Relevant bibliographies by topics / Novice

Academic literature on the topic 'Novice'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Novice"

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Wang, Jian, Michael Strong, and Sandra J. Odell. "Mentor-Novice Conversations about Teaching: A Comparison of Two U.S. and Two Chinese Cases." Teachers College Record: The Voice of Scholarship in Education 106, no. 4 (April 2004): 775–813. http://dx.doi.org/10.1177/016146810410600406.

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Mentor-novice collaborative reflection about teaching is crucial to the development of novices’ professional knowledge. However, few studies examine content and forms of mentor-novice conversations and opportunities that such interactions create for developing professional knowledge. Drawing on observation data from two U.S. and two Chinese mentor-novice pairs in induction contexts, this study analyzed the content and forms of mentor-novice conversations about novices’ lessons. We found that the U.S. and Chinese mentor-novice interactions were different in focus and form, and these differences were likely related to the curriculum structures and organization of teaching and mentoring in each country. The interactions either offered or restricted novices’ opportunities for developing professional knowledge necessary for reform-minded teaching.
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Bernard, Elise, Paul Walbron, François Sirveaux, Harold Common, Hervé Thomazeau, and Tran N. Guyen. "Validity of the construction of the ArthroSTM FAST and SHOULDER virtual reality simulator: validation in the NOVICE, CONFIRMED and EXPERTS cohorts." Orthopaedic Journal of Sports Medicine 8, no. 2_suppl (February 1, 2020): 2325967120S0001. http://dx.doi.org/10.1177/2325967120s00014.

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Background: Recently, training in arthroscopy was improved with the integration of virtual reality (VR) simulators which enable semi-autonomous learning for novices. The NOVICE cohort confirmed that residents had better basic triangulation skills when they followed a regular 6-month VR simulator program, instead of occasional workshop-type training. We attempted to discover whether the skills of novices recorded for the NOVICE cohort were different from those of residents at the end of the degree course (CONFIRMED) or those of expert practitioners (EXPERTS), according to the type of training. Methods: 2 new cohorts were formed: French residents at the end of training (CONFIRMED), and international shoulder experts (EXPERTS). They all performed “Periscoping” and “Catch the stars Glenohumeral” exercises in a single session with 3 trials, and completed the same questionnaire. Their results were compared to those of the NOVICE cohort with 6 trials after 6 months without specific training (NOVICE A), with occasional training (NOVICE B) or with regular training on a VR simulator for 6 months (NOVICE C). The variables of Time, Camera Alignment, Camera Movement and Clamp Movement were analyzed. Results: For the Periscoping exercise, there was a significant difference in Time (EXPERTS: 138s, CONFIRMED: 110s, NOVICE A: 149s (p > 0.0001) and NOVICE C: 129s (p=0.00976)), Camera Alignment (EXPERTS: 81%, CONFIRMED: 87%, NOVICE A: 92% (p > 0.00141)), and Camera Movement (EXPERTS: 123cm, CONFIRMED: 101cm, NOVICE A: 126cm, NOVICE B: 114cm, NOVICE C: 115cm (p > 0.0001)). For the Catch the stars exercise, there was a significant difference in Time, (EXPERTS: 81s, CONFIRMED: 143s, NOVICE A: 121s, NOVICE B: 105s, NOVICE C: 112s (p > 0.0001)), Camera Movement (EXPERTS 41cm, CONFIRMED 63cm, NOVICE A 52cm, NOVICE B 45cm, NOVICE C 51cm (p > 0.0001)) and Clamp Movement (EXPERTS 116cm, CONFIRMED 204cm, NOVICE A 155cm, NOVICE B 146cm, NOVICE C 157cm (p > 0.0001)). Conclusion: The ‘Catch the stars’ exercise seemed to be an exercise that distinguishes the different levels of expertise, and was closer to the daily practice of arthroscopy. The Periscoping exercise was designed to teach the basics of triangulation, and novices who had many trials were likely to perform better than experts after three trials.
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Shelton, Maria M., and Jerry J. Herman. "Mentoring and Shadow Consulting: Keys to Enhancing Novice and Veteran School Administrator Training." Journal of School Leadership 3, no. 6 (November 1993): 666–78. http://dx.doi.org/10.1177/105268469300300605.

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Countless school administrators will soon be retiring, and as a result, school systems must proactively help novice administrators quickly “learn the ropes.” Two ways to assist novices are: (1) mentoring, and (2) shadow consulting. Mentoring entails coupling a respected, experienced administrator with the novice and moving the novice to higher levels of productivity and effectiveness. Shadow consulting places a shadow consultant with the novice who monitors the individual's daily routine, provides the individual with performance feedback, and helps the individual develop a personal improvement plan. Mentoring and shadow consulting are excellent vehicles for “bringing novices on board” and “improving veteran administrators’ skills.”
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ISTENIČ, Sasa. "Poročanje o sporu glede otočja Diaoyu/Diaoyutai/Senkaku v izbranih slovenskih medijih." Asian Studies 3, no. 1 (July 24, 2015): 263–80. http://dx.doi.org/10.4312/as.2015.3.1.263-280.

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Spor nad otočjem Senkaku ostaja v središču mednarodne pozornosti. Ker bi morebitna eskalacija konflikta lahko zanetila vojno enormnih razsežnosti, je spor atraktivna novica medijev po vsem svetu. Tudi slovenski mediji so, podkrepljeni s splošno vrednostjo objav novic o mednarodnih konfliktih, spremljali aktualne novice o sporu nad otočjem Senkaku. Medtem ko je oddaljena vzhodnoazijska regija na dnu slovenskih prioritet in ambicij njenih politikov pa so tržni nagibi močno povezani s stabilnim in varnim okoljem v Vzhodni Aziji. Pričujoč članek bo analiziral poročanje slovenskih medijev o spornem otočju pri čemer se bo še posebno osredotočil na medijsko reprezentacijo podobe Japonske. Kvantitativna in kvalitativna analiza ključnih slovenskih tiskanih in spletnih dnevnih časnikov bo zajela vse novice o sporu objavljene v obdobju med leti 2010 in 2013.
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Pogodzinski, Ben. "Socialization of Novice Teachers." Journal of School Leadership 22, no. 5 (September 2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.

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Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure within schools, which can mediate formal induction policy, and that administrators should institute a network approach to socializing novice teachers.
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Goolsby, Thomas W. "A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication." Journal of Research in Music Education 47, no. 2 (July 1999): 174–87. http://dx.doi.org/10.2307/3345722.

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This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicate that novice teachers stopped and restarted more frequently without providing instruction; experts addressed balance, style, tone, and intonation more than did novices.
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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy, and Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability." Journal of Special Education 52, no. 2 (May 14, 2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.

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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.
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Slotnick, Samantha, Catherine Awad, Sanjeev Nath, and Jerome Sherman. "Novice Reviewers Retain High Sensitivity and Specificity of Posterior Segment Disease Identification with iWellnessExam™." Journal of Ophthalmology 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/1964254.

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Introduction. Four novices to Spectral Domain Optical Coherence Tomography (SD-OCT) image review were provided a brief lecture on the interpretation of iVue iWellnessExam™findings (available on iVue®SD-OCT, Optovue, Inc., Fremont, CA). For a cohort of 126 (Confirmed) Normal, 101 (Confirmed) Disease subjects, iWellnessExam™OD, OS, and OU reports were provided. Each novice independently reviewed and sorted the subjects into one of four categories: normal, retinal disease, optic nerve (ON) disease, and retinal + ON disease. Their accuracy is compared between the novices and with an expert reviewer.Results. Posterior segment disease was properly detected by novices with sensitivities of 90.6%, any disease; 84.3%, retinal disease; 88.0%, ON disease; expert sensitivity: 96.0%, 95.5%, and 90.0%, respectively; specificity: 84.3%, novices; 99.2%, expert. Novice accuracy correlates best with clinical exposure and amount of time spent reviewing each image set. The novices’ negative predictive value was 92.0% (i.e., very few false negatives).Conclusions. Novices can be trained to screen for posterior segment disease efficiently and effectively using iWellnessExam™data, with high sensitivity, while maintaining high specificity. Novice reviewer accuracy covaries with both clinical exposure and time spent per image set. These findings support exploration of training nonophthalmic technicians in a primary medical care setting.
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Pickens, Noralyn D., Kristin Bray Jones, Marsha Neville, and Barbara Schell. "Novice OT Practitioners’ Use of Occupation in Practice: A Scoping Review." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610505067p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po67.

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Abstract Date Presented 04/01/2022 This scoping review summarizes the current literature regarding novice OT practitioners’ use of occupation. Findings address how occupation is used and described by novice therapists. Occupation as a source of professional tension and the cognitive load of occupation-centered practice influenced novices’ experience using occupation. The results of this review will inform future efforts to support and strengthen novices’ occupation-centered perspective. Primary Author and Speaker: Noralyn D. Pickens Contributing Authors: Kristin Bray Jones, Marsha Neville, Barbara Schell
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Prytz, Erik G., Caroline Norén, and Carl-Oscar Jonson. "Fixation Differences in Visual Search of Accident Scenes by Novices and Expert Emergency Responders." Human Factors: The Journal of the Human Factors and Ergonomics Society 60, no. 8 (August 13, 2018): 1219–27. http://dx.doi.org/10.1177/0018720818788142.

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Objective: We sought to investigate whether expert–novice differences in visual search behavior found in other domains also apply to accident scenes and the emergency response domain. Background: Emergency service professionals typically arrive at accidents only after being dispatched when a civilian witness has called an emergency dispatch number. Differences in visual search behavior between the civilian witness (usually a novice in terms of emergency response) and the professional first responders (experts at emergency response) could thus result in the experts being given insufficient or erroneous information, which would lead them to arrive unprepared for the actual situation. Method: A between-subjects, controlled eye-tracking experiment with 20 novices and 17 experts (rescue and ambulance service personnel) was conducted to explore expert–novice differences in visual search of accident and control images. Results: The results showed that the experts spent more time looking at task-relevant areas of the accident images than novices did, as predicted by the information reduction hypothesis. The longer time was due to longer fixation durations rather than a larger fixation count. Conclusion: Expert–novice differences in visual search are present in the emergency domain. Given that this domain is essential to saving lives and also relies heavily on novices as the first link in the chain of response, such differences deserve further exploration. Application: Visual search behavior from experts can be used for training purposes. Eye-tracking studies of novices can be used to inform the design of emergency dispatch interviews.
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Dissertations / Theses on the topic "Novice"

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Pinto, Péricles de Souza. "Professional vs novice translators." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87019.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-21T13:28:37Z (GMT). No. of bitstreams: 1 207680.pdf: 1256598 bytes, checksum: 3ccce94f88743d7014af37886d776d77 (MD5)
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Calams, D'Ann Coale. "The Phenomenon of Novice Teacher Resiliency in At-Risk Elementary Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1355.

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In an urban school district in North Texas, there was a problem retaining highly qualified novice teachers. This phenomenological study examined the experiences of novice teachers to understand why some teachers demonstrated the resiliency to succeed as professional educators and to suggest potential solutions to improve novice teacher retention. Guided by Henderson and Milstein's theory of resilience, 8 novice teachers with 2-5 years of teaching experience participated in semi structured interviews. Research questions elicited the experiences that empowered novice teacher resiliency, the perceived role of administrators and colleagues to cultivate and build capacity, and recommendations to promote resiliency. Data analyses included an inductive thematic coding process to separate the data and identify themes. According to study findings, novice teachers' support from instructional specialists and colleagues contributed to their resiliency and retention. Participants indicated that a university education alone did not prepare them for the realities of teaching in at-risk learning communities. The participants suggested differentiated professional development to address the challenges of teaching in at-risk schools. A Comprehensive Professional Development Plan was created to address the gap in novice teacher resiliency and retention and to improve instructional practices to meet the needs of novice teachers and to provide a stable and responsive learning community for students to achieve social, emotional, and academic success. This study has the potential to produce positive social change by building capacity, resiliency, and retention through a long-term comprehensive professional development plan for inducting novice teachers.
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Carroll, Donald. "Co-constructing Competence : Turn construction and repair in novice-to-novice second language interaction." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511295.

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Clarke, Anthony. "Instructional methods for novice programmers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28166.

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Computer programming is a relatively new phenomenon. Instructional methods in response to this new pedagogy have been many and varied. In the critical interplay between teacher and learner, the learners' perception of the instructional environment is perhaps one of the most important yet least understood variables. Little research has been devoted to understanding the learners' perceptions of the different instructional methods advocated. This study provides an insight into the students' perceptions of two instructional methods, and thus extends the knowledge base for decision making about learning environments for novice programmers. An introductory computer programming class of sixteen university students was divided into two groups, one to experience the Lecture-lab approach (teacher centred) and the other the Guided Self-discovery approach (student centred). To ensure an even balance of abilities between the two groups, student allocation was based on a test of programming ability and a test of field independence. During the study students completed two attitude questionnaires, three tests of programming ability and a log sheet for every class. At the conclusion of the experimentation period, eight of the sixteen students were interviewed. The results of the statistical (Pearson's correlation coefficient, t-tests) and interview analysis indicated that novice programmers prefer an instructional framework based on: a teaching style that allows active student participation and substantial student-teacher interactions, a learning environment that allows student exploration and substantial student-student interactions, and resource materials that include regular work sheet.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Murphy, Constance E. "Novice principals' perceptions of preparedness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34459.pdf.

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Chon, Jieun. "Interactive Visualization for Novice Learners." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/101684.

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Iteration, the repetition of computational steps, is a core concept in programming. Students usually learn about iteration in an entry-level Computer Science class. Virginia Tech's Computational Thinking (CT) course is designed to teach non-CS majors computing skills and new ways of thinking. The course covers iteration on Day 8 of the class. We conducted a pretest before, and three post-tests after, Day 8 of the Computational Thinking class in Spring 2018 on 137 students. The pre-test was intended to measure knowledge of iteration before the material was covered. We found from the post-tests that students' knowledge of iteration did not satisfy the course objectives in Spring 2018, because the knowledge gain shown between pre-test and post-tests was not significant. We developed interactive visualizations and exercises for Fall 2018 and Spring 2019. For three semesters we conducted tests and compared the data from Fall 2018 and Spring 2019 (the treatment) against Spring 2018 (the control). We found that Spring 2019 students had greater knowledge gains than Spring 2018 students. Also, we conducted surveys in Fall 2018 and Spring 2019 from students to learn more about their recall, helpfulness, and reuse of the interactive visualizations. Finally, we analyzed data from the interactive exercises and page use to investigate students' usage behavior.
Master of Science
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Espinosa, Jessica Fernandez. "Journey of a novice kindergarten teacher." Thesis, BARRY UNIVERSITY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589606.

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Teacher attrition is a growing concern among states and school systems. Novice teachers face many difficulties during their induction and the high attrition rates within the first five years of teaching are a testament to the challenges new teachers face (Herrington et al., 2006; Fantelli & McDougall, 2009). Due to new demands emerging from U.S. education policies placing an emphasis on accountability and student mastery of predetermined learning outcomes, there have been many new demands placed on kindergarten teachers (Goldstein, 2007).

By using a narrative inquiry methodology, this research study seeks to answer the following overarching question: How do novice kindergarten teachers describe their experiences in their first of year teaching? The study also seeks to answer the following sub questions: What domains of curriculum practice act as constraints on novice kindergarten teachers curricular decision making? How do novice kindergarten teachers use their professional discretion in making decisions about how to integrate developmentally appropriate practices (DAP) into the mandated curriculum in an era of standards-based reform?

The research was guided by the following theoretical framework: Boote’s (2006) Theory of Professional Discretion. Participants were interviewed using a semi-structured interview protocol (Patton, 2002). Interviews were transcribed and then coded for emerging themes. The researcher worked with the participants to re-story and create a narrative of their experiences in their first year of teaching.

The following themes emerged from the interview data: (a) Teaching was a lifelong career goal; (b) Teaching kindergarten was not a choice; (c) They planned as a team; (d) They had a fear of deviating from the prescribed curricula; (e) The participants were overwhelmed with standardized testing; (f) They experienced being a living contradiction; (g) The participants had a lack of job security; (h) The participants were all surplussed or ‘let go’ at the end of the school year. These themes were used to write the narratives of experience. There were four narratives of experience, one for each participant. Each narrative tells the story of each participant’s first year of teaching.

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Citron, Judith Linda. "Cognitive processes of novice computer programmers." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019556/.

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Ganduri, Rajasekhar. "Network Security Tool for a Novice." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862873/.

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Network security is a complex field that is handled by security professionals who need certain expertise and experience to configure security systems. With the ever increasing size of the networks, managing them is going to be a daunting task. What kind of solution can be used to generate effective security configurations by both security professionals and nonprofessionals alike? In this thesis, a web tool is developed to simplify the process of configuring security systems by translating direct human language input into meaningful, working security rules. These human language inputs yield the security rules that the individual wants to implement in their network. The human language input can be as simple as, "Block Facebook to my son's PC". This tool will translate these inputs into specific security rules and install the translated rules into security equipment such as virtualized Cisco FWSM network firewall, Netfilter host-based firewall, and Snort Network Intrusion Detection. This tool is implemented and tested in both a traditional network and a cloud environment. One thousand input policies were collected from various users such as staff from UNT departments' and health science, including individuals with network security background as well as students with a non-computer science background to analyze the tool's performance. The tool is tested for its accuracy (91%) in generating a security rule. It is also tested for accuracy of the translated rule (86%) compared to a standard rule written by security professionals. Nevertheless, the network security tool built has shown promise to both experienced and inexperienced people in network security field by simplifying the provisioning process to result in accurate and effective network security rules.
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McCall, Davin. "Novice programmer errors : analysis and diagnostics." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61340/.

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All programmers make errors when writing program code, and for novices the difficulty of repairing errors can be frustrating and demoralising. It is widely recognised that compiler error diagnostics can be inaccurate, imprecise, or otherwise difficult for novices to comprehend, and many approaches to mitigating the difficulty of dealing with errors are centered around the production of diagnostic messages with improved accuracy and precision, and revised wording considered more suitable for novices. These efforts have shown limited success, partially due to uncertainty surrounding the types of error that students actually have the most difficulty with - which has most commonly been assessed by categorising them according to the diagnostic message already produced - and a traditional approach to the error diagnosis process which has known limitations. In this thesis we detail a systematic and thorough approach both to analysing which errors that are most problematic for students, and to automated diagnosis of errors. We detail a methodology for developing a category schema for errors and for classifying individual errors in student programs according to such a schema. We show that this classification results in a different picture of the distribution of error types when compared to a classification according to diagnostic messages. We formally define the severity of an error type as a product of its frequency and difficulty, and by using repair time as an indicator of difficulty we show that error types rank differently via severity than they do by frequency alone. Having developed a ranking of errors according to severity, we then investigate the contextual information within source code that experienced programmers can use to more accurately and precisely classify errors than compiler tools typically do. We show that, for a number of more severe errors, these techniques can be applied in an automated tool to provide better diagnostics than are provided by traditional compilers.
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Books on the topic "Novice"

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Nicolas, Victor, 19..- ... traducteur, ed. La novice. Paris: Milady romantica, 2014.

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Canavan, Trudi. The Novice. New York: HarperCollins, 2006.

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Matharu, Taran. The novice. New York: Feiwel & Friends, 2015.

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Townend, Carol. The Novice Bride. Toronto, Ontario: Harlequin, 2007.

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Grubbs, Jim. The digital novice. Springfield, IL: QSky Pub., 1987.

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Krajnc, Matej. Same dobre novice. Ljubljana]: Ved, 2012.

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The devil's novice. London: Warner Futura, 1994.

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The devil's novice. London: Futura, 1985.

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Townend, Carol. The Novice Bride. Toronto: Harlequin, 2007.

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Peters, Ellis. The devil's novice. London: Warner Futura, 1995.

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Book chapters on the topic "Novice"

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Bove, Lisa Anne, and Susan M. Houston. "Initiation – Novice." In Project Management Skills for Healthcare, 31–36. New York, NY ; Abingdon, Oxon : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429355882-4.

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Bove, Lisa Anne, and Susan M. Houston. "Planning – Novice." In Project Management Skills for Healthcare, 37–50. New York, NY ; Abingdon, Oxon : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429355882-5.

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Bove, Lisa Anne, and Susan M. Houston. "Closing – Novice." In Project Management Skills for Healthcare, 67–70. New York, NY ; Abingdon, Oxon : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429355882-7.

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Laakso, Mikko-Jussi, Teemu Rajala, Erkki Kaila, and Tapio Salakoski. "Novice Learning." In Encyclopedia of the Sciences of Learning, 2482–83. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1520.

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Bove, Lisa Anne, and Susan M. Houston. "Novice to Expert." In Project Management Skills for Healthcare, 25–30. New York, NY ; Abingdon, Oxon : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429355882-3.

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Dube, Simant. "Novice to Maestro." In An Intuitive Exploration of Artificial Intelligence, 101–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68624-6_5.

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Robertson, Linda. "The Novice Therapist." In Clinical Reasoning in Occupational Therapy, 77–92. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702833.ch6.

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Renck Jalongo, Mary, and Olivia N. Saracho. "From Novice to Expert." In Writing for Publication, 273–93. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31650-5_13.

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Rossberg, Jenny, and Alexandra Stamson. "A novice feminist pedagogy." In Queer Sharing in the Marketized University, 189–203. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003203254-15.

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Greco, Pietro. "Novice in a Monastery." In Galileo Galilei, The Tuscan Artist, 25–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72032-6_5.

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Conference papers on the topic "Novice"

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Ahmed, Saeema, Luciënne Blessing, and Ken Wallace. "The Relationships Between Data, Information and Knowledge Based on a Preliminary Study of Engineering Designers." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dtm-8754.

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Abstract The aerospace industry, along with other industries, has acknowledged the need to bridge the experience gap between novice and experienced designers [Moore, 1997]. The research aims to identify the support a novice designer requires to gain experience faster. The focus of this paper is to present some initial results of a study of novice and experienced designers. This initial study highlighted the difficulty in establishing consistent and precise usage for the terms data, information and knowledge. It is concluded that data, information and knowledge are relative concepts that cannot be defined in absolute terms. As relative concepts, these help differentiate experts and novices, and different types of novices. The relationships between data, information and knowledge are examined with the aim of prompting a discussion.
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Deken, Fleur, Maaike S. Kleinsmann, Marco Aurisicchio, Rob B. Bracewell, and Kristina Lauche. "Relations Between Design Activities and Interactional Characteristics in Novice-Expert Design Consultations: ‘What’ is Done ‘How’." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87602.

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This study investigated processes in novice–expert consultation meetings in an organizational context to identify ‘what’ is done ‘how’ by novices and expert in consultation discourses. A conceptual model was developed for studying novice–expert design discourses at a fine-resolution level. An empirical study was performed at Rolls-Royce Aerospace Engineering. In total 7 audio-records were captured of meetings between trainees (novices) and expert designers, which occurred over the course of 3 trainee teams’ design projects. Relations were investigated between two coding schemes, namely the activity coding scheme and the conversational flow coding scheme. It was found that certain activities in the meeting were more often performed by either novices or experts, whereas other activities were more often performed collaboratively. Based on the results, implications for design engineering practitioners were derived and suggestions for further research are provided.
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Viteckova, Miluse, Miroslav Prochazka, Zdenka Gadusova, and Eva Stranovska. "IDENTIFYING NOVICE TEACHER NEEDS - THE BASIS FOR NOVICES' TARGETED SUPPORT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0772.

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De Raadt, Michael, Richard Watson, and Mark Toleman. "Language Trends in Introductory Programming Courses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2464.

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Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universities has been undertaken. The census aimed to reveal not only what computer programming languages are being taught, but also how they are being taught. From the results of this census two key factors emerged: perceived industry pressure for graduates with certain language skills versus academic training for generic programming skills.
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Viswanathan, Vimal, and Julie Linsey. "A Study on the Role of Expertise in Design Fixation and its Mitigation." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71155.

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Engineering idea generation plays a vital role in the development of novel products. Prior studies have shown that designers fixate to the features of example solutions and replicate these features in their ideas. This is a major hindrance in idea generation as it restricts the solution space where designers search for their ideas. This study hypothesizes that though expert designers fixate to example features, they still can outperform novices in terms of quantity of ideas as they have a larger set of knowledge acquired through their experience. To investigate this, the experimental by Linsey et al. is replicated for novice designers. Novices generate ideas for a design problem in three groups: one group working with a fixating example, a second group working with the same example along with alternate representations for the design problem and a control group only presented with the problem and no additional materials. The obtained results support the hypothesis. Both novice and expert designers are fixated to the example features, but the expert designers generated more nonredundant ideas. The alternate representations of the design problem help experts in mitigating their fixation, whereas in novices, these have no effect.
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Aoki, Paul. "Session details: Expert/novice." In CHI07: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2007. http://dx.doi.org/10.1145/3258863.

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Whalley, Jacqueline, Amber Settle, and Andrew Luxton-Reilly. "Novice Reflections on Debugging." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432374.

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Mardi, Fatemeh, Keith Miller, and Phyllis Balcerzak. "Novice - Expert Pair Coaching." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432543.

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Brown, Neil C. C., and Amjad Altadmri. "Investigating novice programming mistakes." In the tenth annual conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2632320.2632343.

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"Session details: Expert/novice." In the SIGCHI Conference, Chair Paul Aoki. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240624.3258863.

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Reports on the topic "Novice"

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Dee-Lucas, Diana, and Jill H. Larkin. Novice Importance Rules: Definitions and Equations. Fort Belvoir, VA: Defense Technical Information Center, December 1987. http://dx.doi.org/10.21236/ada190852.

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Dee-Lucas, Diana, and Jill H. Larkin. Novice Strategies for Comprehending Technical Texts. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada239731.

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Calderwood, Roberta, Beth W. Crandall, and Gary A. Klein. Expert and Novice Fire Ground Command Decisions. Fort Belvoir, VA: Defense Technical Information Center, April 1987. http://dx.doi.org/10.21236/ada234877.

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Dee-Lucas, Diana, and Jill H. Larkin. Novice Rules for Assessing Importance in Scientific Texts. Fort Belvoir, VA: Defense Technical Information Center, December 1986. http://dx.doi.org/10.21236/ada177676.

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Bertholf, Christopher. Comprehension of Literate Programs by Novice and Intermediate Programmers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6456.

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Saavedra, Juan, Dario Maldonado, Lucrecia Santibanez, and Luis Omar Herrera Prada. Premium or Penalty? Labor Market Returns to Novice Public Sector Teachers. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24012.

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Bukhari, Hanan, Kelly Weathers, and Barbara Frazier. Information-seeking and Personal Capital in Novice Learners' Creative Design Approach. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1450.

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McGraw, Leigh K. Performance of Novice Army Nurses in a Combat Casualty Stress Scenario. Fort Belvoir, VA: Defense Technical Information Center, November 2011. http://dx.doi.org/10.21236/ada618694.

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Hubal, Robert C. Mental Models for Effective Training: Comparing Expert and Novice Maintainers' Mental Models. Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada499530.

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