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Джибладзе, А. А., und A. A. Dzhibladze. „Исследование самостоятельности младших школьников в учебной деятельности : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100003.
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Объектом исследования явилась школьная самостоятельность учащихся младших классов. Предметом исследования стал уровень и проявления самостоятельности младших школьников в учебной деятельности. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (78 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 89 страниц, на которых размещены 16 рисунков. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме школьной самостоятельности учеников 6-10 лет. Представлены разделы, посвященные исследованию показателей структурных составляющих школьной самостоятельности и их взаимосвязей у учащихся младших классов. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Диагностика параметров учебной самостоятельности младших школьников (по методике Н. В. Калининой), Методика «Нерешаемая задача» и экспертная оценка самостоятельности учащихся (А.К. Осиницкий), Карта проявлений самостоятельности (А.М. Щетинина), Анкета «Оценка уровня развития силы воли (Л.В. Балясникова). Также в главе представлен корреляционный и статистический анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.The object of the research was the school independence of primary school students. The subject of the research was the level and manifestations of the independence of primary schoolchildren in educational activities. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (78 sources) and an appendix, which includes the forms of the applied methodologies. The volume of the master's thesis is 89 pages, on which are placed 16 figures. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the basic and additional hypotheses are formulated, the methods and the empirical base are specified, as well as the stages of the research, the scientific novelty, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of school independence for children 6-10 years old. The sections devoted to the study of indicators of the structural components of school independence and their interconnections in primary school students are presented. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: Diagnostics of the parameters of educational independence of junior schoolchildren (according to the method of N. V. Kalinina), Method "Unsolvable problem" and expert assessment of the independence of students (A. K. Osinitsky), Map of manifestations of independence (A. M. Shchetinina), Questionnaire "Assessment of the level of development willpower (L.V. Balyasnikova). Also, the chapter presents a comparative, correlation and statistical analysis of the results of the study. The findings of Chapter 2 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.
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McKiel, Daniel R. „An evaluation of the Science Road Show, students presenting science to younger students“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0025/MQ38396.pdf.
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Montgomery, Donna J., und Lori J. Marks. „Using Technology to Build Independence in Writing for Students With Disabilities“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3522.
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Organization and word processing software programs empower students with disabilities to become more independent in their writing. In this article, the authors describe techniques for incorporating organizational programs and word processing features into the writing process. Beneficial features include word prediction, voice output, spell checker, thesaurus, and grammar checker. The authors provide classroom activities designed to increase the students' use of organizational and word processing software programs to enhance writing.
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Raymond, Laura. „A comparison of college students' perceptions of older tattooed women and younger tattooed women“. Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5016.
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The study examined how college students perceive older versus younger women based on their tattoo status (i.e., no tattoo, feminine tattoo, or masculine tattoo). A randomly assigned sample of 376 responded to a survey involving a 2 X 3 experiment designed to assess the impact of age (older versus younger) and tattoo status on four dependent measures: credibility, promiscuity, and attractiveness. Results indicate that older and younger women are perceived differently depending on their tattoo status. Not wearing a tattoo may lead to a more favorable perception of older women than wearing one, but wearing a feminine tattoo may engender a more favorable impression of older women than having a masculine tattoo. In contrast, avoiding to wear a tattoo may not be as helpful for the perception of younger women as it is for older women. Also, while younger women may be rewarded for gender role transgression with respect to tattoo status this is not so for older women.ID: 030423036; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 45-49).
M.A.
Masters
Communication
Sciences
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Gray, Gale René 1958. „Factors Influencing Attitudes Toward Seeking Psychological Help in Younger and Older Adults“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278470/.
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The major purpose of this study was to test a hypothesized structural model that included many of the variables that have been found to influence people's attitudes toward seeking psychological help and investigate if these variables and their inter-relationships are different for young versus older adults. This study offers a more comprehensive investigation than previous research by testing and modifying two structural models of help-seeking attitudes, one for young adults and one for older adults. This makes it possible to examine how these variables differ for the two age groups.
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Tarr, James E. Jones Graham A. Dossey John A. „Using middle school students' thinking in conditional probability and independence to inform instruction“. Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803741.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 8, 2006. Dissertation Committee: Graham A. Jones, John A. Dossey (co-chairs), Robert L. Fisher, Cynthia W. Langrall, Jane O. Swafford. Includes bibliographical references (leaves 251-257) and abstract. Also available in print.
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Shepherd, Jean Mary. „Messy boundaries : the lived experience when younger children's nursing students are required to care for young people“. Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/8790/.
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It is acknowledged that caring interactions between younger, adolescent student nurses and young adolescent patients could precipitate particular difficulties and concerns for both parties during their journeys toward successful self-identity. The research undertaken identified two key dimensions: that of professional identity of the student nurses and that of illness identity for the young patients. These issues have been critically analysed using the theoretical underpinning of the seminal identity development theorists. In order to understand the true meaning behind the lived experience of both groups of participants during these caring interactions, a hermeneutic, Heideggerian, phenomenological study was undertaken. In line with this methodology individual, unstructured interviews were undertaken with 11 student nurses (aged between seventeen years five months to eighteen years eleven months) and nine young patients (aged between thirteen years and seven months and eighteen years and one month). Three main themes emerged from the data: (1) Messy boundaries; (2) Emotional security; (3) Being Younger making a difference. The findings highlight both concerns and benefits brought about by these caring situations. Concerns raised by the students relate to emotional distress, perceived lack of knowledge, confidence and professional identity. Also of concern is dealing with sensitive information disclosed by the young patients. Benefits identified by the students relate to being able to spend quality time with the young patients, being on the same level as them in informal ‘normative’ relationships, relieving their boredom and helping to momentarily distract them from their illness. Concerns highlighted by the young patients centre around issues of trust and confidence in the students’ professional abilities, the perceived lack of knowledge of the students in relation to their illness, and the students’ lack of understanding of their feelings. In common with the students, the young patients felt that the opportunities afforded them to ‘chill out’, be normal young people, and to be able to forget about the business of getting better, were invaluable. The friendships formed represent crucial therapeutic relationships which were not explicitly recognised by either party. The research has led to recommendations for improving student nurse education relating to young people/adolescents which it is anticipated will more appropriately meet the needs of the students and the patients. It has also enabled the creation of two models to support the unique engagement of the nurse-patient interaction, particularly in relation to the care of young people with a chronic illness: i) A Model for Processing Sensitive Information Revealed by Young Patients who may have a Chronic Illness ii) A Model of Adolescent Care Which Promotes Normalcy
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Frodsham, Robin Tim. „Improving Math Performance in Adult Female Community College Students: An Evaluation of Project Independence“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1889.
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Project Independence (PI) is a community college immersion program dedicated to assisting women returning to college. The focus of this study and associated summative evaluation was to understand how the PI program addresses anxiety and other learning deficiencies associated with math. Knowle's andragogical models portray adults as motivated and self-directed, and the American college campus fosters a culture of independence. This culture is foreign to many minority, first-generation, and working class adults who learn through interdependence. This qualitative instrumental case study and evaluation is the first to examine the efficacy of PI. The guiding questions of this study concern early math learning experiences, PI interventions on study, coping and math-learning skills, and how participants utilize these skills in subsequent math classes. Three faculty members and 8 graduates of the program who had completed at least 2 math classes participated in individual interviews. Inductive analysis of these interviews showed the cohort and long term counseling as pivotal to developing a sense of belonging, self-esteem, and an attitude of self-worth. With cohort support, students learn to find campus resources, explore career options, and overcome personal obstacles to their education. Improved math learning for adult minority and first generation students has diverse implications for social change. Math education is requisite for many technical degrees and certificates. Enabling math learning expands options that transcend gender, cultural, and socioeconomic barriers. The cohort experience and culture of interdependence should be expanded to college preparation programs for men, as well as mainstream community college math preparation interventions.
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Plaxco, David Bryant. „Relationship Between Students' Proof Schemes and Definitions“. Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32930.
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This research investigates relationships between undergraduate studentsâ understanding of proof and how this understanding relates to their conceptions of mathematical definitions. Three students in an introductory proofs course were each interviewed three times in order to assess their proof schemes, understand how they think of specific mathematical concepts, and investigate how the students prove relationships between these concepts. This research used theoretical frameworks from both proof and definition literature. Findings show that studentsâ ability or inability to adapt their concept images of the mathematical concepts enhanced and impeded their proof schemes, respectively.Master of Science
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Dorothy, Wayne F. „Relationships between ensemble placement, musical independence, gender, and instrument family, among band students at three regional universities“. Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019475.
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Little is known about post-secondary band students' growth in musical independence, nor have the relationships between ensemble placement, year in school, gender, and instrument family been documented. Little research is available regarding the effects of instrument family (on which the student performs) or gender on the development of musical independence among music majors. Additionally, previous studies have identified a drop in music achievement test scores for college music majors as they progress from their freshman to sophomore or sophomore to junior years. This study attempts to address and evaluate these issues.The introduction presents a brief overview of the purpose and importance of the study. The review of related literature explores musical independence and the assessment of musical independence, as well as relationships between musical independence, ensemble placement, related listening skills, gender, and instrument family.Richard Colwell's Music Achievement Test 3 and Music Achievement Test 4 were administered to 354 band students at Ball State University, Florida State University, and Wichita State University. Test scores and demographic data including school, student identification number (usually a social security number), top ensemble in which the student participated (1st, 2nd, or 3rd), college major (music major or non-music major), year in school (freshman through graduate student), gender (male or female), and instrument family (woodwind, brass, or percussion) were collected. Data was entered into Statview II, a statistical analysis program for the Macintosh computer. Data was analyzed using ANOVA, Scheffe, and permutation analysis. Conclusions were drawn and recommendations for additional research were made.School of Music
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Oren, Duygu. „An Investigation Of 10th Grade Students“. Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609109/index.pdf.
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The purpose of the present study is to identify 10th grade students&rsquouse of proof schemes in geometry questions and to investigate the differences in the use of proof schemes with respect to their cognitive style and gender. The sample of the study was 224 tenth grade students from four secondary schools. Of those, 126 participants were female and 98 participants were males. Data was collected at the end of the academic year 2005-2006 through uses of two data collection instruments: Geometry Proof Test (GPT) and Group Embedded Figure Test (GEFT). GPT, included eleven open-ended questions on triangle concept, was developed by researcher to investigate students&rsquo
use of proof schemes. The proof schemes reported by Harel and Sowder (1998) were used as a framework while categorizing the students&rsquo
responses. GEFT developed by Witkin, Oltman, Raskin and Karp (1971) was used to determine cognitive styles of the students as field dependent (FD), field independent (FI) and field mix (FM). To analyze data, descriptive analyses, repeated measure ANOVA with three proof schemes use scores as the dependent variables and a 2 (gender) x 3 (cognitive styles: FD, FM, FI) multivariate analysis of variance (MANOVA) with three proof schemes use scores as the dependent variables was employed. The results revealed that students used externally based proof schemes and empirical proof schemes significantly more than analytical proof schemes. Furthermore, females used empirical proof schemes significantly more than the males. Moreover, field dependent students used externally based proof schemes in GPT significantly more than field independent students. Also, field independent students use analytical proof schemes significantly more than field dependent mix students. There was no significant interaction between gender and cognitive style in the use of proof schemes. The significant differences in students&rsquo
use of proof schemes with respect to their gender and FDI cognitive style connote that gender and FDI cognitive styles are important individual differences and should be taken into consideration as instructional variables, while teaching and engaging in proof in geometry and in mathematics.
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Cheung, Wai-mun Rosana, und 張慧敏. „Is younger really better?: a comparative study of the strategies used by Hong Kong students who began learningEnglish at different ages“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31945247.
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Jackson, Lisa Monica. „Improving independence in the community for students with multiple disabilities through the use of low-tech communication tools“. Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278719.
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The goal of this study was to increase the independent functional life skills of students with multiple disabilities within their communities using simple teacher made communication tools. Participants were three students, ages 10--12, with multiple disabilities which included blindness, mental retardation, and non-speech communication. The study used a multiple baseline across subjects design. All phases of the study were implemented within the community. Intervention consisted of teaching students to make monetary transactions by using a wallet with instructions for a cashier attached with velcro. Data indicated that this low-tech communication system enabled each of the students to (a) initiate and complete monetary transactions with cashiers in one community setting and (b) generalize the skiff to a new community setting.
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Bendikas, Emily A. „Do Helicopter Parents Cause Life Turbulence For Their Offspring? Implications of Parental Psychological Control for College Students’ Adjustment“. Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1276092075.
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Cheung, Wai-mun Rosana. „Is younger really better? : a comparative study of the strategies used by Hong Kong students who began learning English at different ages /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262865.
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Metzger, Colton G. „The Impact of Parental Housing Structure on the Autonomy Development of Sophomore College Students at Four-Year Public Institutions“. Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1463061337.
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Cohen, Annamarie. „The use of visual supports to increase task independence in students with severe disabilities in the inclusive educational setting“. abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3387804.
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Beck, Teresa M. (Teresa Marie). „The Relationships Among Field Dependence/Independence, GRE Scores, and GPA of Master's Students in Kinesiology, Health Promotion, and Recreation“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278406/.
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The purposes of this study were 1) to determine the field dependence/independence preference (FD/FI) of selected master's students and their choice of academic discipline, 2) to determine the FD/FI of selected master's students and their areas of specialization within their discipline (kinesiology, health promotion, recreation), 3) to determine the relationship between FD/FI and GRE scores, and 4) to determine the relationship between FD/FI and cumulative GPA. The Witkin Group Embedded Figures Test (GEFT) was used to test for FD/FI.
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Etheridge, Lauri McAfee. „Parenting Style, Frequency of Electronic Communication with Parents, and the Development of Independence in First Year, First Semester College Students“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804855/.
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During the transition to college, emerging adults are expected to develop independence and increase individual responsibility as they live away from home for the first time. Modern electronic communication has enabled emerging adults to maintain frequent, daily contact with the parent, a pattern of communication Hofer refers to as an “electronic tether.” This study examined the link between parenting style and the development of independence of first year, first semester college students. Although these students were in frequent contact with their designated parent, no correlation between frequency of communication and parenting style or independence was found. Both authoritative and helicopter parenting significantly positively predicted attitudinal independence. However, permissive parenting functioned as a significant negative predictor. Authoritarian, permissive, and helicopter parenting significantly positively predicted conflictual independence. However, authoritative parenting functioned as a significant negative predictor. Both authoritative and helicopter parenting significantly positively predicted emotional and functional independence.
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Fitzpatrick, Christina Beth. „MODELS OF WORK ETHIC: IMPROVING PERCEPTIONS OF LOWER-CLASS STUDENTS IN HIGHER EDUCATION“. Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1503577375171567.
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Idris, Noraini. „Spatial Visualization, Field Dependence/Independence, Van Hiele Level, and Achievement in Geometry: The Influence of Selected Activities for Middle School Students“. The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392211705.
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Riconscente, Michelle Maria. „School-related apathy in 8th- and 10th- grade students: a mixed-method exploration of definitions, construct independence, correlates, and grade-level differences“. College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6869.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Gil, Vanessa. „Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence“. FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3682.
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Individuals with Intellectual Disability (ID) struggle to learn daily living skills (DLS) required for independent living. One specific skill set that is challenging for individuals with ID is grocery shopping. The current study is one of two investigations that have been undertaken entirely in the community and without the use of booster session simulations in a classroom.
This study investigated the effects of using least-to-most prompting and mobile technology as a tool to assist 18 to 22-year-old adult students with ID to find six items from a grocery-shopping list. Dependent measures included the number of task steps completed correctly, selecting the correct items from the shopping list, and the duration of shopping. Sessions were conducted twice a week in a community grocery store. A single subject, multiple probe design across participants was employed. There were three phases in this study. The phases included: (a) teaching an initial grocery list, (b) teaching a re-sequenced grocery list, and (c) teaching a replacement grocery list.
Overall, the participants demonstrated improvements in their ability to complete the task steps and locate grocery items during the intervention condition in phase one. Two of the three participants’ duration of shopping also improved over the course of the intervention in phase one. However, only one participant advanced to phases two and three of the study as the others did not meet the criterion of achieving 85% or better on the task analysis, which was needed to advance to the subsequent phases of the study.
The results of this study suggest that the use of mobile devices used with least-to-most prompting can have a degree of positive effect on the acquisition of functional skills such as locating grocery items by 18 to 22-year-old students with ID. However, for some students either additional weekly sessions in the community setting or classroom simulations are needed. Alternatively, researchers and practitioners might consider pairing mobile technology with different prompting and prompt fading systems (e.g., most-to-least prompting) for students struggling to acquire this skill set in a community setting.
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Andersson, Emma, und Evelina Unnestam. „Blanda experiment med elevers vardag, det löser sig! : En aktionsforskning om yngre elevers sätt att uttrycka sin förståelse för kemi vid ett experimentellt arbetssätt“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28951.
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Både internationellt och nationellt sett har elevers kunskaper i naturvetenskap försämrats enligt PISA-undersökningarna. Vi har även ute i verksamheten uppmärksammat en brist på kemiundervisning i de lägre åldrarna. Syftet med studien är att bidra med kunskap om ett vardagsnära och experimentellt arbetssätt och synlig- göra det naturvetenskapliga språkets betydelse för yngre elevers kunskapsutveckling i kemi. Studien utfördes som en aktionsforskning vilket innebär att en kunskapsbas skapas om sin egen praktik för att sedan genomföra en forskning som leder till en förändring. Aktionerna vi utförde bestod av två experiment med tillhörande för- och efterarbete. Aktionerna utfördes i en årskur ett och en årskurs två. Sammanlagt av 49 elever deltog 40 elever i studien. Dokumentationen bestod av elevernas stenciler från aktionerna, test, post-it lappar samt video- dokumentation från aktionerna och ljudupptagningar från fokusgruppssamtal. Studiens resulat visar att elevers förståelse för kemi kommer till uttryck genom ett experimentellt arbetssätt på flera olika sätt. Elever uttrycker sin förståelse då de kommunicera kring hypoteser, använder och förklarar begrepp, ger exempel på blandningar och lösningar, hittar kopplingar samt förklarar experimenten och dess resultat. Studiens övergripande slutsats är att ett experimentellt arbetssätt skapar möjligheter för eleverna att känna en glädje för kemin och en tilltro till sin egen förmåga. På vilket sätt lärare och elever använder språket i kemiundervisningen har stor betydelse för elevernas möjligheter att tillägna sig kunskaper i kemi. De didaktiska implikationer vi ser med studien är att det är fördelaktigt att arbeta med experiment i de yngre åldrarna.Students´ knowledge of science have deteriorated both internationally and nationally PISA studies. We have also experienced a lack of chemistry teaching in the lower ages. The purpose of the study is to contribute with knowledge of an everyday related and an experimental approach and make visible the importance of the scientific language for younger pupils' knowledge in chemistry. The study was conducted as an action research which involves forming a knowledge based on their own practice and then conducts a research that leads to a change. The actions we performed consisted of two experiments with the associated pre- and after work. The study was conducted in year one and two with 40 of 49 students. The documentation consisted of students’ stencils, tests, post-it notes and videodocumentation. The study shows that the students' understanding of chemistry through an experimental approach is expressed in several different ways. Students express their understanding when they communicate about hypotheses, uses and explain concepts, giving examples of mixtures and solutions, find connections, and explain the experiments and their results. The study's overall conclusion is that an experimental approach creates opportunities for students to feel the joy of chemistry and a belief in their own ability. The way in which teachers and students use the language of chemistry teaching is of great importance for the students´ opportunities to acquire knowledge in chemistry. The didactic implications we see with the study is that it is beneficial to work with experiments in the younger ages.
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Arnér, Carl-Michael. „Erfarenheter före musiklärarutbildningen - vilken betydelse anses de ha? : En undersökning om hur erfarenheter värderas“. Thesis, Karlstad University, Division for Ingesund College of Music, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4850.
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Finns det någonting att vinna på att lämna skolan ett par år mellan gymnasiet och det att en högskoleutbildning påbörjas och finns det något värde i de erfarenheter en student eventuellt har från livet utanför skolan? Ser studenter och lärare inom musiklärarutbildningen någon nytta med dessa värden och ser även rektorer inom den kommunala kultur- och musikskolan att dessa värden har någon betydelse? Jag har i denna undersökning valt att intervjua aktörer inom musikhögskolan och den kommunala musik och kulturskolan för att ta reda på hur de ser på värdet av tidigare erfarenheter. Det resultat som jag slutligen kommit fram till visar att detta ämne är komplext och det är svårt att ge ett riktigt svar efter en undersökning som löper över enbart ett halvår. Dock visar de intervjuades svar att det är viktigt att dessa frågor diskuteras eftersom de flesta är överens om att det finns värden i tidigare erfarenheter.
Is there something to gain when leaving the academic world a few years between secondary high school and a higher education? And is there a value in the experiences a student might have gained from life outside the academic world? Do teachers and students within colleges of music and headmasters for local music schools, see that these experiences have any practical value?In this essay I have interviewed students, teachers and headmasters from both colleges of music and local music schools to hear their views regarding the value of earlier experiences. My result is that it is a very complex area and it is difficult to give a conclusive answer within the limits of this study, which spanned over six months. This notwithstanding, all of the persons interviewed in this study agreed that it is important to discuss these questions, and that there is a value in earlier experiences.
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Blanton, Elizabeth Lynn. „THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS“. Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4483.
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The purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores. Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.Ed.D.
Department of Graduate Studies and Research
Education
Graduate Studies and Research
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Kaelber, Kara Young. „Empathy and Self-Construals: An Exploratory Study of Eastern and Western Master’s-Level Counseling Students“. University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1223092210.
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Andersson, Jenny. „Undervisning i läsförståelsestrategier och genrer i de lägre årskurserna : Hur explicit är och bör den vara?“ Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55236.
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Detta examensarbete behandlar undervisning i läsförståelsestrategier och genrekunskap. Studien utgår från forskning som visar att undervisning i dessa områden är av stor vikt för elevernas utveckling av läsförståelse. Läsförståelse i sig är grunden för framtida kunskapsinhämtning och vidare studier. Studien har som syfte att undersöka hur lärare i förskoleklass t.o.m. årskurs 3 arbetar explicit med läsförståelsestrategier och genrekunskap. Undersökningen bygger på en webbaserad enkätstudie till samtliga lärare för gällande årskurser i ämnena svenska, matematik, SO och NO/Teknik. Studien begränsar sig till att undersöka en kommun i södra Sverige. Resultaten är samstämmiga på så sätt att övervägande antal tillfrågade lärare anser sig undervisa explicit i läsförståelsestrategier. Något färre anser sig undervisa explicit i genrekunskap. Svaren visar även att undervisning förekommer i mindre omfång i denna kommun än vad som är önskvärt enligt forskningen i både läsförståelsestrategier och genrekunskap.This master thesis focuses on teaching in reading comprehension strategies and genre knowledge. The study is based on research that shows that education in these areas is important for students' development of reading comprehension. Reading comprehension in itself is the basis for future knowledge acquisition and further studies. The purpose of this study is to investigate how teachers, active in the range from pre-school classes to third grade classes, works explicitly with reading comprehension strategies and genre knowledge. The research is based on a web-questionnaire survey of all teachers for current grades in the subjects Swedish, Mathematics, Social studies and Science/Technology. It is limited to investigating a municipality in southern Sweden. The results are coherent in such a way that the majority of teachers asked consider themselves to educate explicitly in reading comprehension strategies. Slightly fewer participants consider themselves to educate explicitly in genre knowledge. Also, based on the answers given by the participants, it turns out that both reading comprehension strategies and genre skills are less taught in this municipality compare to what is recommended according to science.
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Chen, SHU-MIN, und 陳淑敏. „The Emergence of Young Generation of “Natural Independence”: The Political Socialization of High School Students for Anti-black box Curriculum movement“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k328hx.
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碩士國立中正大學
傳播學系電訊傳播研究所
106
“Natural Independence” (天然獨/Tien-ran-du) become to a buzzword in Taiwan’s Media and Politics due to The Taiwanese Identity survey increase significantly in 2014. In a broder meaning, “Natural Independence” indicates the born and raise Taiwan independence supporter that differentiates themselves from the citizen in the People's Republic of China. Taiwan Media and politician point out that “Natural Independence of young generation” has grown up. “Natural Independence” refers to advocate Taiwan Independent of young people, or against China Factor Movement of Young Activists. This essay as “Natural Independence” phenomenon focus on against Black-box curriculum of senior high school students in 2015. From Political Socialization aspect, this research concern on how these young activists formed into the dynamic political side. Agents of Socialization includes family, School, Peer groups and other Socialization agencies. The Curriculum Amendment can be traced back to the developmental backgrounds of indigenous education reform in the late 1990s. Different historical memories of Taiwan people reflect the conflicts of Ethnic consciousness. Most of Taiwan people are struggle in the Chinese identity and Taiwan identity. The result shows the keypoint on Family Socialization not only political attitudes of Parents, but also the parental disciplines are influential on children's attitude toward authoritarian. Secondly, indigenous education forms Taiwan identity of students. However, civic education is also the important enlightenment of political socialization. The action discourse of student movements was from Civics and Social textbook. To summary the meaning of “Natural Independent Generation”, the Anti-black box curriculum movement aim to not only Taiwan Nationalism, but also the democracy consciousness of young student activist. In 2013 to 2015, activist were senior high school students, and they they happened to see Taiwan’s social movement development as their unique political experience. They rethought the subject of education, and acts with civic value. The whole action implies their resistance to the authority.
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Kwee, Tiew Huat, und 張月慧. „The Vocational Interests Structure of Malaysia Chinese Independence High School Students“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/96760844889195336505.
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碩士國立臺灣師範大學
教育心理與輔導學系
93
The main purpose of this study were: (1) to revision a Vocational Interests Inventory for Malaysia Chinese Independence High School Students. (2) to examine the vocational structure for Malaysia Chinese Independence High School Students based on Holland’s hexagon theory. With a sample of 1510 junior high school students(885males and 625 females), analyses using MDS, MTMM and MANOVA, The main findings were as follows: 1. The reliabilities and validity of the revision is acceptable. 2. The vocational structure not fit Holland’s hexagon theory and ordering. 3. The comparison of high school on Taiwan and Malaysia are similar. 4. There are significant difference between sex and grade. Possible explanations and implications of these results are discussed within the context of social vocational structure on Malaysia Chinese cultural thought and practice.
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Saldanha, Luis A. „The notions of linear independence/dependence : a conceptual analysis and students' difficulties“. Thesis, 1995. http://spectrum.library.concordia.ca/5241/1/MM05110.pdf.
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Explores reasons for student difficulties with certain concepts rooted in linear equations and in geometry. Includes observations of 3 students learning linear algebra from textbooks, each with the help of a tutor.
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Mosscrop, Katrina. „Place Attachment: Grade 2 Students' Special Places at their Schools“. Thesis, 2012. http://hdl.handle.net/1974/7227.
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Children transform different spaces into their own special places by interacting with the physical and social environment (Hart, 1979; Rasmussen, 2004; Sobel, 1993/2002). Special place research has focused largely on children’s place–making in neighbourhoods, including the process of finding and constructing forts, playhouses and dens in outdoor environments (Benson, 2009; Hart, 1979; Kylin, 2003; Sobel, 1993/2002). The significant presence of schools in children’s everyday lives (Rasmussen, 2004), however, has encouraged some researchers to investigate what environmental conditions foster learning (Derr, 2006; Maxwell, 2006; O’Dell, 2011; Upitis, 2007), as well as how children use and experience social and physical aspects of these places (Einarsdottir, 2005; Peterson, 2009; Rathunde, 2003).
Although researchers recognize that learning environments have the potential to enhance learning by the presence of specific design elements, little is known about what constitutes places that elementary students characterize as special, and to which they become attached. Some schools, including Montessori, claim to offer a uniquely prepared learning environment that enhances students’ development, though empirical studies that involve Montessori elementary programs predominantly use academic standardized test scores to compare them to other programs (Baines & Snortum, 1973; Lopata, Wallace, & Finn, 2005).
The purpose of this study was to explore places at school that students characterized as special and to describe what aspects made them special. This study used photo elicitation interviews, walking tours, and focus groups to explore 11 Grade 2 students’ special places in two Ontario learning environments: a privately funded, not-for-profit Montessori school and a publicly funded school.
Results demonstrated that Grade 2 students in both schools identified special places, both indoors and outdoors, for developing a sense of placeness; engaging in types of play; fostering and engaging in friendships; and having solititude and tranquility. Further analysis revealed two underlying themes: places were special because they afforded students opportunities to be interdependent or independent. Future research is necessary to determine the long-term significance of students’ special places in different learning environments.Thesis (Master, Education) -- Queen's University, 2012-05-30 19:43:33.982
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HONG, TAN BEE, und 陳美鳳. „The Attitudes of the Younger-generation Chinese Malaysian toward Chinese Education: the Case of Students in “Du Zhong”“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/57448605078891107516.
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碩士國立暨南國際大學
東南亞研究所
97
The historical development of Chinese Education in Malaysia, to a certain extent, reflected the development of the local Chinese nationalism. The existence of Chinese Education system in Malaysia was viewed an important symbol signifying the existence of the Chinese People; and a Chinese Malaysian’s attitude towards Chinese education was validly applied to examine Chinese Malaysian’s cultural/national identity. However, are these statements or propositions are still valid if we particularly look at the younger-generation Chinese Malaysian? With rapid industrialization, Malaysian society has transformed from a traditional agrarian society to an industrialized state since 1970s. For those grew up in “modern” time and had less experience of poverty than their predecessors, they might acquire a very different value system/world view than the older generation did (Inglehart, 1977). Through questionnaire survey with the Independent High School students, this study aims to understand these students’ views toward the education system in which they are currently involved.
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Lian, Show-yuh, und 連秀玉. „The stoichiometry problem solving behaviors of field independence and field dependence junior high school students“. Thesis, 1995. http://ndltd.ncl.edu.tw/handle/47424869045599190671.
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碩士國立彰化師範大學
科學教育研究所
83
This research was aimed to analyze the field independce and field dependentce) in junior high school students'' problem- solving behabiors in stoichiometry. Students in Changhua area were chosen to participate in this program (total 145 persons); According to the result of Messick Embedded Figures Test, six of "field independence" type and five of "field dependentce" type were selected to join the final research. The results of the research:(1) in the aspect of comprehension problem, students of field dependence type usually applied "rereading" and "ask a question" strategies to understand the peoblem while students of field independentce applied "reformulation" and "ask a question" strategies; (2) in representation process, both of these two types of students used the "manual of implemenation exploration" and "information of applied memory" (3) in the use of recalling of problem-soving behaviors, there were more field dependence type students referred to it than the other type; (4) in the problem-solving process, all of the students in two types practiced "concept reasoning" behaver; (5) in the aspect of commenting about solution, students in both of these two types answered with "not sure" and "don''t know"; (6) about problem- solving stratagem, students in field dependence tend turn to "aim-oriented," "trial and error," "algorithmic," and "reasoning" stratagems, and field independence type students mostly turned to "reasoning," "algorithmic/reasoning," "aim-oriented" and "original creation" stratagems; (7) in the errors of solving problem, it was common for field dependence type students to mistake the "coefficient ratio as weight ratio", and most field independence type students apt to "ignore the existing information". General speaking, in the item of problem solving, the success rate of field independence type students ( 63﹪) is higher than that of field dependence type students ( 16﹪).
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Forte, Catherine P. „Supporting independence : a collective case study of foster alumni in community and technical colleges“. Thesis, 2011. http://hdl.handle.net/1957/25944.
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The purpose of this study was to examine the experiences of foster alumni in community and technical colleges, with a focus on Washington State, using a qualitative research approach. Foster alumni may be considered a sub-set of first generation students, yet they have needs that extend beyond those of other first-generation students (e.g., housing). Examination of this issue is timely. Funding designated for foster alumni in higher education has increased in recent years, leading to a variety of support structures and levels of service at the colleges. Yet in the current budget climate, with state support diminishing, the two-year colleges face increasing challenges in providing support not only for foster alumni but for all students. Foster alumni moving into adulthood and through the state colleges represent the quintessential case of in loco parentis, yet their emerging status as adults needs to be supported with appropriate services, not forced dependency.
This dissertation consists of three major manuscripts: a summary of the literature and two research reports, one focused on overall findings and the second focused on moving from the findings to considerations for practice. All three manuscripts utilized the critical social science or social justice perspective. The research manuscripts report the findings of a qualitative study using a collective case study design. Two colleges that serve foster alumni were identified and both staff and foster alumni students at the sites were interviewed, for a total of 10 students and 4 staff members. Participant selection utilized both purposive and convenience sampling methods. The study focused on three themes relevant to college participation which were identified based upon the review of the literature: Academic preparedness, psycho-social factors, and meeting basic needs. Interviews were recorded and transcribed verbatim; staff interviews served as both triangulation of the student data as well as a source of additional information on college services to foster alumni. Responses were analyzed for direct responses to interview questions as well as for emerging themes. In addition, case records (e.g., transcripts) were reviewed as an additional method of data triangulation.
Findings of the study were reported through individual case summaries in manuscript two as well as cross-case analysis in both manuscripts. While the participants in this study had high rates of high school completion and many had shown signs of "early promise" for academic achievement, all needed pre-college level course remediation in at least one area. A majority of participants indicated having felt depressed, yet only one participant had a diagnosis of depression; most seemed to consider some level of depression to be a natural outcome in their situation. Indications of resilience and internal locus of control were evident. Many continued to struggle to meet basic needs while in college, and eight of the ten student participants reported having experienced periods of homelessness since leaving foster care.
Based upon the findings of this study, foster alumni share certain characteristics with other first-generation students, yet their needs in particular areas necessitate additional on-campus services and/or stronger connections with community partners. Considerations for enhancing support services in the community and technical colleges in seven different areas are given, including designating staff contacts, building community partnerships to support housing, arranging for priority registration and financial aid processing to avoid enrollment gaps, and providing optional (not mandatory) mentoring relationships.Graduation date: 2012
Access restricted to the OSU Community at author's request from Dec. 7, 2011 - Dec. 7, 2012
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Charamba, Tyanai. „Challenging the hegemony of english in post-independence Africa : an evolutionist approach“. Thesis, 2012. http://hdl.handle.net/10500/6042.
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This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism.African Languages
(D.Litt. et Phil. (African Languages))
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McNaught, Susan C. „An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students /“. 1992. http://hdl.handle.net/1957/13493.
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Лобанова, Е. П., und E. P. Lobanova. „Исследование психологических средств коррекции страхов у младших школьников : магистерская диссертация“. Master's thesis, 2018. http://hdl.handle.net/10995/66176.
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The object of the study was the fears of younger students. The subject of the study was the means of correcting fears in primary school children with the help of the developed methodological program. Master's thesis consists of an introduction, two chapters, conclusion, bibliography (65 sources). The volume of the master's thesis 71 pages, which contains 14 figures and 12 tables. In conclusion, the results of the theoretical and empirical parts of the work, as well as the conclusions on the hypotheses put forward, the practical significance of the study and the possible prospects for further development of this problem are presented in a generalized form.Объектом исследования явились страхи у младших школьников. Предметом исследования стали средства коррекции страхов у младших школьников с помощью разработанной методической программы. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (65 источника). Объем магистерской диссертации 71 страница, на которых размещены 14 рисунка и 12 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставится цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
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Horner, Schwarz Kaylan. „Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement“. Thesis, 2010. http://hdl.handle.net/1807/25654.
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This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.