Dissertationen zum Thema „Relationship with training experience“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Relationship with training experience" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
Lewis, Sally. „IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.
Der volle Inhalt der QuellePh.D.
Education
Education
Education
Hugo, Cheri Velma. „Students’ perceptions of the relationship between work experience and university learning“. Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2392.
Der volle Inhalt der QuelleThis research investigates students’ perceptions of the relationship between work experience and university learning. The subjects of the study were third-year students from the Faculty of Informatics and Design at a university of technology in Cape Town, South Africa, and the research focused on the graphic design department within this faculty. The research was approached from an interpretivist’s lens in an attempt to explain and understand the experience that students have in their short time in the industry, namely a two-week work placement, and how they related this to university learning. Students were interviewed before and after work placement in terms of their experience and insight into the relationship between university and the workplace. The research shows how design students experience the processes of learning at the workplace, compared with the processes of learning at university. The research results indicate that students found collaboration and teamwork in the workplace valuable and meaningful. In addition, the different levels of skills in the community of practice in workplaces gave students a wider variety of solutions as they could draw from fellow workers’ experience and skills. This contrasted with university where they work alone and have to produce solutions on their own. Further investigation highlighted that at university there was evidence of interesting findings of timetables, value of the work group, and that at university students are taught in sections compared with the workplace where they draw on anything and everything to complete the assignment. This research makes a few recommendations based on the data collected. These insights can be used to inform policy and practices, further research and development work in the future.
Mullins, Arthur Wiley. „The relationship between desirable teacher competencies and years of trade experience, years of teaching experience, and teacher training of trade and industrial teachers in Virginia“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164531/.
Der volle Inhalt der QuelleDeroche, Melissa D. „The relationship between perceived multicultural disability competence, multicultural counseling coursework, and disability-related life experience“. ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2252.
Der volle Inhalt der QuelleKight, Jason S. „The relationship between training and experience and general educators' attitudes toward the inclusion of students with disabilities“. Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5928.
Der volle Inhalt der QuelleTitle from document title page. Document formatted into pages; contains ix, 94 p. Includes abstract. Includes bibliographical references (p. 73-81).
Lawson, Hazel. „Exploring the relationship between teaching, assessment and research methodology : an inquiry into pupil involvement with pupils who experience severe learning difficulties“. Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317997.
Der volle Inhalt der QuelleMitchell, Sandra. „Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.
Der volle Inhalt der QuelleLewis, Sally V. „Is there a relationship between pre-service training, in-service training, experience, and counselor's self-efficacy and whether they work with students with special needs?“ Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003160.
Der volle Inhalt der QuelleCatino, Robert J. „Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.
Der volle Inhalt der QuelleBECKER, CAROLYN M. „AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' TECHNOLOGICAL EXPERIENCES, SKILLS, AND INTEGRATIVE PRACTICES“. University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1172004383.
Der volle Inhalt der QuelleHarari, Israel. „Relationships among knowledge, experience, and skill analysis ability in gymnastics /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984314687.
Der volle Inhalt der QuelleFiddy, R. G. „Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual“. Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378589.
Der volle Inhalt der QuelleAgamuddin. „Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.
Der volle Inhalt der QuelleMasters, Tyler J. „Subjective Well-Being, Sport Performance, Training Load and Life Experiences of College Athletes“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1244822249.
Der volle Inhalt der QuelleTaylor-Jones, David. „Being and doing in relationship : person-centred counselling students' experiences during their training“. Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/64008/.
Der volle Inhalt der QuelleFant, Gregory Robert 1960. „An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.
Der volle Inhalt der QuelleCheston, Sharon Brown. „Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students“. Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886.
Der volle Inhalt der QuelleSarlo, Rebecca. „The relationship between professional training experiences and school psychologists' work with parents of children with ADHD“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001274.
Der volle Inhalt der QuelleButler, Abigail. „The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance“. Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.
Der volle Inhalt der QuelleFreking, Teresa A. Crumpler Thomas P. Haynes Thomas. „Missing voices beginning teachers' experiences and perspectives on the mentoring relationship /“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152511&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177683010&clientId=43838.
Der volle Inhalt der QuelleTitle from title page screen, viewed on April 27, 2007. Dissertation Committee: Thomas P. Crumpler, Thomas S. Haynes (co-chairs), Aimee D. Adkins, Barbara B. Meyer. Includes bibliographical references (leaves 173-180) and abstract. Also available in print.
Malpass, Elizabeth. „Trainee Clinical Psychologists' experiences of personal therapy and its relationship to development across training : a grounded theory study“. Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19910.
Der volle Inhalt der QuelleOden, Kathryn A. „Required Counseling Provided Within a Counselor Training Program: Its Effect on Self-Awareness and the Impact of Ethical Concerns on the Experience“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4402/.
Der volle Inhalt der QuelleRoberts, R. J. „Student careers in a college of higher education : An interpretive study of students' experiences, concepts of self, and the relationship between their in-college careers and their post-college career choices“. Thesis, University of Bradford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371529.
Der volle Inhalt der QuelleRussell-McKenzie, Elisabeth. „Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35125.
Der volle Inhalt der QuellePh.D.
Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment.
Temple University--Theses
Walker, Kerry E. „The relationship of high school physical education experiences to students' attitudes toward physical education during their freshman year in a Christian university“. Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Der volle Inhalt der QuelleMcClounan, Darren. „The erotic : is shame making a sham of psychotherapy? : exploring psychotherapists' experience of engaging with erotic phenomena emerging within the therapeutic relationship and the implications of training and development : an interpretative phenomenological analysis“. Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-erotic-is-shame-making-a-sham-of-psychotherapy-exploring-psychotherapists-experience-of-engaging-with-erotic-phenomena-emerging-within-the-therapeutic-relationship-and-the-implications-of-training-and-development(333f4fd7-8ce8-4741-9daa-2089b17f5f7b).html.
Der volle Inhalt der QuellePrince, Rafiah. „Sexual Attraction in the Therapy Room: An Exploration of Licensed Marriage and Family Therapists’ Experiences and Training“. NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/13.
Der volle Inhalt der QuelleMagai, Dorothy. „Exploring the professional experiences of Malwian registered nurses working in the UK and the relationship to their training at Kamuzu College of Nursing in Malawi“. Thesis, University of Nottingham, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668341.
Der volle Inhalt der QuelleCorrège, Emilie. „La formation continue des enseignants du premier degré. Étude de ses évolutions, enquête à grande échelle et analyses au sein de deux écoles pour le cas des mathématiques“. Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7165.
Der volle Inhalt der QuelleVarious research studies have shown that there is a significant discrepancy between the institutional discourse on in service training for primary school teachers, and the perception that these teachers have of this training. In this thesis, we do not seek to attest to this discrepancy (previous work has largely contributed to this), but to understand what this discrepancy consists in. After looking back at the history of the training of French primary school teachers, we describe and question the paradigm that currently dominates among decision-makers and designers of continuing training systems: the supply and demand approach, with demand being analysed in terms of expectations and needs. With a focus on the teachers themselves, using a large-scale questionnaire conducted in the Paris education authority we question their relationship with training experience and the effects they attribute to it on the development of their professionality. Finally, by placing ourselves at the heart of teaching situations - in mathematics and in two Parisian schools - using an approach inherited from the didactics of mathematics and professional didactics, we sought to identify, through classroom observations and interviews, the relationships that develop between relationship with training experience, practice and professionalism
Canizo, Thea Lynne. „Establishing collaborative structures and relationships: Teacher leaders' experiences“. Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280159.
Der volle Inhalt der QuelleStone, Michael H. „Training for Throwers: ETSU Experience“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4535.
Der volle Inhalt der QuelleFrank, Adam Harrison. „Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee“. Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
Der volle Inhalt der QuelleAdams, Ruth. „Training but not gaining : Women's experience of recent english training policy“. Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500280.
Der volle Inhalt der QuelleBatt, Richard, und n/a. „Aeronautical decision making : experience, training and behaviour“. University of Otago. Department of Psychology, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061016.164438.
Der volle Inhalt der QuelleLaw, Chun-wah. „Experience from Siemens Training Centre in Germany“. Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.
Der volle Inhalt der QuelleAhumada-Penaloza, Sandra Magdalena. „Teacher attitudes and the reading achievement of English language learners“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2327.
Der volle Inhalt der QuelleMartinez, Blake. „Psychologist Supervisors| Training, Development, and Experience of Supervision“. Thesis, Union Institute and University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10688284.
Der volle Inhalt der QuelleIt has long been asserted that the quality of clinical supervision within the field of psychology does not receive adequate attention. Recent literature on supervision highlights trends and makes a strong case for competency-based requirements for clinical supervisors (Falender & Shafranske, 2004). One such method for increasing the competency of clinical supervisors is formalized supervision training. Experts in this area have been highlighting the lack of formal supervision training in general as a current deficit in our efforts to train competent clinicians (Watkins, 2012). However, we currently have a limited view of the connection between formal supervision training and resulting improvements in supervisee experience of supervision. In an effort to better understand the impact of formal supervision training on the quality of clinical supervision, this research has gathered quantitative and qualitative information from internship site clinical supervisors and their supervisees regarding supervision training, development, and experiences within supervision in key areas highlighted by the American Psychological Association. By comparing the amount of supervision training of site supervisors with the supervision ratings of their supervisees, we may better gauge the value of formal supervision training. Supervisor development levels were also assessed to gain clarity on its relation to training experience as well as supervisee ratings.
Dannecker, Achim, und Ralf Wölfle. „eXperience based training – Eine Community Plattform für Dozierende“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141874.
Der volle Inhalt der QuelleDannecker, Achim, und Ralf Wölfle. „eXperience based training – Eine Community Plattform für Dozierende“. Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27994.
Der volle Inhalt der QuelleBrown, Christopher J. „Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2538/.
Der volle Inhalt der QuelleGranger, Benjamin P. „Moderating effect of training content complexity on the relationship between training media and training outcomes“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002885.
Der volle Inhalt der QuelleGranger, Benjamin P. „Moderating Effect of Training Content Complexity on the Relationship Between Training Media and Training Outcomes“. Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/1989.
Der volle Inhalt der QuelleHarrold, Emma Louise. „An exploration of the junior doctor's experience of training“. Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365031.
Der volle Inhalt der QuelleWest, Victoria. „The experience of hypnosis : susceptibility and hypnotic skills training“. Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310472.
Der volle Inhalt der QuelleMedina, Melanie. „Immersive Police Training: A User Experience Study of SurviVR“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707334/.
Der volle Inhalt der QuelleStrey, Melanie Jane. „Exploring the Experiences and Relationships of First-Year Teachers and Mentors“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/274.
Der volle Inhalt der QuelleEngelbrecht, Louise Christine. „The relationship between training style and personality“. Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52012.
Der volle Inhalt der QuelleENGLISH ABSTRACT: This study was prompted by two significant aspects within the South African training field. Firstly, the attitude of the South African Government towards training in terms of legislation made it evident that trainers will progressively playa more important role in organisations. Secondly, although literature regard the trainer as one of the important role-players in the training situation, no substantial research has been done on training style as an aspect that can influence the trainer's performance and ultimately the effectiveness of training. In order to address this void, the research was dedicated to determine whether a systematic relationship exists between the personality of a __trainer and his/her training style. The following topics were examined by means of a selective study of the literature: adult learners as the target _ of training programmes; pedagogy and andragogy as orientations to training; the trainer; the definition of training style; the trait theory of personality as the basis of the study; and empirical studies done on the topic prior to this study. In order to gather the necessary information, three questionnaires were administered to a sample of 96 trainers. The 16-PF, which is an established questionnaire, was used to collect data about the personality traits of the respondents. Furthermore, a questionnaire namely the Training Style Inventory was developed to measure the training style of trainers. Trainers were then accordingly grouped in one of five types of training styles. The last questionnaire gathered information regarding demographic aspects of the sample. The study found limited support for the hypothesis that there exists a systematic relationship between personality and training style. However, it was found that certain dimensions of personality do playa role in the manifestation of a certain training style.
AFRIKAANSE OPSOMMING: Hierdie studie was geinspireer deur twee opmerklike aspekte binne die Suid-Afrikaanse opleidingsveld. Eerstens, die Suid-Afrikaanse Regering se houding jeens opleiding in terme van wetgewing, het dit duidelik gemaak dat opleiers voortaan 'n toenemend belangrike rol in organisasies sal vervul. Ten tweede het navorsing reeds bevestig dat die opleier een van die belangrike rolspelers in die opleiding situasie is. Daar is egter tot op hede geen noemenswaardige navorsing gedoen op opleidingstyl as 'n aspek wat die werkverrigting van die opleier en uiteindelik die effektiwiteit van opleiding beïnvloed nie. Ten einde hierdie leemte aan te spreek, was die doel van hiedie navorsing om te bepaal of daar 'n sistematiese verband bestaan tussen die persoonlikheid van 'n opleier en syjhaar opleidingstyl. Deur middel van selektiewe literatuurstudie is die volgende ondersoek: die volwasse leerder as die teiken van opleidingsprogramme; pedagogie en andragogie as orientasies tot opleiding; die opleier; definiering van opleidingstyl; die trekteorie van persoonlikheid as die basis van die studie; en empiriese studies oor die onderwerp wat hierdie navorsing vooraf gegaan het. Om die nodige inligting in te samel is drie vraelyste deur 'n steekproef van 96 opleiers ingevul. Die 16-PF wat as 'n gevestigde meetinstrument bekend staan, is gebruik om inligting in te sameloor die persoonlikheidstrekke van die respondente. Voorts is 'n vraelys naamlik die Training Style Inventory ontwikkelom die opleidingstyl van die opleiers te meet. Opleiers is daarna ooreenkomstig gegroepeer in een van vyf opleidingstyle. Die laaste vraelys het inligting ingesamel aangaande die demografiese aspekte van die steekproef. Die studie het beperkte steun gevind vir die hipotese dat daar 'n verwantskap bestaan tussen persoonlikheid en opleidingstyl. Daar is egter gevind dat sekere dimensies van persoonlikheid wel 'n rol speel in die verklaring van die manifestering van 'n sekere opleidingstyl.
Burant, Theresa Jean 1958. „Early field experience: Four perspectives“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.
Der volle Inhalt der QuelleCousins, Jacqueline Sarah Frances. „A study of teachers theorising from experience“. Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390136.
Der volle Inhalt der QuelleDawson, Valerie Lesley. „Cultural implications for physiotherapy education : the Bethlehem experience“. Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/31867.
Der volle Inhalt der Quelle