Dissertations / Theses on the topic 'Evaluating experiences and mistakes'
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Aaron, David. "Therapists' experiences of therapeutic mistakes." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/2923/.
Full textWeierbach, Florence M., and Jerrilyn S. Brehm. "Evaluating Nurse Managed Primary Care Clinic Experiences in Appalachia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7395.
Full textHelgesson, Emil. "Evaluating User Experiences of Mockup Data created through Regex." Thesis, Umeå universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184482.
Full textWernersbach, Brenna M. "Healthy Sexuality: Evaluating a Psychoeducational Group Promoting Knowledge, Communication, and Positive Experiences." DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1525.
Full textAnderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.
Full textThorley, Melanie Daphne. "Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/15247/.
Full textMollon, Lea, and Janet Cooley. "Evaluating Design Improvements to a Preceptor Performance and APPE Assessment Tool Using Pharmacy Student Focus Groups." The University of Arizona, 2014. http://hdl.handle.net/10150/614234.
Full textSpecific Aims: The final year of the Doctor of Pharmacy program at the University of Arizona is comprised of seven 6-week Advanced Pharmacy Practice Experiences (APPEs). Students evaluate rotations via voluntary anonymous, web-based assessments at the end of each rotation. The purpose of this study was to evaluate an original and a modified assessment tool using pharmacy student focus groups to determine if student feedback via the assessment tools accurately reflected opinions of rotation content and preceptor performance. Methods: Two moderators conducted tape-recorded focus groups with fourth-year pharmacy students using 10 standardized prompts. The first focus group included 5 students from the class of 2013. Based on data from that session, the assessment tool was modified. The second focus group included 5 students from the class of 2014 to evaluate the outcome of these modifications. Session transcripts and notes were used to construct thematic analysis tables and draw conclusions. Main Results: Focus group data revealed feedback via both assessment tools was not completely honest because of concerns about anonymity. The Class of 2013 felt limited by evaluating only their primary preceptor. The Class of 2014 stated that some revisions to the evaluation tool, such as item-specific comment boxes and separate evaluative sections for rotation site, preceptor, and rotation experience were helpful; however, they found the assessment tool lengthy, leading to survey fatigue. Conclusion: Student feedback from either assessment tool was not completely reflective of true attitudes of rotation experiences. Continued improvements to the tool and its delivery may provide more accurate feedback for quality improvement purposes.
Russell-McKenzie, Elisabeth. "Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35125.
Full textPh.D.
Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment.
Temple University--Theses
Baker, Kerrie. "Evaluating diagnostic tools in the assessment of autism and parental experiences of the assessment and diagnostic process." Publisher site Archived version, 2004. http://nla.gov.au/nla.arc-82601.
Full textTitle from title screen (viewed on 1 April 2008). "This thesis is presented in partial fulfilment of the requirements for the degree of Master Of Psychology (Clinical), University Of Western Sydney. 31st March 2004". Includes bibliographical references.
Ardebili, Ranna, Hilary Boles, Amanda Grear, Janet Cooley, and Sandi Thoi. "Evaluating an APPE Assessment Tool Using Electronic Surveys to Assess Preceptor Attitudes and Implementing Improvements to More Accurately Measure Student Achievement." The University of Arizona, 2016. http://hdl.handle.net/10150/613852.
Full textObjectives: (1) To assess preceptors’ attitudes regarding the usefulness of the web-based assessments in evaluating rotation students. (2) To determine which assessment tool (original versus modified) provides more in-depth feedback for the evaluation of students. Subjects: Preceptors for 4th year students completing their Advanced Pharmacy Practice Experiences (APPE) in a variety of pharmacy settings. Methods: Electronic surveys anonymously collected ratings of preceptor attitudes toward the original and modified APPE assessment tools. Data on the usefulness, strengths, and limitations of both tools were analyzed through thematic analysis. Results: Surveys assessing preceptor attitudes towards the original assessment tool (46 responses) and modified assessment tool (29 responses) were collected and analyzed. Similar representation was seen across all rotation settings, with an average of 7 years of precepting experience. Preceptor attitudes were more positive towards the modified tool. More preceptors “strongly agreed” or “agreed” that they were able to effectively evaluate students with the modified tool compared to the original tool (83% vs. 63%). Additionally, more preceptors “strongly agreed” or “agreed” that the modified tool incorporated all necessary competencies (79% vs. 48%) and aided student growth by addressing deficits compared to the original tool (73% vs. 50%). Conclusions: APPE preceptors perceived both the original and modified assessment tools as effective, favoring their brevity and ease of use. However, preceptor attitudes were more positive towards the modified tool. The methods utilized in this study can be implemented again for future updates of the APPE assessment tool.
Parsons, Gail Elizabeth. "Exploring the experiences of osteoarthritic patients awaiting hip and knee arthroplasty : informing and evaluating the effectivess of a health maintenance intervention." Thesis, University of the West of England, Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573501.
Full textBressler, Jordan Lynn. "EVALUATING THE EXPERIENCES OF FCS COOPERATIVE EXTENSION AGENTS USE OF POLICY, SYSTEMS AND ENVIRONMENTAL STRATEGIES TO REDUCE OBESITY IN RURAL COUNTIES." UKnowledge, 2019. https://uknowledge.uky.edu/foodsci_etds/70.
Full textWenz, Alison. "Experience music museums : the importance of evaluating audio technologies when delivering musical experiences to visitors /." 2004. http://library2.jfku.edu/Museum_Studies/Experience_Music_Museums.pdf.
Full textDel, Real Viramontes José Reyes. "Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s." Thesis, 2014. http://hdl.handle.net/2152/28263.
Full texttext
LIN, HUI-WEN, and 林慧雯. "Evaluating The Association Between Long-term Achievements And Learning Experiences In Mathematics: A Case Study Of Students In A Junior High School In New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/93544929127118694873.
Full text國立臺北大學
統計學系
100
Mathematics is an important foundation in scientific education. It is considered as the cornerstone in the development of science, technology, and critical thinking. Mathematics education is, without doubt, of great importance in terms of basic education. However, one of the few courses that are given up by the students is usually mathematics. To be able to find a suitable strategy to improve students’ achievement in mathematics, this research surveyed 199 students from the 7th grade and 279 students from the 8th grade of a junior high school in New Taipei City to evaluate long-term factors that influence the students’ achievements in mathematics. This research collected the mathematical achievement and the learning experience in mathematics for 2 consecutive semesters. Specifically, the mathematical achievement included two aspects, average grade in mathematics and the self-evaluation on mathematics. The learning experience in mathematics was measured by a questionnaire including 60 questions. By examining the relevance between the students’ long-term achievements in mathematics and learning experiences, controlling the background-factor variables, this research aims to identify the significant variables affecting the students’ performance in mathematics. Factor analysis was used to reduce the number of questions, while the association between students’ performance in mathematics and learning experiences were assessed by the general linear model and generalized linear model for the longitudinal data. According to the findings of this research, the significant factors affecting the students’ long-term mathematics performance and self-performance assessment are cram school,parents’ level of education,the number of siblings, number of the baseline value of anxiety for difficulties in learning mathematics and of confidence in learning mathematics. Long-term tutoring students appear to have better achievements in mathematics. Parents’ level of education has stronger influence over the early stages of the students’ learning process. As time goes by, parents’ level of education would have less influence on the students’ performance in mathematics. Students with lower level of anxiety and higher level of learning confidence at baseline have higher performance in mathematics. Other significant factors that affect the students’ long-term grade in mathematics include gender, grade, living conditions, part time job, anxiety concerning mathematics exams at baseline, anxiety measurement scale concerning mathematics exams, after-school study of mathematics. On the contrary, other significant factors affecting the students’ long-term self-assessment include time being spent on learning, parental support in learning mathematics, anxiety for difficulties in learning mathematics. To have a more effective improvement in studying mathematics, the school teacher should identify students who do not have consistent results in terms of the long-term grades in mathematics and self-evaluation and use a proper intervention to improve their grade or self-confidence.