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Dissertations / Theses on the topic 'Field training'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Rein, Gordon J. "Transfer of training in organizations, a field study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24229.pdf.

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2

Jung, Hwa Jin. "Leadership training in mission field through discipleship groups." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p078-0045.

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3

Sarracino, Mark E. "A study of field-based missionary leadership training." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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4

Wood, Anthony. "Mentoring apprentices training Memphis Urban Ministry field supervisors /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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5

Rush, G. Michael. "Effect of restructuring training and field-dependence-independence." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37395.

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6

Pope, Andrew L. "A Study of Field Training Programs in the Ohio Valley Region." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363553281.

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7

Roger, Robin. "Psychoanalytic training, retrospective assessment by practitioners in the field." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ45868.pdf.

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8

Daniels, Cathy Herring. "Consistency in Clinical Preceptor Field Training for Sonography Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2924.

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Consistency in clinical preceptor training for sonography students is important in assuring equity in sonography student evaluation. Review of a local community college sonography program revealed a gap between expected roles and responsibilities of clinical preceptorship and what was actually done in the clinical setting. The purpose of this project study was to explore perceptions of graduates and preceptors regarding what constituted best practices in the evaluation of sonography students in the clinical setting. Knowles's theory of active learning provided a framework for understanding the student-preceptor relationship in the evaluation process. Research questions focused on sonography graduates' and clinical preceptors' perceptions of important practices for ensuring consistency and equity in clinical evaluation. A case study design composed of face-to-face interviews with 5 graduates and 5 preceptors at the study community college was used to address the research questions. Sonography graduates were at least 2 years post-graduation; preceptors had at least 1 year with the program and at least 2 years of clinical experience. Interview data were transcribed verbatim and open coded to identify common themes. Four themes were identified: similar definitions of consistency in evaluation, importance of immediate feedback after skillls performance, potential favoritism in clinical evaluation, and the need to enforce program policies. Findings were used to design a clinical preceptor training workshop that could provide a better understanding of effective measures to attain consistency and equity in the evaluation process, fostering positive social change by helping prepare sonography students as competent practitioners to address health care needs locally and globally.

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9

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.

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10

DeWeese, Brad H., W. Guy Hornsby, Meg Stone, and Michael H. Stone. "The Training Process: Planning for Strength–Power Training in Track and Field. Part 1: Theoretical Aspects." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4632.

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The process of strength–power training and the subsequent adaptation is a multi-factorial process. These factors range from the genetics and morphological characteristics of the athlete to how a coach selects, orders, and doses exercises and loading patterns. Consequently, adaptation from these training factors may largely relate to the mode of delivery, in other words, programming tactics. There is strong evidence that the manner and phases in which training is presented to the athlete can make a profound difference in performance outcome. This discussion deals primarily with block periodization concepts and associated methods of programming for strength–power training within track and field.

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11

Nasypany, Alan. "Survey of athletic training clinical education perceptions from the field /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4261.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vii, 115 p. Includes abstract. Includes bibliographical references (p. 76-82).

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12

Chambers, Cynthia R., and L. E. Swank. "Building Leaders in the Disability Field through Inter-Professional Training." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3856.

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13

Mibeck, Bryce Michael. "Veteran police officers field training supervisors in ethics and integrity." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2406.

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This project developed a course that could be used by any police agency under the training umbrella of the California Commission on Peace Officer Standards and Training (P.O.S.T.). Specifically, the project was developed to be used by the San Bernardino Sheriff's Department and San Bernardino Valley College working with veteran police officers, police training officers, and police supervisors. The course included information from Josephson's Six Pillars of Character, Vicchio's Five Personality Types Lacking Integrity, and an ethical dilemma exercise.

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14

Jackson, Lauren M. "The Effects of Decreased Uncertainty and Telescopic Versus Full Field Training on The Useful Field of View." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1698.

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The “Useful Field of View” (UFOV) is the entire area in which information can be gathered without moving the eyes or head (Ball, Beard, Roenker, Miller & Griggs, 1998). Previous research has demonstrated that the UFOV shrinks with age (Scialfa, Kline & Lyman, 1987; Plude & Doussard-Roosevelt, 1987: Ball et al., 1988). With decrement in the UFOV, everyday activities, such as driving and walking can be limited. If the area in which information is received is smaller, then objects seem to appear suddenly and here is little time to react to them. One example of an everyday activity that would be affected by this decrement is driving. Driving involved simultaneously attending to a number of different elements at the same time, for example, speed, oncoming traffic, traffic signals and signs and pedestrians. A decrement of the UFOV would adversely affect driving performance. Only two studies have looked at training to increase the deficit in the UFOV (Sekuler & Ball, 1986: Ball, et al., 1988). Given this paucity of data, many questions have been left unanswered. This study addresses three of these questions: (a) Does target uncertainty affect older adults more adversely than younger adults?, (b) Does a recognizable pattern affect UFOV? and (c) What is the most effective training method to increase the UFOV? Two experiments were conducted to answer these questions. In the first experiment, a reduced presentation field was designed to test the uncertainty question. Along with this reduction in the presentation, two patterns (organized pattern vs. unorganized pattern) were designed to test the effects of a restricted presentation pattern on the UFOV. These two reduced patterns were compared with the full field presentation. Although the UFOV, in general, was smaller for older participants than younger individuals, there was no effect for full field versus reduced field presentation nor an organized versus unorganized condition effect. The second experiment addressed the efficacy of two training methods: Full field or telescoping rings. The telescoping ring training method began with presenting the targets on the edge of the field. As the participant improved his/her performance in locating the targets, the presentation ring was moved outward. The full field presentation presented targets in a full 30° radius. Analyses indicated a significant relationship between training method and UFOV. Specifically, both training method were effective in increasing the UFOV. However, no significant difference between the two training methods was observed. Both training conditions increased the field size; however, individuals in the ringer condition were more willing to continue the training. This seems to demonstrate that the telescoping method may cause less frustration for the participants than the full field.

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15

Yaghi, Abdulfattah. "Training transfer in human resources management a field study on supervisors /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11292005-235221.

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16

McElroy, Adlene Jones. "Antibullying Definition, Policy, Surveillance, Education, and Training in the Healthcare Field." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6618.

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Workplace bullying in the healthcare field has contributed to decreasing productivity, decreasing employee morale, increasing workplace lawsuits, overall dissatisfaction in the workplace, and potentially compromising care to patients. Little, however, is known about how public policies related to workplace bullying impact the experiences of healthcare workers. Using Cornell and Limber's conceptualization of bullying, the purpose of this general qualitative study was to better understand the experiences of healthcare leaders and workers related to workplace bullying of a single health care facility. Data were principally collected from 9 participants representing three organizational leaders, three nurses, and three ancillary members staff. These interview data were transcribed, and then subjected to a coding and analysis procedure inspired by Stevick, Colaizzi, & Keen. Findings indicate that many participants have either experienced or witnessed organizational bullying, and that occurrences of bullying are more prevalent among staff. Findings also indicate that leaders consistently understand policies and law and organizational procedures related to bullying, but staff and nurses do not share this experience. Last, staff and nurses perceive that leaders fail to follow through with enforcing organizational policies related to bullying. Positive social change implications stemming from this study include recommendations to organizational leadership and regulatory boards to develop organizational and public policies that more clearly identify the liabilities and risks of non-compliance, as well as promoting an annual training protocol that better supports public and organizational policies related to anti-bullying measures. These recommendations may result in reduced incidents of bullying, and therefore improved care to patients. Antibullying Definition, Policy, Surveillance, Education, and Training in the Healthca

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17

Gaudine, Alice Pauline. "A longitudinal field experiment of post-training interventions and transfer of training of the McGill model of nursing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25921.pdf.

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18

DeWeese, Brad H., W. Guy Hornsby, Meg Stone, and Michael H. Stone. "The Training Process: Planning for Strength–Power Training in Track and Field. Part 2: Practical and Applied Aspects." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4633.

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Planning training programs for strength–power track and field athletes require an understanding of both training principles and training theory. The training principles are overload, variation, and specificity. Each of these principles must be incorporated into an appropriate system of training. Conceptually, periodization embraces training principles and offers advantages in planning, allowing for logical integration and manipulation of training variables such as exercise selection, intensification, and volume factors. The adaptation and progress of the athlete is to a large extent directly related to the ability of the coach/athlete to create and carry an efficient and efficacious training process. This ability includes: an understanding of how exercises affect physiological and performance adaptation (i.e., maximum force, rate of force development, power, etc.), how to optimize transfer of training effect ensuring that training exercises have maximum potential for carryover to performance, and how to implement programs with variations at appropriate levels (macro, meso, and micro) such that fatigue management is enhanced and performance progress is optimized.

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19

O'Shea, John G. "Field threshold measures for canine olfaction." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-08042009-040622/.

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20

Gunter, Helen M. "An intellectual history of the field of education management from 1960." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267455.

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21

Bögels, Susan Maria. "Teaching and assessing diagnostic interviewing skills an application to the mental health field /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6844.

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22

Painter, Keith B., G. Gregory Haff, Michael W. Ramsey, Jeff McBride, N. Travis Triplett, William A. Sands, Hugh S. Lamont, Margaret E. Stone, and Michael H. Stone. "Strength Gains: Block Vs DUP Weight-Training among Track and Field Athletes." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4132.

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Recently, the comparison of “periodized” strength training methods has been a focus of both exercise and sport science. Daily undulating periodization (DUP), using daily alterations in repetitions, has been developed and touted as a superior method of training, while block forms of programming for periodization have been questioned. Therefore, the purpose of this study is to compare block to DUP in Division I track and field athletes. Thirty-one athletes were assigned to either a 10-wk block or DUP training group in which sex, year, and event were matched. Over the course of the study, there were 4 testing sessions, which were used to evaluate a variety of strength characteristics. Although performance trends favored the block group for strength and rate of force development, no statistically significant differences were found between the 2 training groups. However, statistically different (P ≤ .05) values were found for estimated volume of work (volume load) and the amount of improvement per volume load between block and DUP groups. Based on calculated training efficiency scores, these data indicate that a block training model is more efficient than a DUP model in producing strength gains.

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23

Musa, Azuwan. "The efficacy of visuomotor compensatory training for individuals with visual field defects." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12908/.

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Several approaches have been developed to help patients with partial visual field defects to cope with their visual loss, and the most effective are those that encourage the person to move their eyes more efficiently. This thesis sought to examine the efficacy of a multiplatform compensatory training called Durham Reading and Exploration (DREX) in the rehabilitation of these individuals. Overall, the thesis focuses on two primary aims which include establishing whether the DREX training app completed on either a computer or a touchscreen tablet can be an effective treatment for homonymous visual field defects (HVFDs) caused by brain injury, as well as validating the assessment tasks that have been incorporated into the app. The results from Studies 1 to 3 show that DREX training is clinically effective for HVFD rehabilitation, and the training effect in patients trained using a touchscreen tablet is equivalent to patients trained with a computer, with a meaningful improvement in the quality of life which remains stable over a period of three months. In Studies 4 to 6, the built-in assessments tasks are found to be reliable and valid and can be used confidently to monitor the training progression and outcomes. Study 7 explores the novel observation that DREX training is also beneficial for patients with other types of partial visual field defects like tunnel vision and central visual field loss, demonstrating that this training could potentially be offered to a wider low vision population. Finally, studies 8 and 9 explore whether the blurring of vision, a common comorbid visual impairment in patients with visual field defect, could affect the visual exploration performance and the outcomes of visual exploration training. From these results it is clear that blurring of vision did reduce the search efficacy, but searching behaviour can still be improved with the training. Taken together, the findings from this suite of studies indicate that DREX is an effective and inexpensive treatment for visual field defects in a variety of etiologies, however the comorbid impairments that could affect the rehabilitation should be identified to maximise efficacy of this treatment.

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24

Chaney, Megan. "Teacher Dispositions in Special Education Training to Promote Persistence in the Field." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4606.

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A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection included responses to the Teacher Dispositions Index survey from 28 teachers in the partner school district. Results of multiple regression analyses indicated that effective communication and commitment to ethical professional behavior were common dispositions among persistent special education teachers. This research study affirmed special education teacher dispositions are difficult to define and assess. Future research is recommended regarding the dispositions of effective communication, commitment to ethical professional behavior, and supplemental dispositions present in the teaching profession. The doctoral project included a professional development seminar to foster persistence among special education teachers. Results may be used to increase percentages of persistent teachers in special education programs.

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25

O'Neill, Kelsey. "The Effect of Behavioral Skills Training on Shot Performance in Field Hockey." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6737.

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Behavior analysis procedures have been used to improve sports performance and enhance player safety across a wide variety of sports. The current study evaluated the effects of behavioral skills training on three common field hockey hits, a slap shot, drive, and sweep for young field hockey players. The procedures were evaluated in a multiple baseline across behaviors for three players. Results showed increases in each type of shot once intervention was implemented.

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26

Lawless, Freda Janet. "A profile and training programme of psychological skills for track and field athletes." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85644.

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Thesis (MScSportSc)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The purpose of this study was to compile a sport psychological skills profile of track and field athletes and to determine whether a purposefully-developed psychological-skills training (PST) programme would affect this profile and athletic performance. The study was conducted in two phases. During the first phase 143 student athletes completed sport psychological skills questionnaires before competing in the 2011 University Sport South Africa (USSA) Athletics Championship. The athletes’ perceived importance of psychological skills, psychologically preparedness, and need for psychological skills training were investigated. The athletes’ best performances at the championship were recorded and their IAAF performance points calculated. The majority of the athletes perceived PST as important. However, in contrast, a large percentage was uncertain about their need for PST programmes and, alarmingly, most of the athletes under-utilized the services of sport psychologists. This could possibly indicate a resistance to PST. Overall, the results revealed poor sport psychological skill levels. Only the achievement motivation and goal directedness dimensions showed satisfactory results. Effect sizes were used to compare the sport psychological skill levels of more and less successful athletes. This revealed significant differences between the respective groups. The within-group comparisons showed that the more successful sprinters outscored the less successful sprinters in the subscales of stress control and achievement motivation. Achievement motivation was the only aspect that differed significantly between the more and less successful middle and long-distance athletes. Among the jumpers, confidence and stress control distinguished between the top and bottom athletes. The more successful throwers recorded higher imagery and achievement motivation scores than the less successful throwers. The results from the first phase were used to develop a PST programme aimed at improving the sport psychological skill levels and performance of student track and field athletes. In Phase Two, athletes from Stellenbosch University were divided into an experimental (n = 24) and control group (n = 18). Both groups underwent pre and post-testing of the same psychological skills questionnaires used in the first phase, whilst their athletic performances were recorded on both occasions. The experimental group participated in a PST programme consisting of seven sessions which covered the following topics: achievement motivation, goal-directedness, managing somatic anxiety, managing cognitive anxiety, self-confidence, concentration, and imagery. In addition to these sessions daily activities and assignments were completed in a workbook. The effectiveness of the PST programme in improving the athletes’ sport psychological skills levels is evident from the improvements observed in nine of the eleven subscales among the experimental group opposed to four skills among the control group. Inexplicably, the control group’s athletic performance improved significantly more than that of the experimental group. Further research into the role and effectiveness of PST in track and field is recommended.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ’n sportsielkundige vaardigheidsprofiel vir baan- en veldatlete saam te stel en om te bepaal tot watter mate ’n sportsielkundige vaardigheidsprogram (SVP) hierdie profiel en atletiekprestasie sal beïnvloed. Die navorsing het uit twee fases bestaan. Gedurende fase een het 143 studente-atlete verskeie sportsielkundige vraelyste voltooi voor deelname aan die 2011 Suid-Afrikaanse Studente-Atletiekkampioenskappe (USSA). Die atlete se persepsie oor die belangrikheid van sielkundige vaardighede, sielkundige voorbereiding en behoefte aan onderrig in sielkundige vaardighede is ondersoek. Die atlete se beste vertonings tydens die kampioenskappe is gemonitor en hul IAAF- prestasiepunte bereken. Die meerderheid van hierdie atlete het aangedui dat sportsielkundige vaardigheidsontwikkeling belangrik is, maar in teensteling hiermee het ’n groot persentasie aangedui dat hulle onseker is oor hul behoefte aan sportsielkundige vaardigheidsontwikkeling. Die bevinding dat die meerderheid van die atlete nie genoegsaam van sportsielkundige dienste gebruik maak nie, is kommerwekkend. Hierdie verskynsel kan op ’n weerstand teen sportsielkundige vaardigheids-ontwikkeling dui. In geheel het die sportsielkundige profiel van hierdie baan- en veldatlete swak vertoon, behalwe vir prestasiemotivering en doelgerigtheid wat bevredigende resultate opgelewer het. Effekgroottes is gebruik om die sportsielkundige vaardighede van minder en meer suksesvolle atlete met mekaar vergelyk. Dit het beduidende verskille tussen die groepe opgelewer. Die binnegroepvergelykings het getoon dat meer suksesvolle naellopers hoër tellings as minder suksesvolle naellopers in die volgende subskale behaal het: stresbeheer en prestasiemotivering. Prestasiemotivering was ook die enigste subskaal wat tussen meer en minder suksesvolle middel- en langafstandatlete kon onderskei. Selfvertroue en stresbeheer was twee aspekte wat tussen meer en minder suksesvolle springers gediskrimineer het. Prestasiemotivering en beelding was die enigste sportsielkundige dimensies wat tussen meer en minder suksesvolle gooiers kon onderskei. Die meer suksesvolle gooiers het beter vlakke met betrekking tot hierdie twee subskale getoon. Die resultate van die eerste fase is gebruik om ’n sportsielkundige intervensieprogram te ontwikkel waardeur sielkundige vaardighede en prestasie van tersiêre baan- en veldatlete verbeter kan word. In die tweede fase is atlete van die Stellenbosch Universiteit in ’n eksperimentele- (n = 24) en kontrolegroep (n = 18) verdeel. Beide groepe het dieselfde sportsielkundige vraelyste as in die eerste fase, voor en na afloop van die intervensieprogram, waaraan die eksperimentele groep meegedoen het, voltooi. Alle deelnemers se atletiekprestasies is voor en na afloop van die intervensieprogram genoteer. Die eksperimentele groep het aan die ontwikkelde sportsielkundige vaardigheidsprogram deelgeneem wat uit die volgende sewe sessies bestaan het: prestasiemotivering, doelgerigtheid, somatiese angsbeheer, kognitiewe angsbeheer, selfvertroue, konsentrasie en beelding. Hierdie sessies is deur daaglikse aktiwiteite aangevul en opdragte wat in ’n werkboek voltooi moes word. Die effektiwiteit van die program in die ontwikkeling van sielkundige vaardighede blyk duidelik uit die bevinding dat die eksperimentele groep betekenisvolle verbeteringe getoon het in nege uit elf sportsielkundige vaardighede teenoor die vier vaardighede wat by die kontrolegroep verbeter het. ’n Onverklaarbare bevinding was egter dat die kontrolegroep se atletiekprestasies betekenisvol meer verbeter het as die eksperimentele groep s’n. Verdere navorsing oor die rol en effektiwiteit van sportsielkundige vaardigheidsontwikkeling in atletiek word aanbeveel.

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27

Desai, Mayur S. "Longitudinal Study to Assess the Impact of Instructor-Based Training Versus Computer-Based Training on User Performance: A Field Experiment." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278808/.

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The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.

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28

Gleeson, C. P. "Understanding the field performance of domestic heat pumps : an analysis of recent residential heat pump field trials and training needs." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1431425/.

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This thesis explores heat pump performance. Renewable technology, based on ambient conditions, is at a distinct thermodynamic disadvantage when compared with such technologies as gas condensing boilers since the temperature gradients in which they work are so much smaller. This disadvantage makes renewable technologies, and specifically heat pumps, sensitive to design and installation practice. A mixed methods approach of quantitative and qualitative investigation is applied, principally through the analysis of heat pump field trial performance; a meta-analysis of eight European field trials of over 600 heat pump installations in terms of historical and contemporary system boundaries, and a taxonomical analysis of the UK Energy Saving Trust field trial. The trials are placed in context through the analysis of UK central heating practice, UK and EU policy, thermodynamics, manufacturers’ test regimes and a pilot field trial. From this analysis it is apparent that a wide range of performance is exhibited by residential heat pump installations. This potential to underperform, or ‘sensitivity to context’, is explored through its plausible link to vocational education and training (VET). The process of re-aligning EU VET for heat pumps is underway, driven in the UK by the Microgeneration Scheme’s design literature and training requirements. However, doubts remain as to the abilities of current UK contractors to synthesise the technical design requirements given the relatively low educational demands made on residential heating occupations when compared with EUCERT heat pump requirements, more closely aligned with the Continental concept of savoir-faire, 'know-how' or berufliche Handlungsfähigkeit, a multidimensional 'occupational capacity'.

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29

Sullivan, Joseph A. "Helicopter terrain navigation training using a wide field of view desktop virtual environment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA356059.

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Thesis (M.S. in Computer Science) Naval Postgraduate School, September 1998.
Thesis advisor(s): Rudolph P. Darken. "September 1998." Includes bibliographical references (p. 97-99). Also Available online.

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30

Vogler, Andrew James, and avogler@virginbroadband com au. "Field based testing protocols to monitor training adaptations and performance in elite rowers." Flinders University. Education, 2010. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20100302.133001.

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Laboratory-based rowing tests are the established standard for assessing fitness traits among elite rowers, and for prescribing individualised exercise intensities for training. But because tests occur on a rowing ergometer, the specificity of laboratory testing has been questioned compared with the criterion of on-water rowing. This project validated equipment required to replicate a laboratory-based rowing test in the field and evaluated the feasibility of on-water tests. Ergometer and on-water test results were compared to assess the validity of ergometer-derived training prescriptions and to establish the effectiveness of on-water tests for monitoring longitudinal fitness changes and for predicting rowing performance. Concept2 rowing ergometers (Morrisville, USA) have frequently been used for rowing tests. Although subtle design variations exist between the different models of Concept2 ergometer, there were no substantial differences between the results from incremental rowing tests using Model C and Model D ergometers. The Concept2 Model D was therefore accepted as the standard ergometer for subsequent laboratory tests. Typical error (TE) results from duplicate Concept2 Model D tests conducted 2-4 d apart showed that laboratory tests were highly reliable (TE: maximal power = 2.8%, peak oxygen consumption = 2.5%). As oxygen consumption (VO2) is measured routinely during laboratory rowing tests, it is necessary to obtain similar measurements during any on-water protocol. The MetaMax 3B portable indirect calorimetry system (Cortex, Leipzig, Germany) was therefore validated against a first-principles, laboratory-based indirect calorimetry system (MOUSe, Australian Institute of Sport, Canberra, Australia). VO2 from the MetaMax was significantly higher during submaximal exercise (p=0.03), although results were within 0.16 L.min-1 (4.1%) across all exercise intensities. There was good agreement between duplicate MetaMax trials separated by ~2 d; mean VO2 was within 0.11 L.min-1 (2.5%) and TE was ¡Ü2.3%. The specificity of rowing testing was improved using an On-water incremental test that replicated a laboratory-based Ergometer protocol. However, the individual variation in physiological responses between-tests meant that training intensity recommendations from the Ergometer test were not always applicable to on-water training. Furthermore, measurements from the On-water protocol displayed similar or lesser reliability (TE=1.9-19.2%) compared with the Ergometer test (TE=0.1-11.0%). As an effective fitness test must also be sensitive to longitudinal changes, the responses to 6 wks training were compared between the Ergometer and On-water methods. The magnitude of On-water training effects were usually greater (small Cohen¡¯s effect size) compared with the Ergometer test (trivial effect), although On-water and Ergometer tests both indicated that training responses were negligible because virtually all changes were less than one of their respective TEs. Correlations between test results and rowing performance were largest when rowing mode was matched between conditions, but Ergometer results provided the highest correlations (Ergometer vs. 2000-m ergometer time-trial: R= -0.92 to -0.97 compared with On-water vs. On-water maximal power output: R=0.52 to 0.92). Although On-water tests improved the specificity of on-water training prescriptions, these tests provided no obvious benefits for monitoring longitudinal fitness changes or performance compared with Ergometer tests. Given that On-water tests are also more time consuming and logistically challenging, their practical application is limited.

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Schacher, G. E. (Gordon Everett), Steve Pilnick, Nelson Irvine, and Shelley Gallup. "Seventh Fleet field training exercise : Fleet Battle Experiment Kilo : fires initiatives final report." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/6916.

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Fleet Battle Experiment Kilo was conducted during Seventh Fleet exercise Tandem Thrust 03. During the Field Training Exercise phase, testing of Time Sensitive Targets processes using the Joint Fires Network was carried out. This report contains results obtained on contributions made by the Joint Fires Network to Navy Time Sensitive Targeting and experiment lessons learned.

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Worley, Charles E. "Training resident church planters and new church core groups a field education approach /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Miranda, Costa Eliane. "Degree in Rural Education: Intentions in the Training of Field Educators in Marajó." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116894.

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The text is the result of the master survey conducted in the city of Portel, in thearchipelago of Marajó. It ims to discuss the intentions of forming educators ofthe field from the Bachelor,s Degree in Rural Education. Methodologically it is acase study of one type of qualitative approach, which collected the data using thefollowing techniques: semi-structured interviews, non-participant observation,closed questionnaire and document analysis. The data analyzed in the light ofthe content analysis technique in dialogue with theorists, like Arroyo (2011),Caldart (2010), Molina (2010) and others, made it possible to consider that oneof the forming intentions is the conquest of new schools not in the sense of a newphysical structure, but an open space for dialogue and debate.
El texto es el resultado de la encuesta de la muestra realizada en la ciudad dePortel, del archipiélago Marajó. Tiene como objetivo discutir las intenciones de la formación de educadores del campo de la Licenciatura en Educación Rural. Metodológicamente se trata de un estudio de caso de un tipo de enfoquecualitativo, que recoge los datos mediante las siguientes técnicas: entrevistassemiestructuradas, observación no participante, cuestionario cerrado y análisis dedocumentos. Los datos analizados a la luz de la técnica de análisis de contenido enel diálogo con los teóricos, como Arroyo (2011), Caldart (2010), Molina (2010)y otros, hicieron posible considerar que una de las intenciones de formación es laconquista de nuevas escuelas no en el sentido de una nueva estructura física, sinoun espacio abierto para el diálogo y el debate.
O texto resulta da pesquisa de mestrado realizada no município de Portel, noarquipélago do Marajó. Objetiva discutir as intencionalidades da formação de educadores do campo a partir do curso de Licenciatura em Educação do Campo. Metodologicamente trata-se de um estudo de caso do tipo único de abordagem qualitativa, que coletou os dados por meio das seguintes técnicas: entrevista semiestruturada, observação não-participante, questionário fechado eanálise documental. Os dados analisados à luz da técnica da análise de conteúdoem diálogo com teóricos, a exemplo de Arroyo (2011), Caldart (2010), Molina(2011) e outros, possibilitaram considerar que uma das intenções da formação éa conquista de novas escolas, não no sentido de uma nova estrutura física, mas deum espaço aberto ao diálogo e ao debate.

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Hazelton, Christine Roberta. "Visual field loss after stroke : a mixed methods exploration of scanning training interventions." Thesis, Glasgow Caledonian University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726757.

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Davis, Walter D. "A longitudinal field investigation of antecedents and consequences of self-efficacy during aviation training." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/31024.

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Sega, Meleina A. "Training and needs assessment technique improvement in customer service through a field observation study." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006segam.pdf.

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Rothlein-Goldstein, Mary DePiano. "Influences on adult education practitioners' working philosophies : a field study of probation officer training /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353909.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).

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Flory, Christopher M. "Digital forensics and community supervision| Making a case for field based digital forensics training." Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597627.

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In this paper I will review the literature concerning investigator digital forensics models and how they apply to field investigators. A brief history of community supervision and how offenders are supervised will be established. I will also cover the difference between community supervision standards and police standards concerning searches, evidence, standards of proof, and the difference between parole boards and courts. Currently, the burden for digital forensics for community supervision officers is placed on local or state law enforcement offices, with personnel trained in forensics, but may not place a high priority on outside cases. Forensic field training for community supervision officers could ease the caseloads of outside forensic specialists, and increase fiscal responsible by increasing efficiency and public safety in the field of community supervision.

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39

Wasmond, Joseph C. "Toward a theological basis for a training manual for pre and post-field missionaries." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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40

Caeiro, Rute Martins. "Vitamin A deficiency and training to farmers: evidence from a field experiment in Mozambique." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/11593.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and Economics
Vitamin A deficiency is a widespread public health problem in Sub-Saharan Africa. This paper analyzes the impact of a food-based intervention to fight vitamin A deficiency using orange-fleshed sweet potato (OFSP). We conducted a randomized evaluation of OFSP-related training to female farmers in Mozambique, in which the treatment group was taught basic concepts of nutrition, and OFSP-planting and cooking skills. We found encouraging evidence of changes in behavior and attitudes towards OFSP consumption and planting, and considerable increases in nutritionrelated knowledge, as well as knowledge on cooking and planting OFSP.

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Pace, Richard, and Charles E. Walters. "Common Test and Training Range Architecture." International Foundation for Telemetering, 1995. http://hdl.handle.net/10150/608373.

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International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada
To address the concerns of a declining defense budget, duplicate range capabilities, and applications of new technologies, the Deputy Director, Test Facilities and Resources, Test, Systems Engineering and Evaluation Directorate, Office of the Secretary of Defense (OSD), initiated the Common Test and Training Range Architecture (CTTRA) Workshop project. The development of a common test and training range architecture requires a series of workshops designed to apply the expertise of the test and training ranges and the installed systems test facilities (ISTF) communities to the challenges of architecture development and interface standardization. A common range architecture with standardized interfaces will facilitate asset sharing between the Services, increase the industry-government dual-use potential of OSD's test and training range facilities, and lower the cost of testing. Further, common range interfaces will allow the efficient integration of new instrumentation and simulations at minimum cost. To support development of the CTTRA, there have been three workshops, each expanding the accomplishments of the previous workshop. The first workshop was conducted 20-22 April 1994. The other workshops were held 12-14 October 1994 and 21-24 February 1995. The goals of the workshop process are to: • Develop a common test and training range architecture that supports the requirements of the test, training, and installed systems test facility communities • Identify areas with the potential to yield near-term interface standardization benefits. • Identify potential OSD Central Test and Evaluation Investment Program (CTEIP) projects. Thus far, the workshops have developed a top level and second level candidate CTTRA, identified areas for interface standardization, and established standing working groups responsible for continuing development of CTTRA and selected areas for interface standardization.

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Curtain, Michelle. "Reflections from the field : a snapshot of traditional teacher education and urban professional development school graduates' preparation and teaching experiences /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273562.

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Thesis (Ed.D.)--Indiana University, School of Education, 2006.
Title from PDF t.p. (viewed Oct. 30, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2899. Adviser: Khaula Murtadha.

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Stagno, Karl Michael. "The physiology of field hockey, with special reference to the quantification and prescription of training." Thesis, Kingston University, 2005. http://eprints.kingston.ac.uk/20371/.

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44

Barren, James E. "Analyzing soldier in-processing at the United States Army Field Artillery Training Center through simulation." Thesis, Monterey, California: Naval Postgraduate School, 1999. http://hdl.handle.net/10945/13490.

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Each year the United States Army in-processes thousands of new recruits at training centers. Variations in the number of recruits who arrive for in-processing, particularly surges during summer time, cause problems that ripple throughout the entire Army training base. This thesis gathers and analyzes historical recruit and in-processing data for one Army training base: Fort Sill, Oklahoma. The recruit reception process is modeled as a network flow problem and analyzed through the use of computer simulation. Analysis of the problem using the model compares the status quo to various options for improving recruit "throughput." Policy options are explored on a cost and benefit basis. Recommendations improve reception battalion "throughput" by making better use of existing resources, and establish guidelines for allocating additional resources, thus contributing to solving a significant scheduling problem for the Army Training Centers.

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45

Persson, Peter. "A pre-field, church-based training course on cross-cultural adjustment for prospective Austrian missionaries." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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46

Hoffmann, James J., Jacob P. Reed, Keith Leiting, Chieh-Ying Chiang, and Michael H. Stone. "Repeated Sprints, High-Intensity Interval Training, Small-Sided Games: Theory and Application to Field Sports." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4620.

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Due to the broad spectrum of physical characteristics necessary for success in field sports, numerous training modalities have been used develop physical preparedness. Sports like rugby, basketball, lacrosse, and others require athletes to be not only strong and powerful but also aerobically fit and able to recover from high-intensity intermittent exercise. This provides coaches and sport scientists with a complex range of variables to consider when developing training programs. This can often lead to confusion and the misuse of training modalities, particularly in the development of aerobic and anaerobic conditioning. This review outlines the benefits and general adaptations to 3 commonly used and effective conditioning methods: high-intensity interval training, repeated-sprint training, and small-sided games. The goals and outcomes of these training methods are discussed, and practical implementations strategies for coaches and sport scientists are provided.

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Power, Christine Lee. "Up to the Task?: A Policy Analysis of the Massachusetts EDTPA Pilot and Field Test." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:109023.

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Thesis advisor: Marilyn Cochran-Smith
The Massachusetts edTPA Pilot and Field Test (2010-2013) was launched by the Massachusetts Department of Elementary and Secondary Education to evaluate the possible adoption of edTPA within that state. Guided by Cochran-Smith et al.’s(2013) Politics of Policy Framework, this mixed-methods study examines this policy initiative by analyzing the dominant national media of the era using Stone’s (2002) concept of “metaphors and analogies” as well as interview data from 21 teacher educator participants from the five pilot educator preparation institutions. Findings indicate that multiple dominant frames permeated the national and Massachusetts media narrative, specifically a focus on efficiency, equity, and liberty. These frames were used by both proponents and opponents of edTPA implementation. Moreover, despite many similarities between pilot institutions, implementation of the Massachusetts, edTPA evolved differently in each organization due to multiple institutional-level factors, including access to resources, strength of institutional leadership and organization, level of program coherence, and presence or absence of a strong internal accountability system. Consistent with co-construction theories of policy implementation (Datnow & Park, 2009) this study unpacks the iterative and dynamic nature of policy development and implementation. In doing so, it highlights the real-world complexity of policy implementation at the institutional level and how policy can be interpreted and implemented differently in varying contexts
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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48

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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Forseth, Kimberly R. "Undergraduate physical education majors' development of teaching behaviors across laboratory and field practica /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612164415.

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50

MacMillan, Kathleen Martha. "Results of a treadmill simulation of field training regimens of three-year-old racing Standardbred pacers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ48801.pdf.

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