Dissertations / Theses on the topic 'Professional writing and journalism practice'
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Wohlrabe, Mary Durkin Rhodes Dent. "An instructional model for publication design classes incorporating current professional practice." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219091.
Full textTitle from title page screen, viewed January 6, 2006. Dissertation Committee: Dent Rhodes (chair), John David Reed, William Semlak, Robert Chandler. Includes bibliographical references (leaves 257-270) and abstract. Also available in print.
Clayworth, Anya Louise. "'Laurels don't come for the asking' : Oscar Wilde's career as a professional journalist." Thesis, University of Birmingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341879.
Full textWenger, Debora Halpern. "Newsroom realities, curriculum opportunities : the role of professional practice in journalism education." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/37036/.
Full textJones, Bronwyn. "Social media @ global news agencies : news(s) technology in a professional culture of practice." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/5457/.
Full textObateru, T. C. "The socio-cultural dynamics and 'survival struggle' in professional journalism practice in Nigeria." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42335/.
Full textShealy, Kristin L. "Impact of collaborative work analysis professional development on teacher practice and student writing." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154942.
Full textThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers’ perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
O'Neill, Eamonn Patrick. "Investigative journalism after Watergate in the USA and UK : a comparative study in professional practice." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=11901.
Full textKitchens, Juliette C. "The Postdisciplinarity of Lore: Professional and Pedagogical Development in a Graduate Student Community of Practice." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/92.
Full textSalisbury, Katherine. "The edge of expertise? : towards an understanding of listening test item writing as professional practice." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/the-edge-of-expertise---towards-an-understanding-of-listening-test-item-writing-as-professional-practice(360ba31f-a1db-4579-bc4e-7ad39f4892d2).html.
Full textPearce, Terisa Ronette. "The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28461/.
Full textSlawson, Deborah L., and Nicholas E. Hagemeier. "Scientific Writing. Mastering the Art of Verbal Communication." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1416.
Full textShumway, Jill Brown. "Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2257.
Full textHardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.
Full textLeonard, Jill T. "Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2577.
Full textSenechal, Anne E. "The use of autobiographical writing to investigate influences of graduate study on the professional practice of one classroom teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/MQ35525.pdf.
Full textSaturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.
Full textBörjesson, Lisa. "Resources for scholarly documentation in professional service organizations : A study of Swedish development-led archaeology report writing." Doctoral thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-306157.
Full textArchaeological Information in the Digital Society (ARKDIS)
Hållsten, Stina. "Ingenjörer skriver : Verksamheter och texter i arbete och utbildning." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7483.
Full textDaniello, Frank. "Systemic functional linguistics theory in practice: A longitudinal study of a school-university partnership reforming writing instruction in an urban elementary school." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2591.
Full textThe ability to express meaning in prose is a foundational skill in our society. Given the importance of being a competent writer, concern with the quality of writing instruction is a recurring theme among American educators (Cutler & Graham, 2008; Gilbert & Graham, 2010; National Commission on Writing, 2003, 2004, 2006). Research shows that teachers are unprepared to teach writing (Gilbert & Graham, 2010) and devote limited amounts of time to it (Cutler & Graham, 2008; Gilbert & Graham, 2010). In addition, national assessment data indicates that most students are not proficient writers (Salahu-Din, Persky & Miller, 2008). An embedded case study design (Yin, 2009), using mixed methodology (Greene & Caracelli, 2003a, 2003b; Hesse-Biber, 2010), was employed to determine whether a school-university partnership enacted systemic functional linguistics theory guided writing intervention changed fourth and fifth grade teachers' writing instruction over the course of three years in an urban elementary school. The study further investigated changes to 41 fourth and 27 fifth graders' writing performance during the third year of the invention. Examination of the relationship between students' performance in writing and the Massachusetts Comprehensive Assessment System (MCAS) test in English language arts was conducted. The study also explored how teachers articulated their experiences with the partnership. Findings showed the content of teachers' instruction changed involving the use of metalanguage and the teaching of genre, language, and tenor. Similarly, instructional strategies evolved regarding negotiating field and deconstruction of text. Findings also indicated a significant improvement in writing performance for all students, and bilingual students had more growth over time than monolingual peers. Also, a moderate positive relationship existed between writing performance and MCAS performance, which suggests understanding of genre may support reading comprehension. Overall, teachers positively experienced the partnership and found value in the professional development. Implications of these study findings will benefit teacher education, administrators and policymakers, and allow for improved school-university partnerships
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Tyrén, Lena. ""Vi får ju inte riktigt förutsättningarna för att genomföra det som vi vill" : en studie om lärare möjligheter och hinder till förändring och förbättring i praktiken." Doctoral thesis, Högskolan i Borås, Institutionen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3655.
Full textAkademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid
Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete
framläggs till offentlig granskning Fredagen den 14 juni, kl. 13-16 vid Högskolan i Borås, sal C203
Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.
Full textSouanef, Karim. "Le journalisme sportif pris au jeu : Sociologie des principes de légitimité professionnelle." Thesis, Paris 9, 2013. http://www.theses.fr/2013PA090059.
Full textSport journalists are said to be ‘supporter journalists’. They are supposed to be emotional and then barely closed from the detachment required by professional excellence. This dissertation uses cross materials (archives, interviews, ethnography, and content analysis) to give a broader picture of this occupation. It shows that sport journalism’s history has to do with sport business and the legitimization of a market driven journalism. However, such a market driven conception makes do with - sometimes critical - proximity with its object. Such a mass media conception of the sports news is reproduced via schools of journalism. It is all the more efficient since this schools’ teaching fit the economical reality and students’ expectations toward their future work as a “universe of consolation” to pursue their passion for sport. Sport journalism is still regarded from a legitimist point of view as a low-grade journalism, it occupies nowadays a very central position in the professional hierarchy. Then, once should reconsider dominant norms of journalism. Furthermore, the specialists feels “on their place” as they consider their work as a “universe of consolation” to pursue their passion for sport
Cacciamani, Jackson Luís Martins. "Os Encontros sobre Investigação na Escola: articulação entre a formação acadêmico-profissional e a produção de currículo pela escrita da sala de aula." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4828.
Full textApproved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-08T16:55:40Z (GMT) No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5)
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Os Encontros sobre Investigação na Escola constituem-se numa proposta de formação de professores que agrega licenciandos, professores da educação básica, professores da universidade e pós-graduandos num movimento de formação acadêmico-profissional do professor (DINIZ-PEREIRA, 2008). Os encontros foram propostos necessariamente pela Universidade do Vale do Taquari (UNIVATES) em Lajeado – RS. No decorrer dos anos o encontro agregou professores de todas as áreas do conhecimento e proporcionou a integração de diferentes níveis de ensino. As universidades proponentes do encontro nas suas dez edições foram: a Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) e Universidade do Vale do Taquari (UNIVATES). Os encontros no decorrer de uma década partilharam experiências vividas a respeito da sala de aula sendo a proposta de formação ancorada na escrita, na leitura e na relação dialógica a respeito destas experiências no espaçotempo1 da escola e da universidade. A presente trabalho de pesquisa de tese de doutoramento procura compreender a potencialidade dos Encontros sobre Investigação na Escola na formação permanente dos professores de Química. O corpus da pesquisa se constitui nos relatos de experiência de trabalhos que envolvem a sala de aula de Química no período de 2000 a 2010. A pesquisa percorreu alguns caminhos: o primeiro, a análise quantitativa e exploratória por meio dos anais dos encontros a respeito dos relatos inscritos na área da Química no período de dez anos, a análise qualitativa ancorada na proposição da Análise Textual Discursiva (ATD) desenvolvida por Moraes e Galiazzi (2007)- e a discussão teórica a respeito da epistemologia da prática pedagógica presente nos relatos inscritos pelos professores. No decorrer dos dez anos do encontro 240 trabalhos de Química foram inscritos e discutidos, abordando assim diversas temáticas concernentes à sala de aula de Química. A análise dos trabalhos do X Encontro sobre Investigação na Escola relativa à categoria “os processos de formação acadêmico-profissional de professores de Química” permite argumentar que os professores de Química participantes dos Encontros sobre Investigação na Escola ao escreverem, ao lerem e ao dialogarem encontram-se em processo de formação acadêmico-profissional e produzem currículo tanto na escola quanto na universidade. Os Encontros sobre Investigação na Escola potencializam a formação acadêmico-profissional de professores de Química num processo de formação imerso na epistemologia da prática.
The Encontros sobre Investigação na Escola, meetings in which teachers share their researches, have been a proposal for teacher education that gathers college students, elementary school teachers, professors and post-graduate students in a movement for their academic-professional education (DINIZ-PEREIRA, 2008). These meetings, which were originally proposed by the Universidade do Vale do Taquari (UNIVATES) a university located in Lajeado, RS, Brazil, have brought teachers from all areas of knowledge together and have enabled integration of different teaching levels. Their ten first editions were held in different universities for ten years: Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) and Universidade do Vale do Taquari (UNIVATES). Teachers have shared their classroom experiences in the meetings since the educational proposal is based on writing, reading and the dialogic relation among these experiences in the space-time of the school and the university. This doctoral dissertation describes the study which aims at comprehending the potentiality of the Encontros sobre Investigação na Escola in the teacher education processes of Chemistry teachers. Its corpus comprises Chemistry teachers’ experience reports which were submitted to the event from 2000 to 2010. The research followed these steps: a quantitative and exploratory analysis of the reports that were submitted to the event in the area of Chemistry and published in the annals for ten years; a qualitative analysis of those texts in the light of the Discursive Textual Analysis (DTA), developed by Moraes and Galiazzi (2007); and a theoretical discussion about the epistemology of the pedagogical practice described by the teachers in their reports. In these ten editions, 240 Chemistry studies, which addressed several themes related to the Chemistry class, were submitted to and discussed in the event. The analysis of the reports submitted to the X Encontro sobre Investigação na Escola in the category “Chemistry teachers’ academic-professional education processes” leads to the following argument: when Chemistry teachers who take part in the events write, read and talk, they are embedded in an academic-professional education process and produce curriculum both in school and in college. The Encontros sobre Investigação na Escola potentize Chemistry teachers’ academic-professional education in a development process which is immersed in the epistemology of practice.
Pagano, Jennifer Hoolhorst. "The evolution of Sunset Magazine's cooking department: The accommodation of men's and women's cooking in the 1930s." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3575.
Full text(9826157), Amantha Perera. "The impact of online trauma threats faced by journalists: The case of COVID-19-imposed remote-working regimes." Thesis, 2022. https://figshare.com/articles/thesis/The_impact_of_online_trauma_threats_faced_by_journalists_The_case_of_COVID-19-imposed_remote-working_regimes/21555312.
Full textBolton, G., and Russell Delderfield. "Reflective practice: writing and professional development." 2018. http://hdl.handle.net/10454/17190.
Full textReflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness and professional development. This newly updated fifth edition of Gillie Bolton’s bestselling book explores reflective writing as a creative and dynamic process for this critical enquiry. New to this edition: An expanded range of exercises and activities A new emphasis on using e-portfolios Further guidance on reflective writing assignments Enhanced discussion of reflection as a key employability skill Additional online resources This popular book has been used worldwide in various disciplines including education, social work, business and management, medicine and healthcare and is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.
WANG, YING-CHIH, and 王映之. "Psychological Helpers’ Applications of Therapeutic Writing of The Professional Practice and Reflection." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4wfgeu.
Full text國立暨南國際大學
諮商心理與人力資源發展學系輔導與諮商研究所
106
The purpose of this study was to investigate the professional mental helpers’ motivation of therapeutic writing, interventions, and the benefits and limitations of writing techniques. The data were collected through interviews with five participants who have been working in counseling psychology or educational guidance fields. The total of 10 hours’ individual interview transcripts were used for analysis based on grounded theory approach. Results of the study showed: 1. The motivation of applications therapeutic writing included: A. Successful experiences in writing techniques. B. The enhancement of the therapeutic effectiveness assisted by writing techniques. C. Clients’ personal preference. D. Based on the groups’ themes and goals. 2. The skills of introduction and catalysis of therapeutic writing: A. Creating a comfortable and reliable climate. B. Appropriating emotional catalysis before writing. C. Providing model and guide of writing. D. Establishing clear rules of writing in necessary. E. Deepening insight by progressive writing activity. 3. Interventions of clients’ problems: A. Developing therapeutic relationship and engaging to the process which clients’ emotional effects motivated by writing. B. Guiding clients to explore deeply and avoiding closed cognitive patterns. C. Applying multiple methods to cope with difficulty to express. D. Adjusting the writing activity based on clients’ needs. 4. The benefits of writing techniques: A. Using as a counseling mediums. B. Providing the possibilities of self-healing. C. Promoting emotional disclosure and expression. D. Extending cognition. E. Catalysis to action. F. Performing personal creativity. G. Allowing clients to have sufficient personal space. H. Writing scripts can be reviewed and preserved. I. Words help thinking. J. Words help to reach consensus and to be good for spread. 5. The limitation of writing techniques: A. Some clients couldn’t get into writing easily. B. The need to find the external resources. C. Possible ethics issues. Based on the findings, the suggestions were proposed for professional mental helpers, therapeutic writing and future research. Keywords: Therapeutic Writing, Expressive Writing, Professional mental Helpers.
Masterson, Lynn Ashman. "Landscapes of practice : stories of teacher development and change." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2251.
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Clow, Bohan Margaret. "“They Come in Wearing Their Rank”: The Dynamics of an Inter-professional Proposal Writing Team." 2011. http://hdl.handle.net/10222/14307.
Full textFitzPatrick, Erin R. "Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting." 2017. http://scholarworks.gsu.edu/epse_diss/112.
Full textWoodhead, Jacinda. "The Abortion Game: Writing a Consciously Political Narrative Nonfiction Work." Thesis, 2015. https://vuir.vu.edu.au/29791/.
Full text(9786824), Mingjing Chen. "Newspaper journalism in Australia and China: A comparison of Sydney 2000 and Beijing 2008 coverage by two national dailies." Thesis, 2010. https://figshare.com/articles/thesis/Newspaper_journalism_in_Australia_and_China_A_comparison_of_Sydney_2000_and_Beijing_2008_coverage_by_two_national_dailies/13457480.
Full textElliott, Lesley. "How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure." Thesis, 2013. http://hdl.handle.net/1807/35814.
Full text(6634796), Ashley J. Velazquez. "What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program." Thesis, 2019.
Find full textMokrzycki, Sarah Jayne. "Family diversity in Australian picture books: the importance and benefits of exploring diverse family models." Thesis, 2021. https://vuir.vu.edu.au/43127/.
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