Dissertations / Theses: '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.
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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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Whetten, Darcy L. "Curriculum Development for the Novice Developer." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4166.

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This thesis addressed the need to inform and demonstrate to novice developers the process of developing a curriculum and the need to guide novice teachers with little or no access to formal training. A curriculum for novice teachers in community programs was developed such that the teachers were presented clear and specific guidance in presenting lessons with minimal preparation time and with minimal training. Eight novice teachers presented the lessons in ESL and EFL contexts and provided feedback on the success, strengths, and weaknesses of the curriculum and lessons. The participants indicated that the curriculum overall is satisfactory, easy to follow, and meaningful to the students and teachers. The participants also indicated that the teachers need more guidance in the areas of adapting the lessons and engaging the students.

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Katalinic, Mary Dolores. "Professional Identity Differences in Novice Counselors." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6229.

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Many researchers have found that differences exist in counselors' professional identity (PI) associated with gender, learning opportunities, and specialty area. However, researchers have not focused on the impact of counselors' type of education program (online vs traditional) to PI. The purpose of this study was to address this gap and determine if differences exist in PI across program types for novice counselors. The framework for this study was built around the concept of PI, defined as including knowledge, expertise, professional roles, attitudes, behaviors, and interactions. The research question was designed to examine the differences in PIs across traditional and online education settings. A convenience sample of 140 new graduate participants was obtained for this cross-sectional survey study-113 from traditional programs and 27 from online programs. PI of participants was measured using the Professional Identity Scale in Counseling (PISC) and data were analyzed using an analysis of covariance with the covariates of gender and specialty area. The results did not show a significant difference in PI between program types, however, the means of the PISC showed that the group of online graduates scored slightly higher. While not statistically significant, the findings of the study contribute to positive social change by showing that no differences exist across the PI development of novice counselors based on program type. Therefore, counselor educators can continue to practice in ways that foster the development of students based on their education program type. Counselor education that fosters the development of student PI contributes to the community as a whole by producing individuals who are competent and knowledgeable for professional practice.

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Moser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.

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AN ABSTRACT OF THE DISSERTATION OF MORGAN E. MOSER for the Doctor of Philosophy degree with a concentration in Curriculum and Instruction, presented June 26, 2012, at Southern Illinois University Carbondale. TITLE: UNDERSTANDING HOW NOVICE TEACHERS UTILIZE ONLINE COLLABORATION MAJOR PROFESSOR: Dr. Joyce Killian This investigation focused on the different forms of online collaboration used by current novice teachers in rural districts in Illinois. Two main research questions guided this study: 1) How do novice teachers use online collaboration? and 2) How does online collaboration affect their teaching practice? This study consisted of four qualitative case studies. The case studies focused on participants who were current novice public K-12 teachers of mathematics employed in rural districts in Illinois. Three of the cases were elementary teachers, and one case was a secondary mathematics teacher. To triangulate the data, three types of data were collected from the teachers. Individual structured interviews, collection of artifacts, and an analysis of online collaboration were completed and analyzed. Analysis of the online collaboration created by one of the participants in the forms of blog entries and Twitter posts was also completed. The first research question indicated that novice teachers used online collaboration to gain ideas and curriculum material, to overcome lack of preparation and support, to enhance classroom environment, and to share ideas and resources. The results from the second research question indicated that online collaboration has impacted novice teachers' practice in several ways. It promoted teacher reflection and encouraged them to implement new teaching methods or strategies. It also encouraged them to adapt resources to meet their curriculum needs and allowed them to discover new teaching methods and strategies. Recommendations for follow-up studies include the use of focus groups rather than individual structured interviews, lengthening the time of the study to include a full school year, and a change in setting to avoid certain technical difficulties. Additionally, research should be completed on the long-term effects of online collaboration on novice teachers and whether they continue to use it as they gain more experience.

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Becht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.

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Thesis advisor: Dr. Lauri Johnson
This qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while central office leaders also cited the positive role of the induction program, novice teachers did not perceive it provided a high level of support. Recommendations are made for central office leaders to establish greater organizational clarity and to differentiate the induction program to better meet the varying needs of novice teachers
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.

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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.

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Eckerdal, Anna. "Novice students' learning of object-oriented programming." Licentiate thesis, Uppsala : Univ. : Dept. of Information Technology, Univ, 2006. http://www.it.uu.se/research/publications/lic/2006-006/2006-006.pdf.

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Thomson, Stewart Alexander. "A visual construction environment for novice users." Thesis, Robert Gordon University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400649.

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Milner, Walter William. "Concept development in novice programmers learning Java." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1670/.

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It is hypothesised that the development of concepts in formal education can be understood through the ideas of non-literal language and conceptual integration networks. The notions of concept, understanding and meaning are examined in some depth from philosophical, psychological and linguistic standpoints. The view that most concepts are grasped through non-literal means such as metaphor and conceptual blend is adopted. The central contention is that this applies both to everyday ideas and to those presented to students in formal educational contexts, and that consequently such learning is best seen in those terms. Such learning is not founded upon literal language, but a construction by the student of a complex network of metaphor and conceptual blends. This is examined in the context of students learning programming, in particular in the language Java. The hypothesis is tested by analysing transcribed interviews with a wide range of students, triangulated with an examination of teaching materials, and the data is shown to be consistent with the hypothesis. However the approach is fundamental and is not concerned with specific features of programming or Java, so that conclusions are relevant across a wide range of disciplines, especially mathematics, science and engineering. The thesis provides a new way of examining course design and learning materials including lectures and textbooks. Discourse which might seem to be literal is in fact metaphorical and blended, since it is in that way that the expert community understands the ideas. The students’ construction of corresponding blends is on the basis of their learning experience, and course design features such as examples can be explained and evaluated in such terms.

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Brehm, Jerrilyn S., M. Yasin, and Florence M. Weierbach. "Building Trust with Novice Community Based Preceptors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7397.

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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.

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Farnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.

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There is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies for accreditation and prepare highly effective professional educators with a focus on collaboration. This qualitative case study investigated the perceptions of novice teachers regarding ways in which collaboration impacted them and their teaching experiences and examined the perceptions of these novice teachers and their comfort with collaboration during their induction period.

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Okur, Aclan Can. "Intuitive layout planning for the novice planner." Diss., Online access via UMI:, 2009.

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Lydum, Matthew F. "Patterns in a Novice Teacher's Success Stories." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202520.

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This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the first year of teaching may be a struggle for some. This claim was underscored by the prevalence of the sink or swim metaphor in discourse related to induction. To understand how novice teacher success stories can inform teacher education, narratives were captured using task-oriented, semi-structured interviews deliberately designed to elicit authentic responses. Iterative analysis of the narratives yielded two profiles and 10 stories that are presented in a combination of vignettes written in the voice of the participant and expository comments. Iterative analysis of the 10 stories using the features or elements of story (setting, character, tone, and theme) yielded a number of patterns. In sum, consideration of these findings informs a deeper and richer understanding of induction through the experiences and perspectives of the purposively and conveniently selected participant in this study. Her case supports the rationale for this inquiry. She demonstrated a keen awareness of the struggles novices face. Yet, she self-identified as successful and her administration concurred. The overarching finding is deep insight into the persona of the participant--a survivor that understood successes as a novice teacher to be occurrences marked in sometimes minimal relief upon a context of struggle.

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McElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.

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More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5 or fewer years of teaching experience. The State of Tennessee has estimated the cost for that decision to around $28,000.00 per teacher for each local educational authority. Many researchers believe mentoring increases novice satisfaction in the classroom. Even though many enter the field of education, Freedman and Appleman (2009) found that teachers leave the profession in rates higher than other professions. Ingersoll and Merrill (2010) showed the annual turnover rate for teachers was higher than for professions like lawyers, engineers and professors. The purpose of this study was to discuss the role of mentoring in the preservice preparation of novice educators. This study included 10 novice participants with differing preservice mentoring. They were novices with traditional student teaching preservice preparation, year-long internship preparation, urban specialist year-long internships, and alternative licensures featuring a 3-week preservice preparation. Qualitative interviews were conducted in face-to-face individual sessions. After county approval participants were identified and later consented to the study. An interview guide was used and all participants signed the Informed Consent Document. During the interview process participants noted the importance of preservice mentoring. Commonalities perceived were the similarity of Millennials to "make a difference",¥ the desire to teach, and those who had "good" preservice mentoring believed it was more important to their level of job satisfaction than those who did not have "good" preservice mentors. Preservice mentoring was embraced by those with access, and those participants without a "good" preservice mentoring experience expressed a desire to have had "good" preservice mentoring. Preservice mentoring was not found as essential to the retention of novice teachers interviewed in this study. All participants indicated they intend to retire in the educational profession regardless of their preservice mentoring. Recommendations derived from this study included extending preservice requirements for alternative programs and a change in the scope of collegiate work during a novice's preservice training.

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Morris, Nathaniel. "Perceptions of Novice Elementary Teachers Regarding Retention." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3808.

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Teachers at the local study site continue to leave the elementary school and profession at increasingly high rates creating a teacher shortage. The school staff consists of 33 teachers, with an average of 10 resigning each year. Because of the shortage, state and local school boards, school districts, and school-based administrators share the need to understand this phenomenon. Guided by Herzberg's 2-factor theory, which noted that people are motivated by attributes such as recognition and by Maslow's motivational theory, which refers to human needs and personal beliefs as motivational factors, this study investigated factors that contributed to teacher attrition and retention, as well as strategies used to improve retention of novice teachers. Nine novice teachers employed at the local site participated in e-mail interviews. Participants provided their perception of factors that influenced their decision to remain or stay in the profession. Data were analyzed with an emphasis on seeking emerged themes through the process of open coding. Data analysis revealed a gap in the level of support from mentors and administrators that affected novice teachers' professional growth, as well as their decision to leave or stay in the profession. Participants listed incentives, acknowledgment, and training as the primary strategies for retaining teachers. The findings led to the creation of a professional development program. This study contributes to positive social change by providing educators a deeper understanding of the problem of teacher attrition and by identifying strategies to manage teacher turnover to improve retention efforts.

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Moore, Sheila Marjean. "Impact of Simulation Training on Novice Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3114.

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In 1999, the Institute of Medicine released its report on building a safer health system. Since then, safety in patient care has become a paramount interest. Given the growing support for increasing patient safety, simulation training has become a common part of novice nurses' orientation program. This simulation training is designed to mimic situations in the acute care setting where novice nurses can practice in a patient safe environment. In this DNP project, a stroke simulation scenario and supporting patient chart was developed as an addition to a novice nurses' orientation program. The National League for Nursing simulation template was used to ensure successful incorporation of the League's standards and evidence-based practices. Five local experts were chosen to review the developed stroke simulation and corresponding patient chart. After reviewing, the experts were given a Likert-types evaluation survey to complete. The results of these surveys revealed that all experts strongly agreed that the simulation scenario was easy to follow and that the simulation patient chart provided the supporting information needed for the scenario. All experts strongly agreed that the simulation scenario would be easy to incorporate into the existing simulation programs and that the simulation scenario would enhance the critical thinking and decision making of the novice nurse. Lastly, all five of the participants strongly agreed the simulation scenario would increase patient safety when novice nurses are faced with similar situations in the acute care setting. The products of this project have been made available to the local healthcare facility for incorporation into its existing orientation program for novice nurses. The purpose of developing this simulation training is to improve the novice nurse ability and confidence to make a positive social change.

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Teague, Donna. "Neo-Piagetian Theory and the novice programmer." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86690/1/Donna_Teague_Thesis.pdf.

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This PhD project studied the genetic epistemology of novice programmers, and provides empirical evidence that the development of programming skills can be described using the neo-Piagetian cognitive development framework. The thesis identifies the manifestations of each of the early neo-Piagetian stages of development in the programming domain – that is: sensorimotor, preoperational and concrete operational. This research informs not only tertiary pedagogy, but teaching and learning of computer programming in any setting. It will enable educators to (a) identify the developmental stage of their students, (b) provide stage-appropriate learning resources and (c) assist students in transitioning to the next more mature stage of reasoning.

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Sarpy-Simpson, Claudine L. "The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4677.

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The purpose of this study is to identify the perceptions of novice and veteran teachers regarding the role of the principal in retaining teachers in the profession. Also, the research investigated whether and to what extent there are differences in the perceptions of novice and veteran teachers on the role of the principal in teacher retention. Participants for the study were selected from 15 elementary schools in an urban school district in the Southwestern part of the United States. The study included 270 novice and veteran elementary teachers who completed a Likert Scale questionnaire consisting of 23 questions. The study revealed that novice and veteran teachers believe principals play a key role in the retention of novice teachers. Specifically, the study revealed that teachers want to know the expectation of principals and their evaluation of them as a novice. In addition, they expect principals to play a major role in providing professional development support for teaching strategies, classroom management, and they expect continuous collaboration and encouragement. The results of the study revealed that there was not a statistically significant difference in the perceptions of the novice and veteran teachers in regards to the role of the principal and teacher retention.

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Pinfold, Louise Elizabeth. "Are current models of entrepreneurial decision-making and cognitive coping relevant to novice entrepreneurs?" Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/are-current-models-of-entrepreneurial-decisionmaking-and-cognitive-coping-relevant-to-novice-entrepreneurs(761340ee-535d-4bad-aae6-5893ab752140).html.

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The objective of this research is to explore the extent to which current models of decision-making and entrepreneurial cognition are relevant to a sample of true novice entrepreneurs, those who are in the process of founding their first business venture. Novice entrepreneurs are recognised as being essential to sustaining the entrepreneurial churn in economies (Disney, Haskel & Heden, 2003) especially as the young firm population requires new entrants. The need arises because of the high rates of churning observed in populations of young firms that require a constant inflow of new ventures to renew the stock of businesses (Ganguly, 1985). Whilst some studies of the behaviour of entrepreneurs do focus on relatively young firms (e.g. Chandler, DeTienne, McKelvie, & Mumford, 2011) studies of true novice entrepreneurs are rare. The thesis seeks to address this gap in the literature. A sample of true novice entrepreneurs, that founded businesses in 2013 and 2014, is interviewed to explore their decision-making and cognition regarding a realistic new business case study. The approach replicates that used by other authors who have studied expert entrepreneurs (Sarasvathy, 2001; Sarasvathy, 2008; Chandler et al., 2011; Dew, Read, Sarasvathy & Wiltbank, 2009) using a think-aloud protocol to identify causation and effectuation styles. However, by using a mixed methods approach of concurrent and retrospective think-aloud aspects it was possible to identify novice decision-making and to capture the prior experiences that they referred to (Banks, Stanton & Harvey, 2014). The sample of 32 true novices was a randomised sub-set of 1128 business founders in the UK. The experimental protocol enabled a comparison with alternative expertise theories of feedback and linear thinking in decision-making (Winch & Maytorena, 2009). The key findings were contrary to the hypotheses; the true novices were both more effectual and more casual than expected; and furthermore were frequently using feedback loops in their decision-making. In addition, as the novice entrepreneurs reflected upon their experiences that informed their decisions, the literature predicts that novice entrepreneurs would have to adopt analytical approaches to decision making as they lack salient experiences to inform their decisions in the early years of trading. However, contrary to expectations, the novices used both analogical and heuristic sense-making approaches and were adept at switching between them (Jones & Casulli, 2014). The outcome of the experimental protocol offers insights into the extent to which the current literature captures the decision-making processes and entrepreneurial cognition of true novice entrepreneurs. The evidence is mixed, offering the opportunity for further refinement of existing theoretical constructs, and reinforcing the relevance of alternative theories of cognition and decision making for novice entrepreneurs, for government policies and the support networks and that provide resources to assist the creation and survival of new entrepreneurial ventures. In addition, for novice entrepreneurs, this research examined the relevance and influence of their prior experiences and emotions on their entrepreneurial decision-making. In founding their first business, the prediction for novices is that they would struggle to draw on appropriate experiences (Mathias, Williams & Smith, 2015). However, the results showed novices referencing a wide variety of experiences, with the majority of these based on personal events that they had directly experienced either in their current start-up or previous work activity. Emotions are believed to influence entrepreneurs’ abilities to cope with uncertainty in business decision making and to persist in their endeavours in the face of adverse experiences and entrepreneurs are predicted to be over optimistic (Koellinger, Minniti & Schade, 2007; Ucbasaran, Westhead, Wright & Flores, 2010). The research profiled the novices’ emotions using the internationally externally validated PANAS (Positive and Negative Affect) scale (Watson, Clark & Tellegan, 1988) and the findings showed the novices engaged consistently with their underlying trait emotions however, interestingly, they were not statistically more optimistic than the UK population (Thompson, 2007). The findings make a contribution to both the theoretical explanations and practical aspects of novice entrepreneurship and show the appropriateness of relating current research to widely used measures from other fields of study, particularly as the impact of emotions is currently influencing the future of entrepreneurship research (Cardon, Foo, Shepherd & Wiklund, 2012; Shepherd, 2015).

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Taneri, Pervin Oya. "A Study On Novice Classroom Teachers&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.

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The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were elementary school classroom teachers, from Ordu, Samsun and Sinop. A total of 300 teachers in these cities were ! asked to fill out a questionnaire. Of the 300 teachers, 275 teachers (128 females, 147 males) completed and returned the questionnaires. The researcher for the purpose of data coll! ection prepared a questionnaire that consisted of a 19-item de! mographi c data sheet, and 24-item five points Likert type questionnaire. The collected data was analyzed by using descriptive statistics such as frequencies, percentages, means and standard deviations, as well as t test, and ANOVA. The findings indicated that classroom teachers mostly face problems in teaching compound classes, applying, and understanding the body of current laws, rules and regulations, teaching the reading and writing to elementary school students, in developing supporting teaching materials and in getting students participate to the course. The findings also indicated that the alternative certification teachers experience more professional problems than the regular education teachers. It was observed that gender,! city, teaching practice, number of teachers in the school, cl! ass size , and type of classroom they teach did not affect the problems experienced by the teachers.

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Ozturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.

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This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo
adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

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Eckerdal, Anna. "Novice Programming Students' Learning of Concepts and Practise." Doctoral thesis, Uppsala universitet, Avdelningen för teknisk databehandling, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9551.

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Computer programming is a core area in computer science education that involves practical as well as conceptual learning goals. The literature in programming education reports however that novice students have great problems in their learning. These problems apply to concepts as well as to practise. The empirically based research presented in this thesis contributes to the body of knowledge on students' learning by investigating the relationship between conceptual and practical learning in novice student learning of programming. Previous research in programming education has focused either on students' practical or conceptual learning. The present research indicates however that students' problems with learning to program partly depend on a complex relationship and mutual dependence between the two. The most significant finding is that practise, in terms of activities at different levels of proficiency, and qualitatively different conceptual understandings, have dimensions of variation in common. An analytical model is suggested where the dimensions of variation relate both to concepts and activities. The implications of the model are several. With the dimensions of variation at the center of learning this implies that when students discern a dimension of variation, related conceptual understandings and the meaning embedded in related practises can be discerned. Activities as well as concepts can relate to more than one dimension. Activities at a higher level of proficiency, as well as qualitatively richer understandings of concepts, relate to more dimensions of variation. Concrete examples are given on how variation theory and patterns of variation can be applied in teaching programming. The results can be used by educators to help students discern dimensions of variation, and thus facilitate practical as well as conceptual learning.

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Franco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.

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National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservice teachers (PSTs) to focus on student learning with the goal of improving practice (Capobianco, 2007; Dawson, 2006; Taylor & Pettit, 2007), research has yet to identify how beginning teachers approach their problems. Using a narrative methodology, this qualitative study interviewed two first-year teachers to glean insight into the problems of practice they identified, the inquiry related skills and dispositions that surfaced when they approached problems, and the barriers and facilitators to resolving challenges experienced in their elementary school context (Clandinin & Connelly, 2000). Findings include (a) novices identified problems related to instructional methods, collaborating with stakeholders and teaching special need students; (b) inquiry skills and dispositions were most evident when approaching problems related to students’ needs and instructional methods; (c) critical learning and emotional intelligence surfaced, though with varying levels of depth, depended on the identified problem of practice; (d) novices demonstrated awareness their instructional practices impacted students; (e) novices sought ways to drive change in practice; and (f) critical learning and reflective dispositions supported novices to regulate emotions. The study suggests several implications for school administrators, mentors, and teacher educators, such as (a) leading novices to see beyond classroom management; (b) emphasizing essential problem solving skills; (c) supporting novices when the nature of the problem of practice inhibits asking investigative questions; (d) communicating boundaries for novices to drive change; (e) fostering critical learning with reflective focus on student needs; (f) cultivating the symbiotic relationship between emotional intelligence, critical learning, and reflection; and (g) promoting the novice teacher researcher in a traditional novice teacher culture.

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Davidson, Christopher R. "Predicting rowing ergometer performance in novice female rowers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37396.pdf.

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Young, Leslie M. "Expanding play experiences, integrating novice and expert players." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60262.pdf.

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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Frye, Julie Marie. "Occupational vulnerability| A study of novice school librarians." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631273.

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Using Callahan's (1962) vulnerability thesis as a theoretical framework, this qualitative case studies research examines the occupational socialization of secondary, public school librarians. The study examines three novice librarians' autobiographical narratives and explores how participants perceived the influence of professional, critical events. The study addresses the challenges and successes that novice school librarians encounter or bring about during their early years in the profession. The study also examines how critical events create professional identities of school librarians, and how narratives of vulnerability (re)produce culture myths about teaching and librarianship.

In order to have a better understanding of the occupational socialization of the school librarian participants, I collected data from multiple sources for each of the cases. The procedures included direct observations, interviews, and document analysis. The research began while participants were student teaching, and data was collected until their second year of practice.

The results of the analysis indicate that participants' student teaching placements provided polarized experiences to model their practices after: either unrealistic or unacceptable. All participants express that they were unprepared for their service in public schools, and they were unsupported by their administrators in their first school librarian positions. In addition, they convey great discomfort with the "myths" of their clerical work that their administrators or job titles demanded. The study suggests that in spite of their perceived inadequate socialization, school librarian participants exhibit strength in the midst of great occupational challenges and role uncertainty.

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McKnight, Daphna Erin. "Tonglen Meditation's Effects on Compassion in Novice Meditators." Thesis, University of the West, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631403.

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This study, as well as the initial pilot study, are the first known, stand-alone, empirical studies of the Tibetan Buddhist tonglen meditation practice, which is intended to increase levels of compassion (and the benefits that come with that), in addition to reducing less helpful mind-states such as fear and egotism. The premise of this larger proof-of-concept study was to investigate whether tonglen meditation can 1) increase self-compassion and compassion for others, 2) in novice meditators 3) with very little instruction, and 4) short amounts of practice time. This study examined changes in self-compassion and compassion for others through a pre/post intervention study design (α = .05). Subjects (n = 53), who were novice meditators, were given only ten minutes of introduction and instruction; after which, they were asked to participate in an 18-minute guided tonglen meditation, practice on-the-spot tonglen for 30-seconds twice a day for six days, then do one additional 18-minute guided tonglen practice. Results showed a statistically significantly increase in the total scale score of self-compassion (p < .01) and statistically significant beneficial changes in each of the six subscales as measured by Neff's self-report questionnaire, the Self-Compassion Scale (SCS). An increase in compassion for others, though trending up, could not be determined through Pommier's self-report questionnaire, the Compassion Scale (CS), due to a ceiling effect. In addition to the study results, this dissertation includes a detailed discussion of the findings and of the results from the qualitative feedback, which offers insight into the perceived benefits subjects reported, including a reduction in pain, increased communication skills, and the ability for greater perspective taking. The dissertation also contains an introduction to tonglen meditation, a tonglen troubleshooting guide, a chart of tonglen commentaries in English organized by century, and an extended literature review of a cousin compassion meditation practice, loving-kindness meditation (LKM).

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Ginat, Carmela. "Novice teachers' coping with the school's 'emotional rules'." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442162.

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Aravalli, SaiKrishna. "Some Novice methods for Software Protection with Obfuscation." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/479.

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Previously software is distributed to the users by using devices like CD.S and floppies and in the form of bytes. Due to the high usage of internet and in order to perform the tasks rapidly without wasting time on depending physical devices, software is supplied through internet in the form of source code itself. Since source code is available to the end users there is a possibility of changing the source code by malicious users in order to gain their personnel benefits which automatically leads to malfunctioning of the software. The method proposed in this thesis is based on the concept of using hardware to protect the software. We will obfuscate the relation between variables and statements in the software programs so that the attacker can not find the direct relation between them. The method combines software security with code obfuscation techniques, uses the concepts of cryptography like hashing functions and random number generators.

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Kitching, Dornehl. "Experiences of novice art teachers in high schools." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.

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Thesis (MEd)--Cape Peninsula University of Technology, 2017.
The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.

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Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.

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This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.

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Howarth, Jonathan Randall. "Supporting Novice Usability Practitioners with Usability Engineering Tools." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27064.

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The usability of an application often plays an important role in determining its success. Accordingly, organizations that develop software have realized the need to integrate usability engineering into their development lifecycles. Although usability practitioners have successfully applied usability engineering processes to increase the usability of user-interaction designs, the literature suggests that usability practitioners experience a number of difficulties that negatively impact their effectiveness. These difficulties include identifying and recording critical usability data, understanding and relating usability data, and communicating usability information. These difficulties are particularly pronounced for novice usability practitioners. With this dissertation, I explored approaches to address these difficulties through tool support for novice usability practitioners. Through an analysis of features provided by existing tools with respect to documented difficulties, I determined a set of desirable tool features including usability problem instance records, usability problem diagnosis, and a structured process for combining and associating usability problem data. I developed a usability engineering tool, the Data Collection, Analysis, and Reporting Tool (DCART), which contains these desirable tool features, and used it as a platform for studies of how these desirable features address the documented difficulties. The results of the studies suggest that appropriate tool support can improve the effectiveness with which novice usability practitioners perform usability evaluations. More specifically, tool support for usability problem instance records helped novice usability practitioners more reliably identify and better describe instances of usability problems experienced by participants. Additionally, tool support for a structured process for combining and associating usability data helped novice usability practitioners create usability evaluation reports that were of higher quality as rated by usability practitioners and developers. The results highlight key contributions of this dissertation, showing how tools can support usability practitioners. They demonstrate the value of a structured process for transforming raw usability data into usability information based on usability problem instances. Additionally, they show that appropriate tool support is a mechanism for further integrating usability engineering into the overall software development lifecycle; tool support addresses the documented need for more usability practitioners by helping novices perform more like experts.
Ph. D.

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Krishnamoorthy, Sujatha. "Designing Interactive Visualizations for First-time Novice Users." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/46174.

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Information visualization tools provide visual representations of data (commonly known as visualizations), textual representations of data and interactive operations on both these representations. It is possible, in theory, to make use of only the textual representations in order to detect trends and patterns in data. However, it would be extremely laborious and ineffective and it defeats the purpose of a visualization tool. Novices have had the problem of relying on text and failing to successfully detect trends in data because it was too laborious. We want users to effectively use visual representations to detect trends in data. Information visualization tools have been shown to be successful with experts. But can novice users using a visualization tool for the first-time, adopt visualization-based strategies to finding trends and patterns in data? This thesis derives a framework of learnable elements in an interactive coordinated-view visualization tool. This framework provides an outline of prerequisites to be learned in order to effectively use visualizations. That is, the new aspects of visualization tools must be mastered so that novices can use the tool effectively. Three interface design principles are derived to make these elements learnable to novice users: â ¢ The data-first approach - Provide a prominent overview of all available data, as opposed to showing only visualizations. This helps understand the data structure - this may be essential knowledge in being able to navigate to required data attributes. â ¢ The "less visualization, more explanation" approach - Show more explanations of visualizations at the expense of being able to pack in more visualizations. Explanations help identify how data is mapped onto visual marks, a crucial step in understanding visualizations. â ¢ The "predetermined task-based coordinations" approach - Provide separate predetermined sets of coordinated visualizations that help achieve different tasks. This is different from techniques that simply present all visualization types and expect users to choose coordinations according to tasks. Two versions of Datamaps visualization tool for Census data were tested. Both were equivalent in functionality and the kinds of visualizations offered. But the new version was specifically designed based on the three design principles. A usability study showed that the version that was implemented according to the three design principles successfully led novices to effectively use visualization-based strategies to detect trends and patterns in data.
Master of Science

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Deardorff, Philip. "Novice Teachers' Stories Represented As a Graphic Narrative." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271802/.

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The issue of alternative certification teacher training has greatly affected art education over three decades. As a result of training through alternative certification, many art educators enter the profession unprepared and unable to cope with the realities of teaching. This study attempts to understand and represent the experiences and struggles of four alternatively certified art teachers, including myself. By reading these stories, others within the education community can empathize with and provide support for struggling novice teachers. This creative thesis uses a graphic novel format to represent participants' stories. By combining text and imagery, the graphic novel format provides different meanings, interpretations, and insights into the teachers' lives. This medium offered a unique and rich perspective on the stories of what it is like being an alternatively certified art teacher.

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Barrow, Jack. "Electronic Dictionary Use in Novice L2 Learner Interaction." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/19850.

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CITE/Language Arts
Ph.D.
This microanalytic study focuses on the mutimodal word look-up practices of Japanese foreign language learners of English at the novice level using electronic dictionaries (e-dictionaries) in pair conversations. Not yet investigated with a Conversation Analysis (CA) approach, this analysis examines reoccurring interactional and collaborative repair practices (Schegloff, Jefferson, & Sacks, 1977; Schegloff, 2000) of the learners' look-ups, and explicates from the sequential turn-taking procedures (Sacks, Schegloff, & Jefferson, 1974), the underlying social organization of the e-dictionary look-up sequence. Recent research has found that not-yet-fluent learners are capable of relatively smooth turn-taking (Carroll, 2000, 2004), and they employ various embodied actions (Olsher, 2004) to complete their turns. Nonvocal resources such as gaze movement (Goodwin, 1981) and gestures were also investigated in order to better understand how learners collaboratively utilize vocal and nonvocal resources in hybrid actions, to co-construct the meaning of look-up words, and maintain intersubjectivity. While enrolled in a university intensive English program, thirteen native speakers of Japanese video-recorded thirty-minute conversations; and during these conversations, they completed look-up sequences as interactional achievements. The results indicated that EFL novice learners display sophisticated competencies when using e-dictionaries for communication. While collaboratively completing look-up sequences, they display multimodal competencies by noticing trouble with words, initiating look-ups, making candidate proposals of word translations, correcting themselves, mutually acknowledging their understanding, and maintaining intersubjectivity and sequential relevance. In terms of language learning, learners' collaborative learning of words demonstrates instances of learning-as-interaction (Brouwer & Wagner, 2004; Firth & Wagner, 2007), making public the participants' socially situated cognition. Indications of a change in the participants' cognitive state can emerge in the look-up sequential organization. A lack of knowledge is displayed publically in before-look-up actions, encouraging collaboration in the look-up. Multiple proposals and acknowledgement sequences, often displayed in embodied expansions, provide multimodal indications of a possible change in cognitive state and possible gain in knowledge. Thus, the look-up sequence organization is proposed as an interactional organization for the learning of vocabulary. Finally, the understanding of sequential structures and practices that interactants use in looking up words can inform teachers concerning the efficacy of e-dictionary use in the classroom.
Temple University--Theses

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Cathcart, Laura A. "Novice and expert comprehensive reasoning about infectious disease." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8590.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Jadud, Matthew C. "An exploration of novice compilation behaviour in BlueJ." Thesis, University of Kent, 2006. https://kar.kent.ac.uk/14615/.

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Ridley, Janice Marie. "Induction of the Novice Teacher in Urban Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/761.

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New teachers entering the urban pre-K-12 school setting require an induction program to perform their teaching duties. Despite modifications to improve an existing induction program, novice teachers in a Midwestern urban school district were underperforming in the classroom, leaving administrators to address new teacher turnover and a disrupted learning process for students. Drawing from Knowles's adult learning theory and state guidelines to fulfill federal legislation mandates for proper induction, this qualitative case study was designed to explore beginning teachers' perceptions of the modifications in the district's induction program. A sample of 8 novice teachers was recruited to participate in open-ended, semi-structured interviews. Thematic analysis and hierarchical coding were used to build themes and capture recurring patterns. Participants' responses suggested that the district's induction program is in accordance with state guidelines; however, the participants voiced that additional program modifications are needed to improve novice teachers' performance in the classroom. Participants requested more classroom management strategies; an understanding of the urban community norms, policies, procedures, building logistics, and the student population; and strategies to communicate effectively with parents. A 4 'day professional development workshop was developed to offer skills and strategies specific to the urban experience and school environment to improve novice teachers' performance. This endeavor may contribute to positive social change by increasing the performance of beginning teachers, thus, reducing teacher turnover and increasing student academic performance.

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Dissertations / Theses on the topic 'Novice'

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