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Thematische Bibliographien / Student assistants / Dissertationen

Dissertationen zum Thema „Student assistants“

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Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 26. Juli 2024

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1

Hasson, Felicity. „Student nurses' perceptions of the role of the healthcare assistant and the influence of assistants on students clinical learning“. Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593884.

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Aims and objectives: The aim of this study was to explore health care assistants' (HCAs) role and influence on student nurses' clinical learning experience. Objectives induded the identification of pertinent issues relating to HCAs and students' learning in the clinical environment; the exploration of the differences and similarities of the work student nurses and HeA, their perceptions and experiences of roles and the identification of the impact of the HCAs role on the quality of student's clinical learning. Theoretical framework: To understand the relationship between HCA's and student nurses a symbolic interactionist framework was adopted, which is concerned with how people define and redefine themselves and their situation. Method: A three phased sequential exploratory mixed method research design was used, which involved a combination of prioritised qualitative and quantitative research approaches. In the first phase focus groups and interviews were undertaken witb 45 purposively selected student nurses whilst a questionnaire was disseminated in phase two to 439 students from both adult and mental health branch. The final phase involved oneto- one semi-structured interviews witb a III HCAs across private and public clinical settings. Results from the first analysis were used to inform the second phase of data collection and similarly, results from the second analysis were used to inform the third phase of data collection. Results: The study findings have provided an in sight into a range of contextual issues that influence the interactions and relationship between HCAs and student nurses which have a positive and negative influence on clinical learning experience and roles. Results demonstrate that HCAs playa major part in the education of student nurses with regards basic, clinical, and non-clinical tasks, with and without the approval of registered staff. Their participation was justified based on mentor unavailability, their closeness to the student and the patient. Conclusion: Mechanisms of workforce planning need to pay particular attention to the expanding role of assistants as it has the potential to alter patterns of work and affect current educational approaches.

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2

Tulane, Sarah S. „Effectiveness of Graduate Teaching Assistants“. DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/463.

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The purpose of this study was to identify in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as knowledgeable, and in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as utilized. Specifically, the purpose of the study was to determine whether teaching assistants were utilized or perceived as knowledgeable in curriculum development, course maintenance, teaching responsibilities, and mentoring. Teaching assistants, students, and instructors (n = 233) were administered a survey purposed to measure TAs' effectiveness based on their utility and knowledge in four areas of TA responsibilities: curriculum development, course maintenance, teaching responsibilities, and mentoring. All three participant groups perceived that TAs were utilized in course maintenance and mentoring, and they perceived the TAs were knowledgeable in course maintenance, teaching responsibilities, and mentoring. Overall, instructors viewed TAs as more knowledgeable than did the TA participant group, and the TA participant group viewed themselves as more knowledgeable than did the student participant group.

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3

Song, Yanjie, und 宋燕捷. „Educational uses of PDAs (personal digital assistants): undergraduate student experiences“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841410.

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4

Song, Yanjie. „Educational uses of PDAs (personal digital assistants) undergraduate student experiences /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841410.

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5

Chantaraks, Nilobol. „Student Perception of Nonverbal Behaviors of International TAs“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.

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Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was surveyed. An eleven item questionnaire (Teacher Nonverbal Measure) was utilized. These questions were tested by an ANOVA. Data indicated that international TAs are less likely to use appropriate nonverbal behaviors than U.S. American TAs. Thus, it is possible to assume that international TAs are more likely to be perceived as using inappropriate nonverbal behaviors than U.S. American TAs. Also, communication competence was investigated. The Communication Skill Rating Scale was utilized and tested by ANOVA. Results indicate that international TAs are viewed as significantly less competent than U.S. American TAs.

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6

Schoerner, Jacob, und Miguel Müller. „Automated Assignment of Lab Assistants to Student Presentations at KTH Lab Sessions“. Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229694.

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The authors study the case of lab presentations at KTH. Currently, lab assistants follow the First In First Out principle when deciding what student presentation to visit first. The authors study whether the Shortest Job Next discipline can give a significant advantage in presentation throughput. They create a simulation of a lab session, and simulate sessions with both SJN and FIFO, and varying values of time per presentation, number of assistants and number of lab rooms in the session. It is shown that Shortest Job Next gives a consistently higher number of presentations, but also on average a longer maximum waiting time. The effect on number of handled presentations is the highest when the time per presentation is low and the number of rooms is high.
Författarna studerar labbpresentationer vid KTH. I nuläget baserar sig labbassistenter på First In First Out-principen när de bestämmer vilken ordning de ska besöka de olika studentgrupperna som har markerat sig som redo att presentera. Författarna undersöker huruvida Shortest Job Next-principen kan ge ett betydande övertag i antal presentationer per tidsenhet. De skapar en simulation av ett labbtillfälle och testar simulationen mot både FIFO och SJN, under ett antal olika värden på tid per presentation, antal tillgängliga övningsassistenter och antal rum i labbsessionen. Det visar sig att Shortest Job Next ger ett konsekvent högre antal presentationer per tidsenhet, men att den också medför en risk att vissa grupper får vänta väldigt länge på att presentera. Effekten på antal avklarade presentationer är som störst när tiden per presentation är låg och antalet rum är stort.

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7

Wernicke, Helga. „A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension“. Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/h%5Fwernicke%5F042905.pdf.

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8

Walters, Emily M. „The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants“. University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.

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9

Holz, Patricia M. „Effect of the academic instructor visit on the occupational therapy assistant student experience during Fieldwork 2 at Fox Valley Technical College“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998holzp.pdf.

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10

Ovathanasin, Teeranai Nong. „Perceived job satisfaction of Resident Assistants in student housing at three Florida public universities“. Thesis, Florida Atlantic University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730735.

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The purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing company. Experiencing dissatisfaction with the job can negatively affect a Resident Assistant as both staff and student. In turn, it can lead to an overall poor job performance, which could be detrimental to students living in the residence halls. This study added to the current body of research and ascertained ways in which the RA position could be improved based on identified differences and determinants of student staff satisfaction. The results that were compiled and presented demonstrate a significant difference in satisfaction on the factors of supervisor, institution, pay, facilities, intended tenure and non-involvement between public university housing RAs and privatized housing company RAs. A significant difference was also found in job satisfaction for gender in regards to promotions, but no significant differences were found based on racial ethnic identification. A significant difference was found in job satisfaction for academic class standing in regards to pay, general affect, and non-involvement. The significance and recommendations for higher education practitioners was discussed. Implications and recommendations for future research were also suggested, which included improvements in job training, recognition initiatives, staff development, and other housing aspects.

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11

Wolf, Amie Caroline. „Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

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12

Childers, William A. „Engendering clinical competencies in physician assistant programs a mixed study of Marietta College's student assessment of learning and professional practice /“. Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11090.

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Thesis (Ed. D.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains iv, 223 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 78-80).

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13

Roberts, William George. „Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes“. Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/70773.

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This thesis describes an investigation into the outcomes of a developmental project focussed on improving the word reading skills of a group of (n=77) secondary school students across five different school settings in a South West of England Local Authority. The 'Plymouth Precision Teaching Project' was conducted during the 2007/8 academic year commencing in September 2007 through to April 2008. The project involved the delivery of regular Precision Teaching (PT) programmes across two cohorts (1 and 2) of students by Teaching Assistants (TAs) in each school who themselves received ongoing training and support throughout the project. This thesis reports on three inter-connected aspects of research stemming from the project: Aspect One considered the impact of PT interventions delivered by trained TAs on groups of secondary school students with literacy learning needs through a quasi-experimental design. Aspect Two investigated the adaptations made by TAs within PT programmes to improve student word reading skills; from here a framework for systematic teaching adaptations was formulated, trialled and reviewed. Aspect Three drew on the experiences of school staff and their learning throughout the initiative. The value of participating in the research was investigated through exploring TAs’ reflections on the development of their understanding of the processes and practices surrounding ‘teaching and learning’. Outcomes of the research point to the continuing contribution of PT to addressing basic reading skill needs through heightened structure to intervention delivery, promotion and scrutiny of ‘treatment fidelity’ and an ongoing, systemic approach to the development of staff skills. This thesis also emphasises the mutual benefits that a collaborative project such as this can bring about; not only can staff contribute to the development of intervention approaches and provide high-quality interventions, but they can also develop their professional knowledge too. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this thesis reflects a description of the ground modernised educational psychology services should seek to occupy more and more.

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14

Crowder, Melinda Vann. „The relationship between selected mentor behaviors and supervisory approach between faculty and their graduate student assistants“. Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-12302008-063423/.

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15

Kozlowski, Gina Marie. „Students' perceptions of themselves as leaders in the context of the resident advisor position“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211311475.

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16

Brown, Naima M. „Perspectives and challenges of student affairs graduate assistants in residence life: understanding experiences to enhance professional practice“. Kansas State University, 2013. http://hdl.handle.net/2097/15618.

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Master of Science
Department of Counseling and Student Development
Christy Moran Craft
Graduate assistants in residence life face many different challenges that are unique to their positions, and their wellness is critical to ensuring their place as competent professionals ready to serve students on university campuses. For the continued success and relevance of graduate assistantship positions in housing departments, it is critical that an effort be made to understand these student employees’ experiences as they complete graduate study and are employed under various expectations that may be directly impactful to the manner in which they work with students. This report serves to understand the experiences of residence life graduate assistants to better prepare full-time professionals in supervising and supporting these individuals.

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17

Campbell, Blaze Caprice-Amore. „Assessing Social Justice Perspectives Among Resident Assistants: The Impact of a Race Relations Inter-Group Dialogue“. Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/311157.

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African American Studies
M.A.
This study was designed to assess a PWIs residential life department's initiative to provide their Resident Assistants (RAs) an opportunity to discuss race through an inter-group dialogue session. I argue that any activity that focuses on race needs to be grounded in a social justice framework. This is because this framework educates individuals about systematic social, political, and economic issues that plague our society. A social justice grounding also fosters a disposition that desires to eliminate institutionalized discrimination. As such, this study sought to answer the following research questions: how did this inter-group dialogue impact the RAs ability to recognize race-related issues in the United States and did this inter-group dialogue foster a social justice perspective among the RAs that participated? Through a content analysis of ten in-depth, semi-structured interviews with RAs who participated in the dialogue the findings suggest that RAs did gain an understanding of how different lived experiences effect how someone views societal race issues, but the inter-group dialogue did not foster a transformative perspective among RAs that were not already grounded in social justice. Recommendations to improve future sessions are provided.
Temple University--Theses

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18

Marmolejo, Erick K. „The effect of a weighted checklist and weekly feedback on university housing staff performance“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/635.

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Aversive control measures in the form of punishment and negative reinforcement are widely used in business and other organizations. The purpose of the present study was to systematically evaluate an alternative to aversive control. The effect of a package intervention consisting of a weighted checklist, weekly graphic feedback, and contingent social positive reinforcement in the form of praise was used with a university housing staff to increase duty performance. Five undergraduate Resident Assistants served as participants. A multiple baseline across staff members was used to evaluate the effect of the intervention. Results indicate that the intervention increased performance by an average of 45% and decreased variability in performance. These results suggest that interventions based on feedback and positive reinforcement are effective, cost efficient, and represent a practical alternative to aversive control measures.

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19

Kenney-Moore, Patricia. „"Like Drinking Water Out of a Fire Hydrant" Medical Education as Transformation: A Naturalistic Inquiry Into the Physician Assistant Student Experience“. PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2711.

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Physician assistants are medical professionals educated in an allopathic medical education model in the United States. In order to successfully matriculate, educate and graduate safe and effective health care providers in a 2-year time frame, the 4-year M.D. curriculum has been abbreviated and condensed leading to an intense, full-time cohort educational experience that taxes physician assistant students to their limits. The demanding workload can lead to fluctuations in mood and morale along with increased levels of psychological distress. This dissertation explores this under examined student experience by first introducing the physician assistant profession and the process by which it educates its members. The cohort patterns of mood and morale observed by faculty during the educational process are described using the conceptual and theoretical models of transformative learning, transition, change and cross-cultural adaptation as explanations for the observed experience. A retrospective naturalistic research paradigm utilizing focus groups elucidated the student perspective of the cohort medical education experience over the course of the didactic curriculum, and study results highlight a three-stage experience consistent with stages-of-change theories from multiple disciplines. In addition, a prominent pattern of emotional subthemes provide a window into the psychological significance of this transformative experience. A better understanding of the effects of this academically rigorous and psychologically challenging medical education process on physician assistant students clarifies opportunities for amelioration of student challenges while simultaneously enhancing the ultimate goal of developing safe and effective health care providers.

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20

Robinson, Kirk S. „How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study“. Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

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21

Helker, Wendy Pretz. „The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.

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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.

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22

Thornsberry, Ryan James. „Composition, Pedagogy, and the Development of Effective Student-Teachers: A Comparative Analysis of Training Programs for Teaching Assistants in English Departments“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/856.

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AN ABSTRACT OF THE DISSERTATION OF RYAN J. THORNSBERRY, for the Doctor of Philosophy degree in ENGLISH, presented on December 27, 2013, at Southern Illinois University at Carbondale. TITLE: COMPOSITION, PEDAGOGY, AND THE DEVELOPMENT OF EFFECTIVE STUDENT-TEACHERS: A COMPARATIVE ANALYSIS OF TRAINING PROGRAMS FOR TEACHING ASSISTANTS IN ENGLISH DEPARTMENTS MAJOR PROFESSOR: DR. LISA J. MCCLURE The history of teaching assistant training has followed a tenuous road of development. For English departments, the primary role for teaching assistants has always been staffing sections of the basic composition sequence. Because inexperienced teachers are teaching inexperienced students, a fundamental concern was, and still is, what is the best way to prepare teaching assistants? This study explores this complexity by investigating the popular trends and approaches utilized by current TA training programs. This qualitative study surveyed 195 English departments from various Division I colleges and universities and focused on three basic questions: 1) What types of training programs do English Departments offer TA? 2) During their tenure as TAs, what efforts are used to enhance their teacher training? 3) How do institutions determine the effectiveness of their training programs? In an effort to identify TA training elements, the data gathered consisted of a program's schedule and duration, supervision, materials (physical as well as technological), required courses, TA opportunities (professional and teaching), assessment tools, and training for International Teaching Assistants. From a small sampling, this study reported findings collected from a 10-item Teaching Assistant Training Survey and an 8-item Demographic Questionnaire. The findings highlighted several training program issues such as time, duration, conductors, materials, courses, and assessment tools as key components of TA training. The findings suggested that even though most teaching assistant training programs contained some similarities, most training programs continue to evolve. Future research into the basic questions, what, how, why, and when of TA training, still need to be conducted in order to provide more detailed conclusions.

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23

Cochran, Richard Michael. „Rendered services : an ethnographic observational study on the participation of student assistants in the provision of a small college library's public services /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671108308611.

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24

Tyler, Hardaway Ayana. „"I'm not your Mammy": Unearthing the Racially Gendered Experiences of Undergraduate Black Women Resident Assistants at Predominantly White Institutions“. Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/559400.

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Urban Education
Ph.D.
This critical qualitative research study describes and explores undergraduate Black women Resident Assistant (RA) experiences in the context of Predominantly White Institutions (PWI). While serving in the capacities of both student and student affairs professional, this study explored how women navigate the responsibilities of their role and the intersections of race and gender. Given the influx of campus hate crimes motivated by race across the United States, and to ensure the success and support of Black women students serving in these roles, it is imperative that we understand their racially gendered experiences within predominantly White contexts. Phenomenological research methods and a series of semi-structured interviews were used to examine the lived experiences of nineteen Black undergraduate women. Critical Race Theory, Black Feminist Thought, and Intersectionality were used as frameworks to examine how participants navigate their social identities and associated experiences as an employee and student. Findings from the study indicate that the intersection of Blackness (e.g. race), being a woman (e.g. gender), and serving in the leadership role as an RA, is influenced by oppressive conditions which presented themselves in the following seven themes: Institutional Oppression; Racism; Physical, Emotional, and Psychological Stress; Fear; The Outsider Within; Controlling Images; and Care through Counterspaces. This study’s findings and future recommendations have the potential to support and inspire Black and other minoritized undergraduate student RAs, illuminate the diverse experiences of undergraduate Black women, and to enhance professional leadership development of residential life practitioners at PWIs.
Temple University--Theses

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25

Ezrailson, Cathy Mariotti. „EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics“. Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1467.

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This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants adherence to reformed teaching methods, 2) impact of the instructional model on GTAs beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.

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26

Arrowsmith, Victoria Anne. „From support worker to professional qualification : the work role transition to Registered Nurse of student nurses who were formerly employed as Health Care Assistants“. Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/from-support-worker-to-professional-qualification(ac5e682e-6d96-415e-8c4f-c2a3e9fdaea1).html.

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In spite of national and international policy encouraging assistant nurses to become Registered Nurses (RNs), the work role transition they experience has attracted little attention from researchers. The present study addressed this gap, adopting a mixed methods, cross-sectional, sequential approach. Qualitative approaches were needed to develop core understandings of work role transitions and quantitative approaches for statistical measures to outline changes over time and influences on transitions. The dominant approach was qualitative, sequencing the qualitative to follow the quantitative data collection. The components were analysed separately up to the point of interface and the core qualitative component provided the mechanism for reporting the results. Three cohorts of student nurses at two universities, from academic years 1, 2 and 3, and with prior Health Care Assistant (HCA) experience, were surveyed then interviewed at the beginning and end of their academic years. It was found that students, clinicians and policy makers assume and expect that prior HCA experience facilitates students’ pathway to RN. Findings indicate that the former role and workplace experience do not automatically facilitate change and transition. A model of transition is presented from assistant worker to professional qualification. Students disconnected from their former work role, re-visioning old values and perceptions and finding that the student/RN role required different ways of thinking and working. They moved from a skills task focus to a whole-task approach. Students experienced role change shock as they found that prior experience did not automatically equip them for their placements and could constrain as much as facilitate their transitions. They entered a betwixt and between stage of uncertainty and discomfort while learning to act out the student role to the satisfaction of audiences of practitioners, educationalists and patients. Students changed and developed, clinically, professionally, academically and personally, becoming a “reconstituted” person before inclusion in the profession. The combination of transitions and dramaturgical, theoretical and analytical approaches explains the pattern and experiences of transition. The journey of transition cannot be reversed because, once educated to be a nurse, the traits deemed desirable by the profession are made to “stick” and exert their influence long after initial education. The support worker becomes professionally qualified – the transition from HCA to student and neophyte RN is completed.

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Wallace, Lara R. „International Teaching Assistants' (ITA') Experiences with Language Learning, Learner Autonomy, and Technology as Students in a Requisite Oral Communication Course“. Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416569655.

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28

Little, Dawn Kimberley. „Students-as-informants: Investigating the use of feedback by ITAs“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.

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29

Kilbride, Erin C. „A qualitative study of student attitudes and perceptions of the role of residence life professionals in attending to the spiritual needs of undergraduate college students at Ball State University“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1135004.

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This qualitative study investigated the attitudes and perceptions of the role of Residence Life Professionals in attending to the spiritual needs of undergraduate college students at Ball State University. This study examined how undergraduate college students view the role of Residence Life Professionals in attending to spiritual needs. The results of this study have particular significance for those who are responsible for the well being of college students on a daily basis and benefit the Residence Life system by allowing a better understanding of where Professionals and students stand on this issue. This in turn will help Residence Life Professionals and students establish realistic expectations of each other in the spiritual arena. The researcher conducted 12 interviews with undergraduate student at Ball State University and analyzed the data by coding themes.
Department of Secondary, Higher, and Foundations of Education

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Shingadia, Ashwin. „Modern Canadian Universities, Mission Drift and Quality of Education“. Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22696.

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This study contributes to theory and public policy in Canada and globally. It uses mixed methodology and triangulation of evidence through policy documents(Bovey,Rae,Drummond),empirical studies and surveys(ranking,NSSE data,regression), CAUT/AUCC and Statistics Canada sources and qualitative sources - writings of university presidents (Bok,Kerr,Fallis),researchers (Rajagopal, Clark et al.)as well,talks with sessionals,teaching assistants and administrators. The framework consists of Altbach's four factors - democratization, the knowledge economy, globalisation and competition and three ideal types for university development - entrepreneurial, liberal education and deliberative. The thesis contrasts classical college with the modern university system. The results show strong evidence for research domination, mission drift and shift towards the entrepreneurial model. Quality is compromised by lowering requirements, compressed courses, less study time, large classes taught by sessionals and TAs, grade inflation and consumerist behaviour, while critical thinking and moral development are neglected.

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Sloan, Tyler Jackson. „How Learning Assistants Impact Undergraduate STEM Students“. Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157790710654608.

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Stevens, Kevin J. „The effect of student assistance programs on middle school students' academic performance and self-concept“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999stevensk.pdf.

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Khan, Asma Anis. „Understanding Undergraduate Students' Perceptions of International Teaching Assistants“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/759.

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The purpose of this mixed method study was to better understand undergraduate students' perceptions of international teaching assistants (ITAs) at a major research institution. For the purpose of this inquiry data were collected from surveying a sample of 436 of undergraduate students from different colleges and at different class levels. Survey data were analyzed both qualitatively and quantitatively. Through the qualitative analysis of the open-ended survey data, undergraduate students' perceptions were derived from their responses, which resulted in themes both established in previous research (e.g., language), and original ideas (e.g., learning to understand ITAs language). Qualitative analysis of the survey data revealed that undergraduate students' perceptions of ITAs were varied and complex. For example, one perception identified was the connection of language to pedagogic difficulties, while another perception focused on the interactive construct of communication. Further, the quantitative analysis revealed a statistically significant relationship between these two relational perceptions and undergraduate students who reported having experienced problems with ITAs in their classes. More specifically, students who indicated that they did not have problematic experience with ITAs were not very likely to articulate perceptions that were relational, whereas more students that did report having a problem in courses taught by ITAs articulated perceptions that involved an interaction (e.g., communication and language as a barrier interfering with pedagogic performance of ITAs). The findings from this study thus provide a critical understanding of undergraduate students' perceptions from their perspectives. In addition, the finding that language-pedagogy and communication were connected by undergraduate students who had encountered problems with ITAs, suggests that instead of ITA education programs addressing the challenges of accommodating the needs of individual departments and/or colleges in a university (Jia & Bergerson, 2008), ITA education would benefit more from focusing on language in relation to pedagogy.

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Hardwicke, Shannon Bragg. „An Analysis of Student Assistance Programs“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27780.

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The purpose of this study was to examine a sample of students who participated in a student assistance program in Southwest Virginia. Using existing data from a school system in Southwest Virginia, this sample was observed to measure changes in student academic performance. The sample was also examined to determine the extent to which they instituted positive behaviors such as school attendance and reduction of disciplinary actions taken. In addition, this study assessed differences in demographic characteristics among student participants. Also studied was the extent to which gender differences related to academic performance and behavior. Significant changes in students’ academic performance, attendance and disciplinary measures were established in the present study. Negative associations were established for those participating in the student assistance program and grade point average. Positive associations were found for those participating in SAP and attendance and disciplinary measures. No significant differences were yielded in the comparison of gender to academic performance and behavior. SAP coordinators recorded that the majority of participants did improve since referral to program and most completed or currently remained in the student assistance program. However, a small percentage of students actually entered treatment programs following recommendations made to parents from the student assistance program committee. This research assessed only the demographic and individual characteristics: gender, gifted or special education status, ethnicity and age. Therefore, other demographics such as socio economic status may offer additional explanation into academic and behavior outcomes of students involved in student assistance programs.
Ph. D.

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Webber-Davis, Yvette McCarthy John R. „An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education“. Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

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Vella-Bowry, Glorianne A. „Students in the role of computer assistant“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ52959.pdf.

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Richardson, Evelyn Cherita. „Meta-analysis of Student Assistance program Outcomes“. Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/77282.

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The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest Virginia school district. Data was collected for students who were referred to the Student Assistance Programs at each school. Tracking forms were used to record data for each student. Each tracking form was completed by the Student Assistance Program coordinators for their respective schools. This research was conducted in order to evaluate measurable performance outcomes of Student Assistance Programs. The results highlight the positive effects that Student Assistance Programs, SAP members, and other individuals associated with Student Assistance Programs have on students in need. The positive effect from participation in Student Assistance Programs is encouraging. However, recommendations are made for future research and implications of the current research are discussed. The need for additional research on this topic is prominent throughout this document.
Ph. D.

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Williams, Glenda Guenther. „A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.

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The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.

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Bos, Ryan A. „Resident assistants' attitudes toward gay, lesbian, bisexual, and transgendered individuals“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1210535.

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This study examined the attitudes and perceptions of resident assistants towardgay, lesbian, bisexual, and transgendered (GLBT) students. Attitudes and perceptions of floor environments, hall environments, and the campus community were looked at. The original intent of this study was to find a relationship between resident assistants' attitudes and perceptions toward GLBT individuals and its relationship to the environment created on the RA's floor. The sample of GLBT students was too small to make reference to it in this study.A significant difference was found between hall staffs' attitudes. The study suggests that their hall environment can influence RAs' attitudes and perceptions. Consistent with past research, male resident assistants (RAs) had more negative views toward gay men and lesbians than female RAs. Inconsistent responses were found to individual questions, which suggests a lack of education on GLBT issues. The majority of RAs believed there should not be more GLBT material integrated in the classroom, however they felt they didn't have adequate training on GLBT issues. RAs felt that GLBT students experience less harassment and discrimination in the residence halls then on campus and in society.
Department of Secondary, Higher, and Foundations of Education

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Torres-Rodriguez, Leslie. „Examining the perceived effectiveness of student assistance programs /“. Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000513/02/39DissFT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2008.
Dissertation advisor: Marc B. Goldstein. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 77-82). Also available via the World Wide Web.

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Farina, Marcella. „The working relationship of international teaching assistants and undergraduate students“. Master's thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/5223.

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University of Central Florida College of Arts and Sciences Thesis
The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.
M.A.
Masters;
Department of Foreign Languages and Literatures
Arts and Sciences
TESOL
72 p.
x, 59 leaves, bound : ill. ; 28 cm.

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Wasykowski, Joanne, und University of Lethbridge Faculty of Education. „Perspectives of teacher assistants working with students with diverse learning needs“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages of devaluation and hierarchical divisions can make teacher assistants cognizant of "their place" in the school. Additionally, a perceived lack of educational and behaviour management strategies can exacerbate feelings of insecurity and, or, incompetence. It is essential that teacher assistants receive the necessary training, professional development, and opportunities for collegiality to become effective educational partners. An "empowering" environment for teacher assistants respects the needs of adult learners and employs mentoring qualities for on-the-job training. Finally, an empowering environment provides a safe learning climate through transformational practice. The metamorphosis into increased learning and appropriate risk-taking evident in teacher assistants can enhance the lives of students with diverse learning needs. In this study, six teacher assistants from a rural southern Alberta school district were interviewed to identify and explore factors in an "empowering" work environment that may positively contribute to individuals becoming effective, committed teacher assistants.
ix, 138 leaves ; 28 cm.

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43

Bailey, Lynn Russell. „Teacher perceptions of student support team and response to intervention“. Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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44

Lau, Kwok-wai. „A study of the assistance the student teachers expected and the help they received from the cooperating teachers in student teaching“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601058.

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Manniam, Rajagopal Mukund Babu. „Virtual Teaching Assistant to Support Students' Efforts in Programming“. Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84550.

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Novice programmers often find learning programming difficult. They suffer from various misconceptions and difficulties in understanding the subject. The overall experience with programming can be negative for many students. They may feel isolated in the programming environment and think that programming is difficult for them. Many schools use automated grading tools to process student work and provide them with early feedback. Web-CAT, an open-source software system that is widely used by many universities, is an example of such an automated grading tool. We have developed a Virtual Teaching Assistant for Web-CAT, called Maria, who can support the students to help alleviate some of the negative emotions towards programming. We have used an animated pedagogical agent as the virtual assistant as certain characteristics of the agent can help with the students' perception about the virtual teaching assistant. Often, students have a fixed mindset about programming. But it is easy to master programming with practice. To promote a growth mindset, Maria also provides feedback recognizing the effort of the student in addition to the performance-oriented feedback of the students' programs. Maria can also provide motivating or encouraging comments to continue working on the assignment to get a good score. Maria can also provide information about the various errors displayed in student feedback.
Master of Science

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46

Dinning, Laura. „Parent and Teacher Perceptions of Student Teacher Assistance Teams“. TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/775.

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The Student Teacher Assistance Team (STAT) method is one form of prereferral intervention that involves the problem-solving of teachers and other school professionals with the goal of obtaining more efficient and effective help for students in the regular education setting. After an examination of the research in the area of prereferral interventions, it was noted that few research studies mentioned parents' involvement in and none were found assessing parents' perceptions of the process. This study examines both parent and teacher perceptions of student teacher assistance teams (STATs) in a small rural county in Kentucky. Participants in the study involved 44 parents of children who have been involved in the STAT team during the 1996-97 school year and 49 teachers who currently teach in the school system. A questionnaire entitled "Parent's Expectations" was administered to the parents, and a questionnaire entitled "Teacher's Views of STAT" with 13 equivalent questions was administered to the teachers. Results of the surveys generally showed higher levels of agreement by parents than by teachers with the descriptors of the STAT process. Specifically, survey results showed that parents rated the following characteristics of the STAT process significantly higher than the teachers in the study: overall helpfulness, improvement in a child's behavior and school work, necessity for helping a child, a focus on a child's strengths and weaknesses, provision of ways to work with the child, and helping a child get along with others. Results also showed that parents and teachers hold separate beliefs about the STAT process. Teachers were significantly more likely than parents to view the process as only as a step toward testing. In contrast, parents were more likely to believe that the team will find the cause of their child's problems and will tell them what the future holds for their child. Further results showed that views differed between those teachers who have been a member of a STAT team and those who have never participated in the process. Teachers who have been a member of the STAT team were more likely to believe that the team will listen to what they have to say, while those who had been a team member were more likely to believe that the STAT team will provide them with ways to work with their students. In addition, results also showed that teachers of higher grades (4-8) viewed the process in a more positive manner than did teachers of lower grades (K-3).

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Wright, Marilyn D. (Marilyn Diane). „A Descriptive Study of Student Assistance Programs in the State of Texas“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279367/.

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The purpose of this study is to examine the four basic student assistance models and determine their distribution in Texas, describe the student assistance programs in place in public school districts in Texas including the program's goals, objectives and components, and explore the perceived effectiveness of student assistance programs as a viable means of drug and alcohol education for students enrolled in public school districts in Texas in kindergarten through twelfth grade.

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48

Thompson, Jessica Loren Bush V. Barbara. „First-generation college students their use of academic support programs and the perceived benefit /“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5116.

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Carter, Elizabeth. „Parental assistance and first-year college student independence and adjustment“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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50

Kaulinge, Victor Hatutale. „Analysing the efficacy of the Namibia's student financial assistance fund“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18022.

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Thesis (MPA)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Student Financial Support Schemes (SFSS) have become increasingly important in providing financial assistance for students pursuing higher education, in both developed and developing countries. SFSSs were first established in the 1950s. The years that followed saw an increase steady expansion of student loan programs, through the introduction of student loans in more countries and expansion in the number of loans available in relation to their size and new expanded approach. The trend was in response to higher education expansion, combined with increasing financial toughness and concern for equity, while at the same time there was a surge of interest in student loans in the late 1980s and 1990s, with new programs introduced in Australia, New Zealand, and the United Kingdom; several countries in eastern Europe, considering introducing student loans for the first time; and some developing countries in Asia, Africa, and Latin America establishing or expanding student loan programs. The need for financial assistance is to enable students from low-income families to meet direct and indirect costs of higher education, and to ensure equality of opportunity, equity, and social justice. Recent arguments focused on whether student financial supports should be provided by governments, private agencies, employers, or institutions, and whether it should be in the form of scholarships, bursaries, grants either available to all students and or means-tested or fully repayable loans. Increasingly, debates also surrounds the question of how student loans should be administered in particular, eligibility and terms of repayment of loans, appropriate rates of interest, and mechanisms to target disadvantaged students while minimising default rates. Firstly, this study did a comparison between the SFSSs of the four different countries. Secondly, the best practices were identified and the Namibian case study was evaluated against the four countries. Lastly, some conclusions and recommendations were made that are aimed to improve the SFSS in Namibia.
AFRIKAANSE OPSOMMING: Studente finansiële ondersteuningskemas in ontwikkelde en onder ontwikkelende lande lewer ‘n belangrike bydrae tot die finansiële ondersteuning van studente in höer onderwys. Studente finansiële skemas is tot stand gebring in die 1950s. In die daarop volgende dekades het daar ‘n enorme groei plaasgevind in die daarstelling van studente leningskemas. Nie net het die aantal leningskemas vermeerder nie, maar meer en meer lande het van die benadering gebruik gemaak. Gedurende die 1980s en 1990s was daar ‘n toename in studentegetalle in höer onderwys wat gevolglik gelei het tot ‘n toename in finansiële ondersteuning van studente. Die implementering van nuwe programme in Australië, Nieu-Seeland en die Verenigde Koninkryke het gelei tot ‘n toename in finansiële ondersteuningskemas van studente. Verskeie lande in Europa het oorweging geskend aan die implementering van finansiële ondersteuning van studente tewyl onder ontwikkelende lande in Asië, Afrika en Latyns Amerika oorweging geskenk het aan die uitbreiding van finansiële ondersteuningskemas aan benadeelde en opkomende studente. Finansiële ondersteuning van behoeftige studente is gedoen om die direkte en indirekte koste verbonde aan onderwys te dek, gelyke geleenthede tot onderwys te skep, toegang tot ondewys te verbreed en om sosiale geregtigheid te verseker. ‘n Debat het egter onstaan oor wie verantwoordelikheid moet aanvaar vir die toekenning van studiebeurse, lenings of skenkings aan studente. In die verband is daar spesifiek gevra oor watter bydrae instellings in die openbare en privaat sektore maak tot finansiële ondersteuning van studente. Verdere aangeleenthede wat tydens die debat geopper word is vrae soos, wie moet verantwoordelikheid aanvaar vir die bestuur van sodanige finansiële skemas, lenings, die rentekoers ter sprake by die terugbetaling van die lenings en watter metodes kan gebruik word in die geval van minder gegoede studente wat nie hul finansiële terugbetaling ooreenkomste kan na kom nie. Die studie is onderneem na aanleiding van ‘n vergelykende studie tussen vier verskillende lande se finansiële ondersteuningskemas. Daarna is ‘n beste praktyk ontwikkel waarteen die Namibiese finansiële ondersteuning skema geevalueer is. Sekere gevolgtrekkings en aanbevelings is gemaak om die bestaande skema te verbeter.

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