.org/10.18848/2327-7963/cgp/v19i02/48912.
Der volle Inhalt der QuelleGlanville, Ranulph. „On becoming gordon's student“. Systems Research 10, Nr. 3 (16.01.2007): 49–58. http://dx.doi.org/10.1002/sres.3850100308.
Der volle Inhalt der QuelleBrent, Ginger. „Becoming a ”Teacher-Student”“. English Education 37, Nr. 4 (01.07.2005): 296–300. http://dx.doi.org/10.58680/ee20054131.
Der volle Inhalt der QuelleBui, Tram Anh. „Becoming an Intercultural Doctoral Student“. Journal of International Students 11, Nr. 1 (15.01.2021): 257–65. http://dx.doi.org/10.32674/jis.v11i1.1272.
Der volle Inhalt der QuelleReddy, Peter, und Rachel Shaw. „Becoming a professional“. Education + Training 61, Nr. 2 (11.02.2019): 272–88. http://dx.doi.org/10.1108/et-10-2018-0210.
Der volle Inhalt der QuelleMiller, Robert S. „On Becoming a Composition Student“. WAC Journal 5, Nr. 1 (1994): 5–10. http://dx.doi.org/10.37514/wac-j.1994.5.1.01.
Der volle Inhalt der QuelleGoldman, Fiona. „Transition: Becoming a student midwife“. British Journal of Midwifery 7, Nr. 3 (März 1999): 140. http://dx.doi.org/10.12968/bjom.1999.7.3.8361.
Der volle Inhalt der QuelleFernie, David E., Rebecca Kantor und Elisa L. Klein. „This issue: Becoming a student“. Theory Into Practice 27, Nr. 1 (Januar 1988): 2. http://dx.doi.org/10.1080/00405848809543323.
Der volle Inhalt der QuellePerander, Katarina, Monica Londen, Gunilla Holm und Susanne Tiihonen. „Becoming a university student: An emotional rollercoaster“. Högre utbildning 10, Nr. 1 (2020): 1. http://dx.doi.org/10.23865/hu.v10.1462.
Der volle Inhalt der QuelleDissertationen zum Thema "Becoming student"
Ramdeny, Gianeeshwaree S. „Life transition of becoming a university student“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
Der volle Inhalt der QuelleAbdulkadir, Idil. „Somali Stories in Ivory Towers: Narratives of Becoming a University Student“. Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.
Der volle Inhalt der QuelleGraham, Margaret. „Being available, becoming student kind : a nurse educator's reflexive narrative“. Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576352.
Der volle Inhalt der QuelleSeton, Steven S. „Teacher cognition the effects of prior experience on becoming a teacher /“. Connect to full text, 2007. http://hdl.handle.net/2123/1864.
Der volle Inhalt der QuelleTitle from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
McDougall, Mary Catherine, und m. c. mcdougall@cqu edu au. „First steps in becoming a teacher: Initial teacher education students perceptions of why they want to teach“. Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.
Der volle Inhalt der QuelleHoffman, Sophie. „Becoming a Composer: How postgraduate conservatorium students develop their musical identities“. Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15991.
Der volle Inhalt der QuelleBentley-Williams, Robyn. „EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES“. University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Der volle Inhalt der QuelleThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
Xu, Jinqi. „Becoming a Chinese student: a practice-based study of Chinese students' learning in an Australian university“. Thesis, School of Management, Operations and Marketing, 2016. https://ro.uow.edu.au/theses/4808.
Der volle Inhalt der QuelleSmallwood, Zenobia Whichard. „One Rural Elementary School's Experience in Becoming A School of Distinction“. Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11058.
Der volle Inhalt der QuelleEd. D.
Tankersley, Christopher James. „Becoming an Orientation Leader: A Catalyst for Self-Authorship Development“. University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.
Der volle Inhalt der QuelleBücher zum Thema "Becoming student"
Ellis, David B. Becoming a master student. Boston, Mass: Houghton Mifflin, 2003.
Den vollen Inhalt der Quelle findenEllis, David B. Becoming a master student. Herausgegeben von Toft Doug editor und Dawson Debra author. Toronto: Nelson Education, 2016.
Den vollen Inhalt der Quelle findenEllis, Dave. Becoming a master student. Boston, MA: Wadsworth Cengage, 2010.
Den vollen Inhalt der Quelle findenEllis, David B. Becoming a master student. Boston: Houghton Mifflin, 2006.
Den vollen Inhalt der Quelle findenDavid, Ellis, Hrsg. Becoming a master student. Rapid City, SD: College Survival, 1995.
Den vollen Inhalt der Quelle findenEllis, David B. Becoming a master student. Herausgegeben von Toft Doug, Mancina Dean und McMurray Eldon L. Princeton, N.J: Recording for the Blind & Dyslexic, 2008.
Den vollen Inhalt der Quelle findenEllis, David B. Becoming a master student. Herausgegeben von Toft Doug, Mancina Dean und McMurray Eldon L. Boston: Houghton Mifflin, 2009.
Den vollen Inhalt der Quelle findenFlemming, Laraine E. Becoming a successful student. 2. Aufl. New York, NY: HarperCollins College Publishers, 1994.
Den vollen Inhalt der Quelle findenEllis, David B. Becoming a master student. 2. Aufl. Boston: Houghton Mifflin, 1997.
Den vollen Inhalt der Quelle findenFlemming, Laraine E. Becoming a successful student. Glenview, Ill: Scott, Foresman, 1989.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Becoming student"
Elfer, Charles J. „Becoming a University Supervisor“. In Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.
Der volle Inhalt der QuelleGardner, Susan K. „Doctoral Student Development“. In On Becoming a Scholar, 203–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-17.
Der volle Inhalt der QuelleBates, Catherine, und Abi Matthewman. „Becoming a University Student“. In Studying Arts and Humanities, 18–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_2.
Der volle Inhalt der QuellePenny, Jude. „Becoming Philosophical Student Teachers“. In Philosophy with Children and Teacher Education, 217–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003212737-28.
Der volle Inhalt der QuelleLee, Anne. „Becoming a research student“. In Successful Research Projects, 1–13. Names: Lee, Anne, Dr., author.Title: Successful research projects : a guide for postgraduates / Anne Lee.Description: Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351236188-1.
Der volle Inhalt der QuelleOwton, Helen. „Becoming a Student Parent“. In Studying as a Parent, 34–48. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-33058-1_3.
Der volle Inhalt der QuelleSeligman, Ross A., und Adriane S. Mozzini. „Student Diversity“. In Becoming a Successful Community College Professor, 68–101. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003407461-4.
Der volle Inhalt der QuelleCairns, David. „Becoming Mobile“. In Youth Transitions, International Student Mobility and Spatial Reflexivity, 41–93. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137388513_3.
Der volle Inhalt der QuelleEllison, Aaron M., und Manisha V. Patel. „Becoming a Mentor“. In Success in Navigating Your Student Research Experience, 79–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06641-2_9.
Der volle Inhalt der QuelleWeidman, John C. „Doctoral Student Socialization for Research“. In On Becoming a Scholar, 45–55. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-6.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Becoming student"
Knowles, Sandra. „Understanding early cognitive development: Using PAT Early Years to support student learning“. In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-21.
Der volle Inhalt der QuelleHall, Alison. „Mathematical mindsets: Fostering student engagement and positive mindsets through the use of challenging tasks“. In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-12.
Der volle Inhalt der QuelleBo Stjerne, Jo, und Rachel Parker. „Does play belong in the primary school classroom?“ In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-3.
Der volle Inhalt der QuelleCleckley, Elgin. „Becoming Credible: Developing Pedagogies for Inclusive Design Futures“. In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.
Der volle Inhalt der QuelleZarb, Mark, Angela Siegel, Ric Glassey und Janet Hughes. „Becoming a CS1 Student in the Time of COVID“. In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439518.
Der volle Inhalt der QuelleLoshbaugh, Heidi. „Becoming Student Ready: Institutional Evolution in Supporting Vulnerable Students to Achieve Degree Success“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577933.
Der volle Inhalt der QuelleGriggs, Simone, und Greta Rollo. „Partnerships in early childhood education: Engaging families in professional conversations“. In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-14.
Der volle Inhalt der QuelleBui, Anh. „Becoming an Intercultural Doctoral Student: Negotiating Identities Through Different Dialectical Processes“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435521.
Der volle Inhalt der Quelle„Impact and Experiences of an Engineering Professor becoming a Student while Teaching“. In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343506.
Der volle Inhalt der QuelleJones, Donna. „Becoming Artists and Researchers: Collaborative Self-Study Between a Doctoral Student and Advisor“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2015103.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Becoming student"
Cuevas, Stephany Cuevas. Becoming an Ally: Partnering with Immigrant Families to Promote Student Success. New York, NY United States: Carnegie Corporation of New York, April 2023. http://dx.doi.org/10.15868/socialsector.41891.
Der volle Inhalt der QuelleParker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry und Claire Scoular. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, August 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.
Der volle Inhalt der QuelleAlifia, Ulfah, Rezanti Putri Pramana und Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), Mai 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.
Der volle Inhalt der QuelleMarsden, Nick, und Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.
Der volle Inhalt der QuelleLavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez und Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
Der volle Inhalt der QuelleSilverman, David. Becoming a Qualitative Researcher: Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.
Der volle Inhalt der QuelleYang, Jung ha, und Jeong-Ju Yoo. Understanding Perceptions behind Becoming a Fashion Entrepreneur among Fashion Design and Merchandising Undergraduate Students. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1565.
Der volle Inhalt der QuelleWashington, Maryann. BEING (Becoming Empowered in Nursing Growth): Training guide for nursing students on sexuality and gender. Population Council, 2009. http://dx.doi.org/10.31899/rh2.1031.
Der volle Inhalt der QuelleMills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano und Merijke Coenraad. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate. Digital Promise, März 2024. http://dx.doi.org/10.51388/20.500.12265/205.
Der volle Inhalt der QuelleDiaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6856.
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