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1
Burant, Theresa Jean 1958. "Early field experience: Four perspectives." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.
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Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team-taught, integrated combination of a general methods course (with a classroom, school, and community-focused field experience), and a foundations of education course, situated in the context of an urban middle/elementary school with a diverse student population. The sample consisted of four preservice teachers: a Mexican-American woman, an American Indian man, and two White women. Data were collected over a period of five months using participant observation, document analysis, interviews, and focus groups. Constant comparison and analytic induction were used to analyze data. Cases of the experiences of the participants revealed three major themes: (a) participation in varied communities; (b) use of multiple literacies to make sense of experience; and, (c) transformations in practices, understandings, and voice. Implications for teacher education from these cases address curriculum and pedagogy in EFEs, experiences that follow EFEs, admissions criteria, and recruitment of members of under-represented groups into teaching.
2
Kim, Irene J. "Early Field Experience in Choral Methods." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293547.
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The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified through the College Music Society. A total of 100 (after adjustments) responses were collected and analyzed employing descriptive and inferential statistics. The result displayed a high consensus among participants on the value and future implementation of EFE practice in choral methods. Participants declared that educational philosophy, personal experience, and requirements influenced their reason for implementing EFE, with personal experience receiving the highest positive response. The survey listed four categories of EFE activities--teaching, observation, evaluation methods, and other EFE activities. Highest rated activities from each categories were as follows: micro teaching at an elementary, middle, or high school; individual observation at an elementary, middle, or high school; reflection/self-evaluation and instructor feedback; and university choral ensemble participation. The result of Two-Way MANOVA to determine significant relationship between EFE activities and participants' teaching experience or primary responsibility reported no correlation in general with the exception of one activity. A significant difference was observed between attending choral seminars and conferences and participants' primary responsibility (p = .01, p<.05). Expected student outcome was measured through five skill types: personal, content, pedagogical, administrative, and communication skills. Of these, all participants agreed on personal skill (100%) followed by communication (95%), content (94%), and pedagogical skills (94%) as their highest expected EFE student outcome. Early field experience has gained notable recognition among music teacher educators in the past three decades. Numerous studies have verified the benefits of EFE and national organizations have actively supported the practice. The results of this study echoed the results of previous research with an overwhelming percentage of participants displaying a high enthusiasm for EFE practice in choral methods courses.
3
Schneider, Helen. "A Case Study of Information Assurance Field Experience." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/825.
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Information assurance CIA) needs of 21st century businesses require expertise that had not yet been conceived when most employees attended college. Additional people are needed, particularly those with practical knowledge of the employers' business. Many employees do not have the requisite education or training in this field and small businesses lack the resources to deal adequately with their needs. In non-metropolitan areas, there is a lack of paid services available. Even in metropolitan areas, non-profit organizations struggle with the cost of information security services.
The solution proposed was to have students currently enrolled in cyber security and computer forensics programs perform service in the workplace as part of their supervised field experience. Some schools that are educating people to become entry level IA specialists include student projects offering practical experience that benefit the students and provide the needed services to the small businesses and non-profit organizations. The dissertation involved a case study of a program in which the students were required to complete a project involving practical experience with a small business or non-profit organization. The projects included vulnerability assessment, security principles training, and information policy review. An additional mini-case study at another institution involving a service learning experience examined alternative approaches to field experience.
The goal of the dissertation was to combine practical experience for students with unrest security needs of local small businesses and non-profit organizations by performing meaningful and necessary cyber security services for them. Students gained knowledge and experience not available to them in a classroom setting while the businesses benefited from having the needed services performed. A careful analysis of the data collected in the two cases made it possible to specify the critical success factors for incorporating field experience into the IA curriculum: Commitment of support from the professor and the administration, a structured framework, managed expectations, and an IA Center or its equivalent. The absence of any of these factors would limit the effectiveness of a field experience program.
4
Kuhel, Karen A. "Preservice teacher perceptions of a multicultural field experience activity." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0013039.
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Jennings, Mylo Gene. "The Winslow project : a community-based field-instruction experience /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894440542.
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Bricher-Wade, Sheila. "Experience this! American Studies field and public sector courses /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594497391&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Krause, Jennifer M., and Kason M. O'Neil. "Implementing Synchronous Video-based Field Experience Supervision: Steps for Success." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4026.
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8
Roberts, George. "Usefulness of Field Experience Component of a Principal Preparation Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7503.
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A lack of knowledge about the usefulness of a field experience component within the associate principal preparation program for assistant principals drove this study. The purpose of this qualitative study was to describe the beliefs of system leaders and past participants regarding the usefulness of the field experience component and to examine archival end-of-course survey data from past participants. Constructivism and adult learning theory constituted the conceptual framework. Twelve leaders who were participants or administrators of the program within a large mid-Atlantic school district in the United States were participants. Qualitative data sources included interviews and archival data from the associate principal preparation program. A combination of descriptive and in vivo coding was used to support interpretive analysis. Results indicated the most useful components of the principal preparation program were the experiential nature of the program, opportunity for reflective thinking for participants, benefits of mentoring throughout the field experience, and empowerment felt by participants as they practiced skills learned during the field experience in their first year as principals. Recommendations based on these findings included a lengthened field experience and greater focus on the criteria used to match aspiring principals with mentor principals. Participants also noted fiscal and human capital resources were needed. A related recommendation could be to extend the field experience over 2 years to provide opportunities for associate principals to participate in experiences in the beginning and end of the school year in addition to the middle of the school year experiences provided. This research could provide support for districts interested in assessing the usefulness of their principal preparation programs.
9
Hearder, Lee-Ann. "Secondary teachers' conceptions of the out-of-class experience." Thesis, Queensland University of Technology, 1994.
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Teachers have used the out-of-class experience for many years and in many different ways and this may pose a question. How do teachers, who utilise the out-of-class experience as a teaching strategy view the experience? DO they have broad or narrow conceptions and do teachers of various curriculum areas and teaching philosophies conceive of the out-of-class experience in differing ways? Whilst research studies have demonstrated the various impacts and
value of out-of-class expe1iences little research has been conducted to investigate teachers' conceptions of the nature and purpose of such activities.
The purpose of this study was to identify the varying conceptions of the nature of out-of-class experiences possessed by teachers who regularly undertake such
strategies within their teaching of geography and science at both junior and senior secondary levels. The research question can be expressed as 'What conceptions of the out-of-class experience do secondary teachers hold?'
An understanding of teacher's conceptions of the out-of-class experience holds implications for teachers, teacher educators and educational researchers alike. Conducting out-of-class experiences requires different skills to classroom based teaching and therefore needs different emphasis in pre and in-service teacher education. In conducting effective pre and in-service teacher education, student
teachers hold certain conceptions which the teacher educator attempts to change, modify or replace. It is therefore advantageous to have some form of description of conceptions available to the instructor.
Teachers conducting out-of-class experiences need to understand the experience in order to conduct those that are both worthwhile and valuable. Therefore any study that adds to the body of knowledge that exists concerning
the out-of-class experience will be valuable. Any further research would benefit from the researchers understanding the underlying assumptions and biases of practising teachers. In this area this research is of value.
A qualitative design was used and a phenomenographic approach adopted. Phenomenography is a research method used to map the 'qualitatively different ways in which people experience or think about various phenomenon' (Marton,
1986: 3 1 ). The subjects were interviewed individually and the transcripts analysed. The result of this research is the compilation of categories of descriptions (including a label, description and illustrative quotes from individual interview transcripts) and an outcome space (graphic illustration of the relationships or structural linkages between the various categories of description).
It was found that secondary teachers appear to view the out-of-class experience in six qualitatively different ways. The six ways in which teachers view the
out-of-class experiences are:
• as an educational activity beyond the regular classroom,
• as an adjunct to learning,
• as an essential educational component,
• as a discipline risk,
• as an administrative exercise and
• as a type of teaching/learning experience.
The conceptions tend to fall into one of two distinct approaches to the out-ofclass
expe1ience. These are student centred and teacher centred.
When reviewing the literature concerning the area of out-of-class experiences
in light of the conceptions found in this study, it is possible to associate the
conceptions found in this study, it is possible to associate the conceptions held
by the researchers and authors with one or more of the six conceptions
outlined. It was found that the literature covered a naITow field of views.
Although much has been written there are still large gaps in our knowledge and,
understanding and fmiher diverse research is needed to fill these voids.
10
von, Matérn Gunnur. "Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26164.
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This study explored human-robot interaction where children got to play with the interactive social robot Romo. The focus of the study was to explore if children experienced the interactions with the robot differently depending on two parameters. The parameters used were thought to measure differences in experiences, attitudes and expectations towards the robot depending on whether the children were co-creators of the robot or merely had playful interaction with the robot. The results indicated that the children in both activity parameter groups had similar pleasurable experiences apart from four additional categories that were detected in the co-creation group. Something that indicates that the group of children that were given the opportunity to manipulate and form Romo’s behavior had a richer user experience compared to the group of children that only played with Romo. It was also noticeable that none of the children that manipulated and formed Romo’s behavior experienced it as direct learning. They saw the learning process more as being a playful experience and many of them expressed that they had taught Romo to do various things. The ability to edit Romo’s robotic motions and behavior, through an easy contextual-sign interface, inevitably allowed the children to understand physical and computational models through play.Denna studie undersökte människa-robot interaktion där barnen fick leka med interaktiva sociala roboten Romo. Målet med studien var att undersöka om barnen upplevde interaktioner med roboten på olika sätt beroende på två parametrar. De parametrar som användes var avsedda att mäta skillnader i upplevelser, attityder och förväntningar till roboten beroende på om barnen var medskapare av roboten eller enbart hade en lekfull interaktion med det. Resultatet visade att barnen i båda aktivitets parameter grupperna hade liknande upplevelser av interaktionen med roboten förutom att gruppen som var medskapare av roboten hade ytterligare fyra njutbar upplevelser. Något som tyder på att den grupp barn som fick möjlighet att manipulera och forma Romos beteende hade en rikare användarupplevelse jämfört med den grupp av barn som bara lekte med Romo. Det var också anmärkningsvärt att ingen av barnen som manipulerade och formade Romos beteende upplevde det som direkt inlärning. De såg inlärningsprocessen mer som en lekfull upplevelse och många av dem uttryckte att de hade lärt Romo att göra olika saker. Möjligheten att redigera Romos rörelser och beteenden, genom en enkel kontextuellt gränssnitt, oundvikligen tillät barnen att förstå fysisk- och beräkningsbaserad modellering genom lek.
11
Strehle, Elizabeth L. "Negotiating uncertainty : making sense of the student teaching experience /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-155442/.
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Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.
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Riedel, Marian Ida. "The matter of experience : understanding good teaching in an international field placement." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59345.
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Many teacher education programs, like those in BC, depict good teaching as an epistemological concern, one that can be addressed by acquiring propositional and procedural knowledge during on-campus teacher education courses and, in turn, applying this knowledge in field settings (e.g., the practicum). Such a perspective marginalizes the knowledge and insights gained from the direct experience of teaching and depicts good teaching as an application activity situated in a theory-into-practice paradigm. In an attempt to better understand the contribution of direct experience to good teaching, this study explores the international field placement component of a Bachelor of Education program for six pre-service teachers. Specifically, it examines how the pre-service teachers understand and act on their ideas about what it means to be a good teacher as a result of a four week placement in BC Offshore Schools in Asia. This hermeneutic qualitative study draws upon Hans-Georg Gadamer’s (2004) notion of Erfahrung – an experience that interrupts understandings. An analysis of the pre-service teachers’ experiences suggests that international field placements, such as those at BC Offshore Schools, can be a distinctive form of direct experience where the context provides both familiarity and strangeness – a relationship that both challenges and contributes to the participants’ thinking about the practice of good teaching in ways that may not be possible in regular BC field placements. Specifically, this study demonstrates that the pre-service teachers problematized three important dimensions of teaching: embedded Western values; universal applications of “good” pedagogy/“best practice”; and the pre-service teacher position within the field placement. These results have implications for the purpose and value of international field placement in teacher education.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
14
Lyseng, Randall Dean. "A Web site, a tool for enhancing communication in Field Experience programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0002/MQ59758.pdf.
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Izadian, Kaykhosro. "Blast wave from the explosion of finite pressurized sphere - far field experience." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107882.
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In the present research, the far field behaviour of the non-ideal blast waves generated by the explosion of a pressurized sphere is investigated. Roe's method is used to solve conservation laws for propagation of the non-ideal blasts. Two cases of bursting spheres are investigated: the hot sphere and the cold sphere. Far field equivalency between ideal and non-ideal blast waves is examined based on matching shock overpressure curves, shock trajectories and flow properties. The numerical solution indicates that the hot sphere blast and the ideal point blast of the same initial energy are equivalent in the far field. In contrary with the hot sphere blast, the present study showed that the cold sphere blast is not equivalent with the ideal point blast of the same initial energy. Moreover, the overpressure curves for hot spheres with different initial pressure at the same initial energy coalesce in the far field. However, the overpressure curves for cold spheres with different initial pressure at the same initial energy do not merge in the far field. The shock overpressure of strong explosion of cold sphere is superior compared to that of ideal point source with the same initial energy in the far field. On the other hand, the shock overpressure of weak explosion of cold sphere is inferior compared to that of corresponding ideal point source at the same initial energy. The present study also elaborates on the definition of the energy of a pressurized sphere. It is concluded that the energy calculated from Brode's formula is the true explosion energy. This is the energy which is given to the environment by the propagation of the blast resulted from bursting of the sphere. In addition, it is shown that flow properties of hot sphere and ideal point blast match in the far field, only in the part of the gas near the shock front. The energy of this part was computed and it is called self-similar energy. This energy was used to determine the hot sphere shock trajectory in the far field. The other parts of the gas near the center of the hot sphere retain the non-ideal initial conditions. The flow properties of cold sphere and ideal point blast do not match in the far field.Dans la présente recherche, le comportement en champ lointain des vagues de non-idéal souffle engendré par l'explosion d'une sphère pressurisée est étudié. Méthode de Roe est utilisée pour résoudre des lois de conservation pour la propagation du non-idéal explosions. Deux cas d'éclatement des sphères sont étudiés: la sphère chaude et froide de la sphère. L'équivalence entre le champ lointain ondes de souffle idéal et non idéal est examinée sur la base des courbes correspondant surpression de choc, les trajectoires de choc et propriétés d'écoulement. La solution numérique indique que l'explosion de sphère chaude et point idéal explosion de la même énergie initiale est équivalente dans le champ lointain. Au contraire avec l'explosion de sphère chaude, la présente étude a montré que l'explosion de sphère froide n'est pas équivalente à l'explosion point idéale de la même énergie initiale. De plus, les courbes de surpression pour les sphères chaudes avec pression initiale différente à la même énergie initiale fusionner dans le champ lointain. Toutefois, les courbes de surpression pour les sphères froide avec pression initiale différente à la même d'énergie initiale ne pas fusionner dans le champ lointain. choc de surpression de la forte explosion de la sphère froide est supérieure par rapport à la surpression de choc de source ponctuelle idéale avec la même énergie initiale dans le champ lointain d'ailleure que la surpression d'explosion de choc faibles de la sphère froide est inférieure par rapport à la surpression de choc de point idéal correspondant source à la même énergie initiale.La présente étude expose également sur la définition de l'énergie d'une sphère pressurisée et conclut que l'énergie de la formule de Brode est l'énergie véritable explosion, qui est l'énergie donnée à l'environnement par la propagation de l'explosion résulte de l'éclatement de la sphère. Cette énergie est appelée auto-similaire de l'énergie. Cette énergie a été utilisée pour déterminer la trajectoire choc de la sphère chaude dans le champ lointain. Les autres parties du gaz près du centre de la sphère conserver les non-idéales conditions initiale.
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Eicher, Rachel. "A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961.
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Heikkilä, Anna-Karin, and Hannah Reisinger. "Midwives' experience of perineal rupture prevention : a Minor Field Study in Indonesia." Thesis, Sophiahemmet Högskola, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-3127.
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Background The complications of getting affected by perineal ruptures by giving birth can cause anxiety and consequences that affect the daily life of the woman. Over ninety percent of Indonesian midwives had neither acquired any basic skills nor received any further professional development training in this area during the three years following their graduation. The main risk factors for perineal ruptures are instrumentally terminated childbirths, nulliparous and a high birth weight of the baby. The midwife has a major impact on the women's further risk of suffering from a perineal rupture. Perineal protection can play a significant role to reduce perineal ruptures. Aim The aim of the study was to describe midwives experience of perineal ruptures preventive work in Indonesia. Method This study is based on a MFS in Indonesia. The method chosen was a qualitative interview study with unstructured interview questions In total, fifteen midwives were interviewed. Data was analyzed using qualitative content analysis. Findings During the analysis three categories were identified; The preventive work to protect the perineum, Midwives experience and knowledge of perineal rupture and Factors that increase vaginal ruptures. Six subcategories were identified; Support perineum by hand, To not proceed too fast, Learning by doing, Factors midwife can affect, Factors women can affect and Other factors that may affect. Conclusion Indonesian midwife's grip to prevent perineal ruptures are similar to what the authors are educated in Sweden. Knowledge and experience appear to be limited due to the midwive´s small number of vaginal births. Midwives emphasized the importance of education and information in their work with perineal protection. They all claimed that if no perineal protection was used, it was more likely for the woman to get a grade three or four rupture. The midwives in Indonesia didn’t use warm compresses and did only use one birth position, Lithotomy position, the women laying on her back. To further make a progress in the midwives preventive work against perineal ruptures is to educate and empower Indonesian midwives knowledge. This is an important aspect due to the large number of midwives with poor experiences.Bakgrund Att drabbas av en perinealbristning vid förlossning kan orsaka ångest och ge konsekvenser som påverkar kvinnors dagliga liv. Över nittio procent av de Indonesiska barnmorskorna saknar fortfarande grundläggande färdigheter och professionell kompetensutveckling inom området tre år efter examen. De främsta riskfaktorerna för att drabbas av en perinealbristning är instrumentell förlossning, att vara förstföderska och barnets födelsevikt. Barnmorskan har stor påverkan för kvinnans risk att drabbas av en perinealbristning. Perinealskydd har en stor betydelse för att minska perinealbristningar. Syfte Syftet med studien var att beskriva barnmorskors erfarenhet av perinealbristningar[ och det förebyggande arbetet i Indonesien. Metod Denna studie bygger på en MFS (Minor field study) fältstudie i Indonesien. Den valda metoden var en kvalitativ intervjustudie med ostrukturerade intervjufrågor. Sammanlagt intervjuades femton barnmorskor. Data analyserades med hjälp av en kvalitativ innehållsanalys. Resultat Under analysen identifierades tre kategorier; Det förebyggande arbetet för att skydda perineum, Barnmorskans erfarenhet och kunskap om perinealbristningar samt Faktorer som ökar perinealbristningar. Sex underkategorier identifierades; Stöd perineum för hand, Långsamt framfödande, Träning ger färdighet, Det barnmorskan kan påverka, De faktorer kvinnan kan påverka och Andra faktorer som kan påverka perinealbristningar. Slutsats Den indonesiska barnmorskans perinealskydd för att förhindra bristningar är liknande de perinealskydd barnmorskan är utbildad att tillhandahålla i Sverige. Kunskap och erfarenhet verkar däremot vara begränsad på grund av barnmorskans få assisterade vaginala födslar i Indonesien. Barnmorskorna som intervjuades betonade vikten av utbildning och information i deras arbete att tillhandahålla perinealskydd. De hävdade att om inget perinealskydd används, är det mer sannolikt att kvinnan drabbas av en grad tre eller fyra bristning. Barnmorskorna i Indonesien använder inte varma kompresser och de använder enbart en förlossningsställning, Lithotomy positionen, kvinnan liggandes på rygg. För att ytterligare göra framsteg i det förebyggande arbetet är det nödvändigt med ytterligare kompetensutveckling för de indonesiska barnmorskorna. Detta är en viktig aspekt på grund av de stora antalet indonesiska barnmorskor som inte har tillräckligt med erfarenhet.
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McCollum, Starla. "Insights Into the Process of Guiding Reflection During an Early Field Experience of Preservice Teachers." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30384.
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The purpose of this investigation was to gain insights into
the process of guiding reflection during an early field
experience. Four preservice teachers' (PTs') reflection on
teaching was guided by the Reflective Framework for
Teaching in Physical Education (RFTPE) (Tsangaridou &
O'Sullivan, 1994). Other reflective assignments included a
reflective journal, video analysis, and peer
observation/reflection. Data collection techniques included
open-ended interviewing, reflective journals, videotape
analysis, and field notes. In contrast to previous Physical
Education Teacher Education (PETE) research, the
findings indicated PTs were able to focus on multiple
aspects of teaching: technical, situational, and sensitizing.
All four PTs demonstrated the ability to consistently
describe, justify, and critique meaningful events that
occurred in the teaching/learning environment.
Furthermore, the PTs' views on the value of guided
reflection by the RFTPE (Tsangaridou & O'Sullivan, 1994)
and the reflective assignments suggest that they perceived
the early field experience as meaningful for their
professional growth and development as prospective
physical education teachers.Ph. D.
19
Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.
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The main purpose of this study was to examine the roles that college
supervisors perform in the Field Experience programme with particular
reference to the Field Experience programme in a Catholic College of
Education. Through clarification of the roles it was expected that
the effectiveness of college supervisors would be improved resulting
in a more efficient and productive Field Experience programme at the
institution concerned.
The overall aims of the study were:
(1) to clarify the roles of college supervisors
(2) to improve the quality of the Field Experience programme
(3) to give the programme more meaning in the teacher education
course at the College concerned and
(4) to make it clear to participants in such a programme that
there is an important role for college supervisors to play.
The study involved the co-operation of 62 student teachers, 45
classroom teachers (country and city) and 10 college lecturers
(totalling 117). A questionnaire was designed on the basis of
discussions with Field Experience participants, on a survey conducted
the previous year, and on an open-ended survey conducted immediately
after the mid-year Block Practicum. The final questionnaire was then
distributed to 82 student teachers (75.5% return), 76 classroom
teachers (58.5% return) and 11 college lecturers (90% return).
The study made use of earlier work by Waters (1973) and also by Duck
and Cunningham (1985). In the study, student teachers, classroom
teachers and college lecturers were surveyed by means of a
questionnaire to rate the frequency with which specific supervisory
tasks (already identified in a pilot study) were performed.
This involved rating each of the supervisory tasks twice; firstly
rating , the 'actual' occurrence of the task and secondly by rating
the 'ideal' occurrence of the task.
Results of the study showed that there are differences of
perception surrounding role expectations for college supervisors and
that these roles require clarification. What were perceived to be
the roles for and the behaviour of college supervisors contrasted
with what was actually exhibited. Students and teachers (country and
city) perceived college supervisors to be actually performing an
Evaluator role; while lecturers perceived a Manager role. The 'ideal'
role for college supervisors was perceived by all respondent groups
to involve the functions and tasks of Manager. The degree of role
conflict present indicates that follow-up measures deserve
consideration and clarification and that orientation and learning
programmes need to be conducted for all Field Experience participants
in order to give the Field Experience programme more significance and
to improve its overall effectiveness.
A result of the study and one which could be emphasised in
order to improve the quality of the programme was the indication
of 'desirable' and 'undesirable' characteristics of college
supervisors who were involved in the Field Experience programme at
the College concerned. These results were similar to the earlier
work of Beer et al. (1983) and were indicated by' the use of openended
comments being included at the conclusion of the
questionnaire. These comments concerned the personal and
professional characteristics of college supervisors and together
with this author's work could form the basis of further study as a
step towards increasing the efficiency of Field Experience programmes.
20
Smith, Helen Barbara, and helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience." Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.
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ABSTRACT
An ethics curriculum is an integral part of most health profession courses. This thesis will explore using a qualitative approach to investigate the learning and application of professional ethical practice by Flinders University speech pathology students. This work will identify factors that may influence students readiness to learn about ethics. The knowledge, skills and attitudes that underpin professional ethical practice which speech pathology students were able to demonstrate at the conclusion of their entry level course will be illustrated. Also described will be the factors, identified by students and academics and field educators, which may influence student learning of this complex area of practice.
To explore this topic, the results of The Defining Issues Test (Rest, 1979b) of moral judgement development, independent and scaffolded case studies, as well as group and individual interviews with students, and individual interviews with academic and field educators have been used.
Results from this study suggest that a significant number of the undergraduate speech pathology students involved in this study found learning and applying ethical principles difficult, as their ability to reason morally remained conventional and rule bound. At the point of graduation, the students applied clinical and ethical reasoning skills, whilst emerging, were not yet well developed. The ability of students to demonstrate the integration of ethical theory and practice appeared limited. This lack of integration may be influenced by the fact that few field educators could report being exposed to formal ethical theories and ethical reasoning approaches during their own undergraduate education. Some of the more generic ethical practice skills reported by academics as being embedded throughout the speech pathology course, such as communication, team work and the seeking of professional support, were more clearly demonstrated by students.
Results of this study suggest that exiting students and newly graduated speech pathologists require ongoing support in the area of professional ethical practice. More explicit embedding of the theoretical underpinnings of the ethics knowledge base throughout the curriculum may be required. To be able to support the integration of professional ethical practice in students and new graduates, speech pathologists currently practising in the field who did not receive formal ethics education during their own degree or since, may require ongoing professional development in the formal knowledge base pertaining to professional ethical practice.
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Bowman, Connie Louise. "The effect of peer coaching on the preservice teacher education early field experience program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455593.
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LaMaster, Kathryn J. "Preservice Teachers as Mentors During an Early Field Experience Through Electronic Communication (E-Mail) /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589974324.
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Harvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.
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Yerger, Sara. "Pre-Teaching Concerns." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144370.
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This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.
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Axesol, Anita, and Sofie Rudin. "Synfältsinskränkningar och bilkörning." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29657.
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Granshaw, Frank D. "Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/280.
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Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when venturing into the field is not possible. However, despite increased use of VR for these purposes, there is little research on how students learn using these environments, how using them impacts student field experience, or what constitutes effective design in light of emerging theories of geocognition. To address these questions, I investigated the design and use of a virtual reality environment in a professional development program for middle school Earth science teachers called Teachers on the Leading Edge (TOTLE). This environment, called a virtual field environment, or VFE, was based largely on the field sites visited by the participants during summer workshops. It was designed as a tool to prepare the participants for workshop field activities and as a vehicle for taking elements of that experience back to their students. I assessed how effectively the VFE accomplished these goals using a quasi-experimental, mixed method study that involved a series of teaching experiments, interviews, participant surveys, and focus groups. The principle conclusions reached in this study are as follows: 1. In a field trip orientation experiment involving 35 middle school teachers, 90.6% of the participants stated a preference for VFE enhanced orientation over an alternative orientation that used photographs and static maps to complete a practice field activity. When asked about how the VFE prepared them for their field experience, the participants ranked it as most helpful for visualize the location and geography of the field sites. They ranked it lower for helping them visualize structural and geomorphic patterns, and ranked it as least helpful in developing conceptual links between the geology at individual field sites and regional geologic structure and processes. 2. According to workshop follow-up surveys, 23% of the first year participants and 40% of the second year participants used the VFE with their own classes. While factors cited for not using the VFE provided some information relevant to the larger question of technology use in classroom, individual reports of how teachers used the VFE in their classes provided limited information about student interaction with the virtual environment. 3. Interviews with 85 community college students (novices), geologists (experts), and middle school Earth science instructors (teachers) revealed no significant difference in the features of interest selected from a virtual field site. Though experts tended to ask slightly more complicated and higher order questions than the other two groups, there was no statistically significant difference in the questions asked about these features in regards to topical characteristics, cognitive outcome, or cognitive type. In addition to some insights into cognitive differences between these groups, the interviews also provided information about visual selection, perception, and processing which are valuable to VFE scene design.
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Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.
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Greene, Carmen M. "Experience using a small field of view gamma camera for intraoperative sentinel lymph node procedures." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-01132006-160335/.
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Robertson, Jeanette Suzanne. "Addressing professional suitability in social work education : the experience and approach of field education coordinators." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23031.
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The purpose of this research is to better understand the experience and approach of field education coordinators/directors in addressing student professional suitability in social work education so their insights can inform ongoing conversations within professional education programs on how to exercise ‘gatekeeping’ responsibilities. The study begins with a critical reflection of my five year experience as a coordinator, which leads into a comprehensive review of the literature, followed by an analysis and discussion of information collected from a focus group with eight coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada.
In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Field education coordinators report regularly encountering cases in which student’ behaviours call into question their suitability for the profession. They perceive the field to hold the highest expectation of them to assess and address student professional suitability, followed by faculty, administration, the accreditation body, and students, and they assign a high level of importance to having an approach to addressing such concerns within their practice. They report employing a number of pre- and post-placement measures to addressing suitability concerns. However, current perceptions of gatekeeping as potentially oppressive and contrary to social work values creates tension in their experience that is exacerbated by workload pressures, and by the lack of clear criteria for determining suitability within school policies and accreditation standards.
Respondents emphasized that more opportunities for dialogue between coordinators, faculty, administration, and field educators is needed. Also, although the majority reported relative satisfaction with their skills and knowledge, they suggested that further training and education would be beneficial, and strongly recommended that faculty, field, and administration participate in this education. Finally, a number of respondents also expressed the need for more support for their role and the field program in general within their school, and expressed concern for an apparent lack of institutional support for addressing professional suitability.
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Kim, Soyeon. "Can ASEAN benefit from the European Union's experience in the field of facilitating corporate collaboration?" Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3609.
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Regional integration in the Association of Southeast Asian Nations (ASEAN) received a boost in 2007 when they explicitly announced their objective to build an ASEAN Economic Community (AEC), i.e. a single market and production base in the region. Pursuing the ASEAN single market means that ASEAN shares with the European Union (EU) the common interests of developing regional economic integration, taking action to combat the cost of market fragmentation. The aim of this thesis is to put forward suggestions directed at the realisation of the ASEAN single market in the field of economic integration and cooperation in the business sector based upon the experience of the EU in developing its internal market. To achieve this objective, the thesis investigates current conditions for business cooperation and collaboration and analyses existing barriers to effective cooperation in ASEAN. In the framework of a comparative analysis of the two regional developments where it is relevant, the analysis is mainly based on library-based research complemented by the socio-legal research method of interviewing ASEAN experts and also, businesses within ASEAN. The major barriers identified in cross-border business activities are based on ASEAN Member Countries’ protectionist techniques to control foreign inward investments. The ‘ASEAN Way’ of consensus-based decision-making and a lack of compliance and enforcement mechanisms and of working judicial institutions obstruct the development of efficient mechanisms for the purpose and also, the efficacy of the AEC initiatives and the ASEAN industrial economic cooperation schemes. Considering the limits of the related ASEAN instruments in facilitating corporate collaboration and promoting intra-ASEAN trade and investments, four different areas of mechanisms drawn from the EU’s experience are considered. After conducting an evaluation of the viability and the potential benefits of those mechanisms in ASEAN, the thesis proposes that the most useful area, promising practical benefits, would be the introduction of uniform and universally recognised business entities to facilitate collaboration and cooperation within ASEAN. Recognition of such entities as national entities within every Member Country will help to obviate these protectionist tendencies and improve the development of intra-ASEAN trade.
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Allwihan, Ragad Mohammad. "Investigating methods of capturing and sharing learning experience during field trip to support students activity." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30568/.
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Field trips provide memorable experiences that help students to understand different aspects of natural sciences. They are considered as essential and effective teaching methods to use in environmental sciences such as geography, biology, and architecture (Rieger and Gay, 1997). Traditional methods for capturing experiences during field trips include documentation in the form of student note-taking and photographs. Whilst these are easy to use in the field, effort is required to convert this information into a format that can be easily shared with others and used to write up reports after the field trip event. Recent developments in digital and mobile technologies provide students with a range of software applications that could be used to facilitate capture and sharing of the field trip experience. These technologies offer additional advantages such as social interactivity, connectivity, individuality, portability and context sensitivity (Klopfer et al., 2002). The focus of this PhD research was to understand the role of smart mobile technology in supporting note taking activities during field trips. In addition, this research aimed to investigate the impact of using these devices to enhance field experiences in different contexts. A series of case studies were conducted with undergraduate students from different disciplines who conduct field studies as part of their coursework (geography and architecture). Consideration was also given to the clinical practice context for nursing students. Previous studies had examined the use of mobile devices in educational field trips but none had assessed the use of generic mobile technologies such as the new generation of smart mobile devices. In recognition of the increasing availability and use of these smart mobile devices, this research identified user requirements for information capture and sharing in field studies as well as the development of generic guidelines for design and implementation of mobile applications and tools in forthcoming years. The research provided an understanding of generic requirements (and context-specific requirements) in order to inform recommendations for use of mobile technologies in field study activities. This required understanding specific goals of the users to perform specified task in specific environments in the context of usability, effectiveness, efficiency and satisfaction toward (Bevan, 1995). In the initial stages of the research, three contexts of use for development of knowledge and practical skills in undergraduate students were considered. Four main studies were conducted, utilising a qualitative approach and applying a variety of methods. The characteristics of the target users, the understanding and meaning of their field experience, the kind of support that the mobile technology could usefully provide in the fieldwork were identified. The later stages of the research focused on the field trip excursions made by geography students and architecture students and considered the applicability of the research outcomes to the nursing students context in order to examine generalisability of the recommendations. The overall outcomes of this research show that current generation of mobile devices such as smart phones and tablets play a positive role in enhancing the capturing and sharing learning experience in undergraduate field trips. However, the enhancement is appeared when the participants are provided with training to familiarise them with use of the mobile devices before going into the field. The contribution of this thesis is the identification of user needs and requirements, and an understanding of what makes mobile technology good to use in the field. Recommendations are provided that could influence the education sector to consider the smart mobile devices as field equipment and to find ways to encourage students to use them in the field.
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Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Kwan, Yu Hang. "Assessing pre-service teaching practicum: a corpus-assisted discourse analysis of field experience supervision forms." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/117.
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This study analyses the moves, linguistic realisations and mitigation devices of four teaching practicum supervisors' cmmnents written to eighteen supervisees on fifty- four standard field experience supervision forms. Broadly speaking, the results reveal that the supervisors use evaluative adjectives, modality markers and imperatives to give praise and acknowledge good practice, identify weaknesses, and suggest improvements in relation to teaching and managing learning. As the supervision exercise can be face-threatening, the supervisors demonstrate sensitivity to redress their negative comments through such mitigation strategies as hedging, praise-criticism pairs, rhetorical questions and personal attributions, although the strengths of such devices may vary according to contextual issues. These findings enable readers to understand how the pragma-linguistic resources realise two global communicative purposes, i.e., "Assessment of Learning" and "Assessment for Learning".
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Meier, Catherine Meier. "Online Facilitation of Early Childhood Education Preservice Teacher Field Experiences." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3461.
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Researchers have determined that field experience is crucial in education preparation programs, yet little information is available about field experience within online early childhood education (ECE) programs. Educators who work in online ECE programs need to understand how to facilitate field experience effectively. The purpose of this qualitative interview study was to understand the processes, procedures, and experiences of instructors who facilitate preservice teachers' field experience in online ECE programs. A constructivist framework was used to examine facilitation practices. Nine instructors from online ECE programs in the United States participated in 2 semistructured interviews that lasted approximately 1 hour each. A combination of a priori and open coding was used to support inductive analysis. Themes included communication, mentoring, collaboration, parity between online and live facilitation of field experiences, roadblocks, innovations, assessment, and reflection. Participants reported that a constructivist approach was crucial for online facilitation. Four key findings included an intentionality of design for parity between online and live facilitation, active engagement in responding to facilitation challenges, embedded constructivism in curriculum design, and a necessity for online options despite preference for live field supervision. Social change implications for ECE instructors include sharing of best practices to improve facilitation of field experience in online ECE programs and acknowledgement of need for research focused on quality of field experience. Enhancing the quality of field experiences could better prepare teachers, which would benefit young children in ECE classrooms.
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Gaudreau, Patricia A. "The Effects of Engagement in an Internship on Readiness for School Leadership." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30110.
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In the national endeavor to reform education, there is no question of the importance of preparing quality principals. A preparatory internship provides opportunity to learn and practice school-based leadership. This research provided evidence leading to a better understanding of how engagement during an internship relates to the readiness for school leadership. In addition, evidence was gathered on how the conditions of the internship affect the level of engagement.
The population in this study was all participants in the National Association of Secondary School Principals’ Assessment Centers between 2001 and 2006. Assessment center scores in 10 areas of performance were used as a measure of the readiness for school leadership for of the participants. Summated Likert scales were used to measure engagement and two of the four conditions of a quality internship: quality of the field supervision and relevance of the internship to the job of principal. Summated scales were used to measure the remaining two conditions of a quality internship: previous work-related experience and institutional support for the internship.
A path model of the relationships among the variables was hypothesized. The direct effects of the variables believed to explain a quality internship were calculated with a series of multiple regressions for each path to the engagement variable. The direct effect of engagement on readiness for school leadership was calculated with a multiple regression. Indirect effects were calculated for the paths between the conditions of a quality internship, engagement, and readiness for school leadership. None of the hypothesized indirect path effects were large enough to be considered important. The relevance of the internship had a strong effect on engagement. The quality of the field supervision had a moderate effect on engagement. No other direct effects were found between the conditions of the internship and engagement in the internship.Ph. D.
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Masler, Daniel. "The Self of the Field and the Work of Donnel Stern." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1420152283.
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Olson, Ted. "Book Review of Stephen Wade: The Beautiful Music All Around Us: Field Recordings and the American Experience." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1175.
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Hyder-Wilson, John Anthony. "What is the experience of establishing an independent practice within the contemporary social care field in England?" Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44404/.
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My thesis examines the journey made by myself and others from paid employment, usually with a local authority, to self-employed status within an independent practice. I have tried throughout, as far as possible, to uncover the many meanings and essential elements of the experience: both my own, and those of others. Fully integrated within my thesis are the detailed experiences of my research respondents who have travelled a similar journey. I have used a heuristic methodology, first established and pioneered by Clark Moustakas. This demands that the researcher and his or her respondents must have lived through the experience being described. The methodology is congruent with my own positioning as a researcher and also provides a suitable, flexible but rigorous framework within which the emerging story (and stories) can be told. This approach has also been of the utmost value in structuring my research. Moustakas defines the heuristic approach as: A process of internal search through which one discovers the nature and meaning of experience and develops methods and procedures for further investigation and analysis. The self of the researcher is present throughout the process and, while understanding the phenomenon with increasing depth, the researcher also experiences growing self-awareness and self-knowledge. Heuristic processes incorporate creative self-processes and self-discoveries' (1990:9). I have used other approaches for data analysis as Moustakas does not give detailed guidance in this area. I have principally used the approach pioneered by Max Van Manen which can be described as an evolved phenomenological approach. My thesis therefore describes and explores the experience of setting up my independent practice from its very first manifestations through to the present. Integrated within that narrative are the detailed and rich ‘borrowed' experiences of my research respondents captured through 11 in-depth interviews and a consideration of the similarities and differences of the individual experiences. I have let the individual voices speak fully which draws out the themes of the experience of becoming independent in terms of motivation, preparation, the moment of independence and finally, the experience of independence. In the succeeding chapter I have analysed the findings with reference to the literature on the nature of modern day social care organisations, organisational theory and motivation, and have also explored in some depth underlying issues concerning the nature of identity and selfhood and the autonomy of individuals. I conclude that there is a core of selfhood and that, within defined limits, individuals are free to choose their own path. A final creative synthesis draws the research project to a close by considering how all that has been learned fits together. My research strategy has essentially been an exploratory one which aims to “generate knowledge about a relatively under researched or newly emerging subject” (D'Cruz and Jones 2003:17). The under-researched and emerging subject here is about the experience of establishing an independent consultancy in the social care field. My contribution to knowledge on this subject falls into several areas, including what I see as the necessary and gradual liberalisation of the social care field which allowed independent practices to evolve. I also contend that my research respondents had a particular and specific motivational profile which explains why these particular individuals made the move to independence when others did not. A further finding is that my research group exchanged a constricting organisation for a more comfortable one: that of the informal network. I also find that making the move to independence is a near irrevocable step and that, in effect, the research group went through an important identity shift in their transition to independence.
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Eldar, Eitan. "The effects of a self-management program on interns behavior during a field experience in physical education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708958.
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Fant, Gregory Robert 1960. "An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.
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This correlational study examined the relationships between undergraduate music education students' early field experiences and student teaching performance. Subjects were 40 music student teachers from eleven universities. Student teaching performance was determined from video samples using two teacher effectiveness forms, the Rehearsal Effectiveness Scale and the Survey of Teaching Effectiveness. Two independent judges were used and interjudge reliability was found to be .73 on the Survey of Teaching Effectiveness and .69 on the Rehearsal Effectiveness Scale. Reliability between forms is .88. Subjects were interviewed to collect data on both curricular and non-curricular undergraduate field experiences. These data were correlated with each subject's score on
the teacher effectiveness forms. No significant correlations were found between total early field experience and student teaching performance. Significant correlations were found between early field experiences with feedback and student teaching performance (r = .439 and .507; p < .01). A significant negative correlation was found between early field experiences without feedback and student teaching performance (r = -.316, p < .047). No significant correlations were found to exist between the non-curricular index and student teaching performance. Based on their average student teaching performance ranking, five subjects were identified as a subsample for closer analysis. Data on dieir backgrounds, high school experiences, curricular experiences, and non-curricular experiences is presented. Conclusions include the following: 1. Early field experience widi feedback and peer microteaching are positively related to student teaching performance. 2. Early field experience regardless of feedback, non-curricular experience, degree type and student background are not related to student teaching performance. 3. Early field experience without feedback has a negative relationship with student teaching performance. 4. A methods/conducting lab is an effective setting for microteaching experiences. Implications for education and future research are presented.
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Jhun, Janete Hee Youn. "The effect of price framing and customer experience in purchase decision: field experimente with a jewelry store." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/24599.
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Price promotions are a ubiquitous practice in the retail market and often consumers are overwhelmed by the variety of price schemes. Using a natural field experiment with a jewelry store, the present study tested the price framing effect and customer experience in purchase decision. The price framing effect was tested using three similar products offered alongside one another: 1 control with the regular price, 2 treatments designed to provide a positive transaction utility and price-quality perception - their prices were initially raised and then proportional discounts (10% and 20%) were applied, so that the final prices of all products amounted to be the same. The effect of customer experience was observed measuring the sales of two customers groups with different experience levels: retail customers (less experienced consumers) and wholesale customers (more experienced since they work as resellers). However, the hypotheses of the study were not confirmed, since the products treated with the price framing effect presented regression coefficients with low statistical significance, for both retail and wholesale customers. Considering that the experiment manipulated both price and discount, current literature on the subject indicates that the effects of quality perception that both present ended up conjoint and led to a null result. Some possible avenues to isolate these effects, as well as other lessons learned in the experiment, are discussed for future research.
Promoções de preço são práticas onipresentes no mercado varejista e frequentemente os consumidores se sentem sobrecarregados com a variedade de esquemas de preço. Através de um experimento de campo natural com uma loja de semi-joias, o presente estudo testou o efeito do framing de preço e experiência do cliente na decisão de compra. O efeito do framing de preço foi testado através de três produtos similares oferecidos um ao lado do outro: 1 controle com o preço regular, 2 tratamentos desenhados para prover uma utilidade transacional e percepção de qualidade positivas - os seus preços foram aumentados inicialmente e depois descontos proporcionais (10% e 20%) foram aplicados, chegando ao mesmo preço final. O efeito da experiência do cliente foi observado com a mensuração das vendas de dois grupos de clientes com diferentes níveis de experiência: clientes de varejo (consumidores menos experientes) e clientes de atacado (mais experientes pois atuam como revendedores). No entanto, as hipóteses do estudo não foram confirmadas, dado que os produtos tratados com o efeito de framing de preço apresentaram coeficientes de regressão com baixa significância estatística, para ambos os clientes de varejo e atacado. Considerando que o experimento manipulou tanto preço como desconto, a literatura atual sobre o tema indica que os efeitos de qualidade percebida que ambos apresentam acabaram se conjugando e podem ter levado a um resultado nulo. Alguns caminhos possíveis para isolar estes efeitos, bem como outras lições aprendidas no experimento, são discutidos para pesquisa futura.
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van, der Horst Jason J. "Patterns of Student Curricular Experience in Psychology as Predictors of Performance on the ETS Major Field Test." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5278.
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The purpose of this dissertation is to evaluate the relationship between student performance and their performance on the Major Field Test (MFT). The MFT purports to adequately assess student mastery and achievement in the college major, in this case psychology. The major advantages of the MFT over internally-created instruments are its standardized content, its established national norms, and its connection to the Graduate Record Examination (GRE). The MFT is the most widely used standardized test for learning outcomes assessment within psychology departments. The first hypothesis, that MFT scores are reflective of summary curricular values (i.e. GPA), was not supported when ACT composite scores are regressed out. ACT composite score by itself is predictive of MFT performance which casts doubt on its claim to be reflective of achievement in one’s college program. The results of the second hypothesis, regarding prediction of MFT scores from grades in specific courses within the major, provided positive support for the use of the MFT test. In this second analysis, we found higher multiple R-squared values for predicting MFT scores from specific course grades with R-squared values substantially stronger than the ACT bivariate regression of hypothesis 1. This helps to support the claim that the MFT measures specific achievement within one’s major. The results for the third hypothesis, prediction of MFT from particular mix of courses taken in the major, were somewhat supportive. Prediction of MFT scores was found to be strongest for the subscale area Perception and Physiology, and the strongest predictor of these scores (t value of 3.78) is student completion of the Brain, Behavior, and Cognition course group.
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Thorley, Wendy. "Employing Bourdieus notion of habitus and capital to investigate student experience within the field of further education provision." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506553.
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Mermagen, Lucy Claire. "Accelerating charter principal development| the dynamic interaction of action-reflection cycles, customization, and developmental partnerships during field experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621839.
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Leaders of charter schools need a unique combination of knowledge and skills to effectively guide their schools. Research shows that internships and residencies offered during pre-service preparation programs to provide aspiring school leaders with supervised practical leadership experience in real school contexts make a crucial contribution to developing these special capabilities. Experts agree however, that most preparation programs fail to deliver really effective field experiences. This is particularly true of traditional university programs taken by these leaders, which, unlike charter-specific programs, are not designed with their particular leadership needs in mind.
This thesis reports on an inquiry designed to cast light on what influences the effectiveness of development activity during preparatory field experiences and to identify how traditional university programs might improve the efficacy of their offerings for such principals. Using a mixed methods approach to facilitate a contextually sensitive and nuanced understanding of current development practices, this exploratory study used a statewide quantitative survey to identify a group of practicing charter principals who reported effective field experiences. Analysis of transcriptions from in-depth interviews with twelve of them provides a rich picture of the positive impacts of current practices.
The findings show that effective field experiences are possible for charter principals in traditional as well as charter-specific program pathways, and that these pathways share core characteristics. They are composed of: intense action-reflection cycles performed while engaged in a real job; customized and partly self-directed developmental work; and the exploitation of a range of developmental partnerships formed to deal with immediate challenges that also provide longer-term emotional support and expertise.
The originality of the thesis lies in identifying and synthesizing these critical dimensions that together lead to accelerated situated learning during field experiences. Practical ideas are put forward for improving the efficacy of traditional university-based programs for aspiring charter principals, proposing they become more principal-centered and self-directed, and take account of the interplay between structural features of a chosen preparatory pathway and the personal characteristics of each principal. It recommends using the more flexible, dynamic, and integrated development processes presented in the thesis to guide field experience design.
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Aiouche, Basma. "Redesigning the documentation process to streamline the process flow in the field and improve the overall customer experience." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113764.
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Thesis: M. Eng. in Advanced Manufacturing and Design, Massachusetts Institute of Technology, Department of Mechanical Engineering, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 59-60).
Waters Corporation is a leading company in analytical instruments that has been continuously growing and expanding for the past several years. With the number of installed instruments increasing, the company is dealing with more and more data and failures information that it needs to manage and handle in order to drive action. However, the current failure reporting structure, and more generally the field documentation, do not contribute in making this process simple. Field failures are not well reported, the failure documentation reporting is time consuming so documents are not filled in on-site, and failed parts are not always sent back to perform root cause analyses. This thesis project tackles these problems and presents a software system as a potential solution to be implemented in order to save time, trend the information reported from the field, solve the failures and problems faced, improve product robustness and ultimately, improve customer experience. Furthermore, this thesis suggests next steps that Waters can follow in order to pursue this project until complete effectiveness of the proposed software system is achieved.
by Basma Aiouche.
M. Eng. in Advanced Manufacturing and Design
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Guaglianone, Curtis LeRoy. "An investigation of the field experience requirement for the Professional Administrative Services Credential in the state of California." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2696.
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The perceptions of college and university program directors and practicing administrators regarding the university field experience requirement for the Professional California Administrative Services Credential were investigated. The study included the perception of the needs, roles, responsibilities, and dilemmas of the professional administrative services program supervisors and the credential candidates. The results indicate that both groups perceive field experience at the professional level of the credential process to be beneficial. It was determined that collaboration between the university, the school district, and credential candidate was essential to an effective program and that the most beneficial field experiences are those which allow flexible direct "hands on" projects for the candidate. The most significant barriers to effective programs were the amount of time required to complete the field experience and the attitude of the credential candidate toward the two-tier California credentialing requirement. The findings support the continuation of a flexible, collaborative individually designed field experience requirement with the option of professional development activities to substitute for part of the field experience unit requirement.
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Reichling, Peter, and P. G. Pererva. "The experience of the us and the eu in the field of transfer of objects of intellectual property." Thesis, Інститут науково-дослідницький Люблінського парку науково-технологічного, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/39472.
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Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.
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Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.
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Bancroft, Sharon Irene. "A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1160.
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This study examines the impact of personal attributes on student teachers' failure to pass or marginal success in the terminal field experience. Interviews were conducted of faculty at five Washington and two Oregon teacher education programs, who served as supervisors of student teaching. The interview was of the "depth" type described by Masserik (1981,) open-ended, interactive, and designed to encourage the sharing of case histories and subjective experience according to interpretive inquiry protocol as outlined by Lincoln and Guba (1985.) Its goal was to surface fundamental assumptions about and idiosyncratic language used to describe those attributes deemed critical to a preservice teacher's success. The format was flexible to allow respondents to guide and determine the final shape of the study (Goetz and LeCompte, 1984.) Interviews were tape-recorded, and transcripts re-submitted to respondents for additions, corrections, and elaborations. Interview transcripts were analyzed by a process of modified analytic induction (Bogdan and Biklan, 1982) and comparative analysis (Spradley, 1979) for recurring precepts and constructs related to personal attributes and the labels used to identify them. These were further collapsed into categories of cover and included terms, and used to construct a taxonomic model of personal attributes implicated in failure and marginality in student teachers. Initial categories which emerged were Extrapersonal, Irremediable, Intrapersonal and Interpersonal Attributes. Respondents' identified as critical the Intrapersonal and Interpersonal categories, which were further collapsed into three major attribute domains: Efficacy (including ego strength, locus of control, flexibility, and reflection) Relatedness (including empathy, self-assertion, and people-skills) and Heartfeltedness (including belief system, commitment, effort and passion.) Additional attributes identified by respondents as bridging and connecting the domains were imagination, authenticity, responsiveness and with-it-ness. Several themes emerged: 1) Respondents ascribe failure and marginality primarily to personal attributes, citing technical incompetence as causal only in combination with attribute deficits; 2) reluctance to judge subjectively produces formal evaluations that do not adequately reflect the role of personal attributes; 3) pressure to pass marginal students is seen as both cause and effect of a failure of the gatekeeping function; and 4) early identification of personal attributes likely to require and/or intractable to remediation is deemed essential.